| Abstract [eng] |
Title of the thesis: Opportunities and Challenges of Developing Teachers’ Competencies in Implementing STEAM in the Educational Process. The aim of this thesis is to analyze the opportunities and challenges of developing teachers’ competencies in implementing STEAM in the educational process. Methodology: The study applied a quantitative research method using a questionnaire completed by 337 general education school teachers. The objective was to confirm or reject the hypothesis that teachers who participated in at least 9 hours of STEAM competency development courses per year apply STEAM methodologies in the educational process more frequently compared to those who participated less or not at all. The research data were analyzed using statistical analysis methods, including correlation analysis and regression analysis, to assess the frequency of teachers’ participation in professional development activities, the frequency of applying STEAM methods, and the relationship between these factors. The structure of the thesis consists of three main parts: the introduction, which outlines the research problem, aim, objectives, and hypothesis; the theoretical part, which discusses the concept of STEAM education, the importance of developing teachers' competencies, and the main challenges; the empirical part, which presents the research results, data analysis, and their interpretation; and the conclusions and recommendations section, which summarizes the research findings and provides proposed measures to enhance the effectiveness of STEAM implementation. The research results confirmed the hypothesis that teachers who participated in at least 9 hours of STEAM competency development courses per year apply STEAM methodologies more frequently in the educational process compared to those who participated less or not at all. The results indicate that more intensive participation in professional development activities directly influences teachers’ ability to apply modern educational methodologies. To ensure more effective implementation of STEAM methods, it is essential to focus on practical training that not only provides theoretical knowledge but also encourages teachers to create, experiment, and integrate technologies into the educational process. Interdisciplinary collaboration, through joint methodological meetings and seminars, is necessary for teachers to exchange experiences and adapt to the needs of different disciplines. Teachers’ confidence in their abilities, gained through participation in development courses, ensures that the application of STEAM methods becomes more effective and contributes to achieving modern educational goals, particularly in fostering students’ creativity, critical thinking, and problem-solving skills. |
