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Information × Registration Number 0225U003805, (0123U105357) , R & D reports Title An integrated approach to the professional training of STEM-oriented teachers: the synergy of science-intensive and digital technologies popup.stage_title Теоретико-аналітичний Head Nesterenko Maryna M., Кандидат педагогічних наук Registration Date 22-08-2025 Organization Berdiansk State Pedagogical University popup.description1 theoretical justification, development and experimental verification of the effectiveness of the model of professional training of STEM-oriented teachers with a focus on the synergy of science-intensive and digital technologies popup.description2 During the initial theoretical-analytical phase, educational and professional programs for training future teachers of various specialties for STEM-oriented professional activities were analyzed. The results revealed that these programs insufficiently account for the need to integrate STEM approaches across all specialties, primarily focusing on natural sciences and mathematics. A survey conducted among university faculty and higher education students revealed a positive attitude towards STEM education among respondents, yet highlighted significant gaps that hinder the effective implementation of STEM approaches. Specifically, more targeted support is required from higher education institutions (HEIs) to assist educators in humanities and social sciences in integrating STEM approaches into the preparation of students who, in turn, will promote STEM among the children and youth they will work with in the future. Factors contributing to resistance among HEI academic staff towards adopting and implementing STEM education in the context of achieving the Sustainable Development Goals (SDGs) were analyzed. The results demonstrated that the primary barriers to implementing STEM education in the higher education system include insufficient resources, stress among educators due to the ongoing war, and the need for advanced training in STEM-related contexts. The structure of STEM teachers’ readiness was defined, encompassing cognitive, affective, and behavioral components, which enables the development of competencies for solving interdisciplinary problems. The study also emphasized the necessity for flexibility and adaptability within this structure to evaluate and enhance STEM-oriented teacher readiness, ensuring its relevance and applicability across different educational levels. Product Description popup.authors Kovachov Serhii S. Mytsyk Hanna M. Nesterenko Maryna M. Petryk Kristina Yu. popup.nrat_date 2025-08-22 Close