Towards an Integrated STEM Education Model: Foundations, Barriers, and Implementation Perspectives

Abstract

STEM education plays a strategic role in developing the skills needed to face the global challenges of the 21st century, from sustainability to digital transformation. However, its implementation remains uneven and is often reduced to fragmented initiatives lacking methodological coherence. This study integrates a literature review with an empirical analysis of a questionnaire administered to 131 teachers, exploring their knowledge, perceptions, prior experiences, and future intentions to implement interdisciplinary STEM pathways. The results highlight a strong awareness of the importance of STEM but often a fragmented understanding of its methodological principles and disciplinary integration. Key barriers emerge at the levels of teacher training, material resources, and school organization. Nonetheless, teachers demonstrate a cultural inclination toward innovation and recognize the educational and inclusive value of STEM pathways. The study concludes by emphasizing the need for systemic interventions: structured initial and ongoing teacher training, methodological support, and adequate infrastructure, so that STEM education can translate into authentic, inclusive, and transformative teaching practices.