Exploring Science and Maths Teachers’ Perceptions of STEM Education in Hunza, Gilgit-Baltistan

Abstract

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This qualitative case study explores the perceptions of secondary school science and mathematics teachers regarding STEM education in the context of Hunza. Data was collected from 10 teachers via a multi-method approach, including semi-structured interviews, personal meaning mapping, photo elicitation, and document analysis of lesson plans. Thematic analysis of the data revealed three overarching themes. First, teachers hold multiple, nuanced definitions of STEM education, primarily conceptualising it as integrated learning, technology-based instruction, a student-centred pedagogical approach, and, in one instance, specifically as robotics. Second, teachers perceived significant multifaceted benefits for students, including heightened motivation and active engagement, the development of robust problem-solving and critical thinking skills, early awareness of STEM career pathways, and a marked increase in student confidence. Third, teachers faced substantial systemic and operational challenges in implementation, such as profound difficulties in forming integrated STEM instruction due to a lack of cross-disciplinary content knowledge, lack of specialised in-service training, overwhelming time constraints within a rigid curriculum, and a pervasive lack of administrative and resource support. The study finds a significant gap between acknowledging STEM's importance and effectively implementing it. Thus, it recommends a comprehensive strategy that includes creating a clear, localised definition of STEM through collaboration, providing ongoing teacher training, reforming the curriculum for flexibility, and increasing administrative support and funding.