Abstract
<abstract> <p>This qualitative study investigated how science teachers integrate science, technology, engineering, and mathematics (STEM) into their lessons, focusing on the benefits, challenges, and implementation strategies. Data were collected through semi-structured interviews with 26 science teachers in public schools in Irbid Governorate, Jordan, during the 2023–2024 academic year. The findings revealed that while teachers generally have a positive attitude toward STEM education, they encountered significant challenges related to inadequate physical resources and time constraints. Additionally, STEM education was shown to promote student engagement in research activities. The study employed a thematic analysis approach to identify, analyze, and report patterns within the data, providing a detailed account of the themes that emerged from the teachers' experiences. The study underscores the importance of addressing these challenges to facilitate the effective integration of STEM into science education.</p> </abstract>
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