Teachers’ Perceptions of Integrating STEM in Omani Schools

  • Shaher Rebhi Elayyan Assistant Professor in Science Education, Faculty of Education and Arts, Sohar University, Sultanate of Oman, Oman
  • Fakhriya Ibrahim Al-Shizawi Ministry of Education, Sultanate of Oman, Oman
Keywords: STEM, integrating approach, Perceptions


The current study falls in line with global and local mobility that aims to investigate the science teachers’ perceptions of integrating STEM approach in cycle 2 schools in AL Batinah North Governorate in Sultanate of Oman. To implement the study, descriptive methodology was used with a questionnaire of 19 items that divided into two parts: Achieving requirements of 21st century skills and linking science education with economic issues. After verifying the psychometric characteristics of the questionnaire, it was applied on the sample of 147 science teachers (71 male and 76 female). The findings showed a high perception of the science teachers towards integrating STEM in teaching science to acquire students the significant skills and competencies to help them to keep pace with modern scientific developments and have an opportunity to compete in the labor market. According to the findings, the study recommends to add engineering design steps to the science curricula and activating workshops to train the teachers to formulate classroom questions in real problems context.

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How to Cite
Elayyan, S., & Al-Shizawi, F. (2019). Teachers’ Perceptions of Integrating STEM in Omani Schools. Shanlax International Journal of Education, 8(1), 16-21. https://doi.org/10.34293/education.v8i1.1136