Professional training of bachelor’s and master’s students in primary education for the implementation of STEM technologies

Abstract

In the context of the transformation of Ukraine's educational space and the introduction of innovative learning approaches, STEM education has emerged as one of the strategic directions for the development of the modern Ukrainian school. It is STEM education that fosters skills essential for life in a technologically saturated world, including critical thinking, interdisciplinary interaction, creativity, and technical literacy. Undoubtedly, the teacher is called to be the driver of these changes, being capable of integrating scientific, technical, and intersectoral content into the educational process while considering children's age characteristics. The purpose of the study is to investigate the readiness of higher education students (Bachelor’s and Master’s levels in Primary Education) to implement STEM education in the modern Ukrainian school, analyze educational needs (content and methodology), and formulate recommendations for improving educational programs in the Primary Education specialty. The study employs a complex of methods, namely theoretical methods (analysis of key research concepts, comparison and systematization of approaches to STEM implementation in primary schools in Ukraine and abroad, generalization of data, and formulation of conclusions); and empirical methods (surveys of pedagogical students from nine Ukrainian universities, statistical generalization, comparative analysis, and interpretation of educational trends). The research resultsdemonstrated that while STEM education is recognized as a strategic priority, its successful implementation requires a transition from the sporadic use of technology to the systemic modernization of university training for Bachelor’s and Master’s students in Primary Education. The findings will provide a scientific basis for the systemic adjustment of curricula in pedagogical higher education institutions and the development of relevant elective courses, training programs, and methodological manuals. This will ensure an increase in the quality of training for teaching staff in the Primary Education specialty, enabling them to properly implement an integrated STEM approach. Conclusions: The study revealed a significant gap between the theoretical knowledge and practical skills of Primary Education students regarding the implementation of STEM education, which prompted the development of methodological recommendations. The content and structure of these recommendations will contribute to ensuring the appropriate level of professional training for higher education students in Primary Education for the implementation of STEM education.