AL-TIMANI, SANAA2024-07-192024-07-192024-0320001575https://bspace.buid.ac.ae/handle/1234/2648This study investigates educators' perspectives on STEM Project-Based Learning (PBL) implementation and its effectiveness in fostering 21st century skills in private American schools in Ajman, UAE. It also explores how demographic factors among educators influence their views on STEM PBL's efficacy in promoting these skills. Given the limited research in the UAE on this topic, the study aims to fill this gap. Using a mixed-method approach, 116 science, math, and ICT teachers from three Ajman schools (elementary, middle, and high school) participated. Quantitative data were gathered through an 18-item questionnaire covering five dimensions, while qualitative data were collected through interviews with four teacher leaders and open-ended questions within the questionnaire. The findings indicate that the 18 items play a significant role in the implementation and practices of STEM PBL to develop 21st century skills.Teachers identified several challenges, such as managing extensive curriculum content, time constraints, limited resources, and difficulties in interdisciplinary collaboration. Demographic factors like gender, age, academic qualification, or teaching experience did not significantly influence perceptions. However, the grade levels taught had a notable impact, with high school teachers showing greater proficiency in STEM PBL. The study suggests the need for further research with broader samples and larger teacher cohorts. It concludes that while STEM PBL is beneficial, ongoing professional development is crucial to help educators overcome challenges and effectively foster 21st century skills in students.enSTEM Project-Based Learning (PBL), 21st century skillsDissertationProfessor Sufian Forawi