Investigating the level of physics teachers’ implementation of the STS and STEM models in Saudi secondary schools in relation to professional licensing standards

Source abstract

Science education is currently witnessing a rapid and radical change. In fact, schools are not only expected to teach scientific facts but also to help learners understand how science relates to technology and society and how scientific knowledge is used to solve real-life problems. Two main models are being used, namely, the science-technology-society (STS) model and the science, technology, engineering, and mathematics (STEM) approach. In this study, a descriptive survey was completed by 424 physics teachers, using two scales – the STS and STEM – each of which consists of 15 items. The findings indicated that teachers reported relatively high levels of implementing both STS and STEM practices. The results also demonstrated a strong significant, positive correlation between STS and STEM implementation among secondary school physics teachers in Saudi Arabia, suggesting that these approaches are complementary and commonly used together in classrooms. Additionally, the findings reflected a strong alignment between teachers’ instructional practices and the competencies outlined in Saudi Arabia’s professional licensing standards, though some gaps still remain, particularly in engineering-focused instruction. The study stresses the importance of targeted professional development programs that enhance the integration of engineering design and applied mathematics into physics education. It also emphasizes the need to align teacher preparation and ongoing training with modern instructional models to improve the quality of science education in Saudi secondary schools.