International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 2
March-April 2026

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Awareness, Perception And Attitude Of In-Service Teachers Towards Integrated STEM Education

Author(s) Ms. Rachana Agrawal
Country India
Abstract The present study examines the awareness, perception, and attitude of in-service teachers towards integrated STEM (Science, Technology, Engineering, and Mathematics) education in the Indian school context. With the increasing emphasis on 21st-century skills such as critical thinking, creativity, and problem-solving, STEM education has emerged as a significant pedagogical approach. The study adopts a quantitative descriptive research design and was conducted among in-service teachers from schools equipped with Atal Tinkering Labs in Vadodara. Data were collected using structured questionnaires and an attitude scale to measure teachers’ awareness, perception, and attitude towards STEM education.
The findings indicate that teachers possess a moderate level of awareness regarding integrated STEM education, though conceptual clarity varies across participants. The perception of teachers towards STEM is largely positive, recognising its role in enhancing student engagement, interdisciplinary learning, and real-life application of knowledge. Additionally, teachers demonstrate a favourable attitude towards adopting STEM practices in classrooms. However, challenges such as a lack of professional training, inadequate infrastructure, time constraints, and limited interdisciplinary expertise hinder effective implementation.
The study concludes that while teachers show readiness and positive inclination towards STEM education, systematic efforts in teacher training, curriculum restructuring, and institutional support are essential for its successful integration in school education.
Keywords STEM Education, Integrated STEM, Teacher Awareness, Teacher Perception, Teacher Attitude, In-Service Teachers, 21st Century Skills, Atal Tinkering Labs
Field Sociology > Education
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-04-27
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E-ISSN 2582-2160
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