Enablers and Constraints of STEM Programme Implementation: an External Change Agent Perspective from a National STEM Programme in Finland

Abstract

An international need exists for effective programmes that will enhance learners’ interest in studies and careers related to science, technology, engineering and mathematics, i.e. STEM. When considering the impact of STEM programmes, it is important to identify what can enable or constrain effective programme implementation. As such, enablers can be systematically supported and constraints tackled to maximise a programme’s impact. This study considers a nationwide STEM programme in Finland that involved 450 teachers and their learning communities. The study followed an interpretative paradigm, collecting data through semi-structured interviews and analysed with data-driven thematic analysis. The study participants were 14 external change agents operating between participating learning communities and the national programme administration and, thus, had a valuable overview on how the programme evolved. The most important enablers of effective programme implementation were versatile support, programme flexibility and long-term vision. Two major constraints were limited resources and collaboration challenges. Considering the findings of this study can help design effective STEM programmes by providing various support mechanisms for educators, particularly scaffolding; peer and school administrator support; flexibility to enable embedding activities and adapting programme objectives to participants’ everyday work; long-term vision to support both lifelong learning and a continuum between different STEM programmes; sufficient time and economic resources to achieve a long-term impact; and collaboration and networking opportunities at the local, regional, national and international levels.

Innovating Education: A Comprehensive Review of STEM Education Approaches

“…• Curriculum Support: Educators often need more resources and guidance to effectively implement STEM curricula that are dynamic and engaging (Anderson et al, 2022;Aspin et al, 2022). • Resource Availability: Limited funding can restrict the availability of essential resources like laboratory equipment, technology tools, and up-to-date learning materials (Arlinwibowo et al, 2022;Mäkelä et al, 2023). Solutions involve increased investment in educator training programs, providing adequate resources for STEM education, and creating support networks for educators (Ascanio et al, 2022).…”

“…• The Finnish Model (Finland): Known for its innovative and student-centered educational system, Finland has integrated STEM education into its national curriculum with a focus on interdisciplinary projects and problem-solving. Finnish students consistently rank high in international assessments of science and mathematics (Boğar & Lavonen, 2022;Mäkelä et al, 2023). • Singapore's STEM Education: Singapore's emphasis on high standards in mathematics and science education, coupled with investments in teacher training and curriculum development, has positioned its students among the top performers in international STEM assessments (Koh & Tan, 2021;Teo & Choy, 2021).…”

Validation of an Instrument to Measure Natural Science Teachers’ Self-Perception about Implementing STEAM Approach in Pedagogical Practices

“…Everything mentioned above allows us to know what is expected from natural science teachers in terms of their experience and professional development, as well as in the identification of specific needs for the implementation of the STEAM in their pedagogical practices [20,41]. To identify these shortcomings, it is necessary, in some way, to measure self-perception levels of STEAM's effectiveness in transforming pedagogical practices in science education [42,43].…”