Teachers' perceptions and practices of STEAM education in South Korea

Hyun Ju Park, Soo Yong Byun, Jaeho Sim, Hyesook Han, Yoon Su Baek

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105 Scopus citations


This study examined teachers' perceptions and practices of science, technology, engineering, arts, and mathematics (STEAM) education in South Korea, drawing on a survey of teachers in STEAM model schools. Results showed that the majority of Korean teachers, especially experienced teachers and male teachers, had a positive view on the role of STEAM education. At the same time, Korean teachers highlighted various challenges in implementing STEAM education, such as finding time to carry out STEAM lessons, increased workloads, and lack of administrative and financial support. Our findings suggest that sufficient support from the government, the reconstruction of national curriculum, and significant changes in the national assessment system are needed to better promote STEAM education.

Original languageEnglish
Pages (from-to)1739-1753
Number of pages15
JournalEurasia Journal of Mathematics, Science and Technology Education
Issue number7
StatePublished - 1 Jul 2016

Bibliographical note

Publisher Copyright:
© 2016 by the authors.


  • Challenges
  • K-12
  • Policy implications
  • STEAM education, Korean education


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