Perceptions and Implementation of the STEAM Approach among Spanish Secondary School Teachers

Abstract

Educational systems increasingly seek approaches that integrate scientific knowledge with creativity and interdisciplinary problem solving. In this context, the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach has emerged as a relevant pedagogical framework. However, its effective implementation depends largely on teachers’ knowledge, perceptions, and classroom practices. This study examines teachers’ knowledge, use, and appraisal of STEAM in Spain, as well as their willingness to receive training. A quantitative descriptive study was conducted using an online survey administered to 113 teachers in scientific and technological subjects. Descriptive statistics and non-parametric tests were applied. The results show moderate levels of knowledge and limited classroom implementation, although teachers who have applied STEAM report positive experiences. Significant differences were found according to gender, age, and teaching methodology, while no differences were observed by school type. Most participants also reported a strong interest in further professional development. These results suggest that strengthening teacher training is essential to support the effective adoption of STEAM in educational practice.