IJIET 2026 Vol.16(9): 2349-2357
doi: 10.18178/ijiet.2026.16.9.2693
doi: 10.18178/ijiet.2026.16.9.2693
Perceptions and Implementation of the STEAM Approach among Spanish Secondary School Teachers
Diego Vergara *, Paula Tordesillas, Álvaro Antón-Sancho, María Sánchez-Jiménez,
and Antonio del Bosque
Technology, Instruction and Design in Engineering and Education Research Group (TiDEE.rg), Facultad de Ciencias y Artes, Universidad Católica de Ávila (UCAV), Calle Canteros s/n, Ávila, Spain
Email: diego.vergara@ucavila.es (D.V.); p.tordesillas@gmail.com (P.T.); alvaro.anton@ucavila.es (A.A.-S.); maria.sanchezjimenez@ucavila.es (M.S.-J.); antonio.bosque@ucavila.es (A.d.B.)
*Corresponding author
Email: diego.vergara@ucavila.es (D.V.); p.tordesillas@gmail.com (P.T.); alvaro.anton@ucavila.es (A.A.-S.); maria.sanchezjimenez@ucavila.es (M.S.-J.); antonio.bosque@ucavila.es (A.d.B.)
*Corresponding author
Manuscript received March 16, 2026; revised April 14, 2026; accepted May 6, 2026; published September 10, 2026
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.
Keywords—STEAM, learning, teaching methodology, teacher perceptions, teacher training, digital competence, educational innovation
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—STEAM, learning, teaching methodology, teacher perceptions, teacher training, digital competence, educational innovation
Cite: Diego Vergara, Paula Tordesillas, Álvaro Antón-Sancho, María Sánchez-Jiménez, and Antonio del Bosque, "Perceptions and Implementation of the STEAM Approach among Spanish Secondary School Teachers," International Journal of Information and Education Technology, vol. 16, no. 9, pp. 2349-2357, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).