Perceptions and Practice of STEAM Education of Middle and High School Teachers and Students in the United Arab Emirates

Abstract

This study investigates the perceptions and classroom practices of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education among middle and high school teachers and students in the United Arab Emirates (UAE). Focusing on students aged 10 to 18 (grades five through twelve), it investigates how students and teachers perceive and implement STEAM-based learning in educational settings. Guided by three central research questions—regarding perceptions of STEAM education, demonstrated STEAM practices in classrooms, and gender-based differences in students’ perceptions and practices—the study addresses a critical gap in the UAE context, where empirical investigations, especially mixed-methods, remain limited. Emphasizing the integration of the arts into traditional STEM disciplines, this research highlights STEAM's potential to enhance creativity, problem-solving, and student engagement. An explanatory mixed-methods design was employed, supported by theoretical frameworks including Cognitive Flexibility Theory, Social Practice Theory, Project-Based Learning principles, Dewey’s theory of integration, and Vygotsky’s Social Constructivism. Inferential statistical analysis of teacher responses revealed no significant differences by gender, teaching experience, subject taught, school location, or curriculum type, with Mann-Whitney U and Kruskal-Wallis tests yielding p-values> 0.05 across all categories. However, analysis of student responses revealed significant gender-based differences: female students reported greater engagement in critical thinking and technology integration. In contrast, male students expressed stronger perceptions of developing research and engineering skills. Although collaboration did not show a statistically significant difference, scientific inquiry did (p < 0.05), highlighting students' divergent experiences and confidence levels. These findings suggest that while teacher perceptions are largely uniform, student experiences vary notably by gender, with important implications for curriculum design, professional development, and policy aimed at promoting equitable and effective STEAM education. Future research should further investigate factors such as student performance, interest, and socio-cultural context that may influence STEAM engagement.