Perspectives from teachers and managers on STEM classrooms and STEM teaching equipment

Abstract

Abstract This study examines the perceptions of teachers and educational managers regarding the significance of science, technology, engineering, and mathematics (STEM) classrooms and the effectiveness of STEM educational tools in enhancing practical skills, fostering creativity, and promoting interdisciplinary understanding. A survey was administered to 300 teachers and managers from schools in Nghe An Province, Dak Lak Province, and Hanoi, where STEM education programs have been implemented. The study employed a convenience sampling method, utilizing two questionnaires to assess the perceived importance of STEM classrooms and the effectiveness of STEM teaching equipment. The findings indicate that a substantial majority of respondents (96.67%) believe that STEM classrooms play a crucial role in enhancing students' practical skills, while 96% assert that these classrooms promote creativity through hands-on projects. Additionally, 95.34% of participants emphasized the importance of STEM classrooms in advancing interdisciplinary scientific knowledge. However, the survey also identified limitations in the adequacy of STEM teaching equipment, with technical compatibility (71.67%), connections between general and practical equipment (71.34%), and clear labeling and information (71.00%) rated as particularly significant. This research supports the prevailing view that STEM classrooms are essential for developing practical skills, creativity, and interdisciplinary knowledge. Nonetheless, the study suggests that improvements are needed in the effectiveness of STEM teaching equipment, such as ensuring alignment with curriculum objectives, enhancing interdisciplinary integration, and providing clear labeling and usage guidelines. It is recommended that policymakers prioritize investments in standardized and comprehensive STEM equipment and design classrooms that support practical, creative, and interdisciplinary learning.