درجة امتلاك معلمي الطلبة الموهوبين للكفايات اللازمة لتطبيق منحى تكامل العلوم والتكنولوجيا والهندسة والفنون والرياضيات ""STEAM في تعليم الطلبة الموهوبين في المملكة العربية السعودية

Kawthar Ismail Al-Rabei

doi:10.35516/Edu.2025.11486

Authors

Kawthar Ismail Al-Rabei Department of Special Education, Faculty of Education, Al-Baha University, Saudi Arabia. https://orcid.org/0000-0001-6584-8529

DOI:

https://doi.org/10.35516/Edu.2025.11486

Keywords:

Gifted students, teachers of gifted students, STEAM approach.

Abstract

Objectives: The study aimed to identify the extent to which teachers of gifted students possess the competencies necessary to implement the STEAM approach in teaching gifted students in the Al-Baha region.

Methods: The study employed the descriptive method and used a scale as the research tool. The sample consisted of 115 teachers of gifted students.

Results: The findings revealed that the degree to which teachers of gifted students possess the competencies necessary to implement the STEAM approach in teaching gifted students was rated as high. Statistically significant differences were found at the (α ≤ 0.01) level in the mean responses of the sample according to gender, in favor of males; according to academic qualification, in favor of the postgraduate category; and according to years of teaching experience, in favor of those with 5 to less than 10 years of experience. No statistically significant differences were found according to the educational stage taught by the teacher.

Conclusion: The study addressed the extent to which teachers of gifted students possess the competencies required to implement the STEAM approach in teaching gifted students, with these competencies rated as high. The study recommended the continued provision of professional development programs for all teachers in the field of STEAM.

Downloads

Download data is not yet available.

References

Aljuwayr, Y. (2018). Investigating Saudi Arabian high school science teachers’ perceived challenges and concerns related to the integration of science content, technology, engineering, and mathematics (STEAM) into science teaching (Unpublished PhD thesis). The University of Texas at Austin.

Al-Qumeizi, H. (2019). Secondary school biology teachers' perceptions of science, technology, engineering and mathematics (STEAM) educational trend and the level of teaching self-efficacy. Amazonia Investiga, 8(23), 582–601.

Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2021). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(11), 2919–2955. https://doi.org/10.1080/0020739X.2021.1922943

Çevik, M., & Özgünay, E. (2018). STEAM education through the perspectives of secondary school teachers and school administrators in Turkey. Asian Journal of Education and Training, 4(2), 91–101.

Chen, D., & Dahlman, C. (2005). The knowledge economy, the KAM methodology and World Bank operations. World Bank. https://www.scirp.org/reference/referencespapers?referenceid=3379140

Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.

Field, A. (2009). Discovering statistics using SPSS (3rd ed.). SAGE.

Jackson, S. (2009). Research methods and statistics: A critical thinking approach (3rd ed.). Wadsworth.

Knowles, J. G. (2017). Impact of professional development in integrated STEAM education on teacher self-efficacy, outcome expectancy, and STEAM career awareness (Doctoral dissertation). Purdue University.

Leavy, A., Dick, L., Meletiou‐Mavrotheris, M., Paparistodemou, E., & Stylianou, E. (2023). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 39(4), 1061–1082.

Lon, S., Tusi, H., Tseng, K., & Shih, R. (2017). Effects of implementing STEAM-I project-based learning activities for female high school students. International Journal of Distance Education Technology, 12(1), 52–73.

McComas, W. F. (Ed.). (2013). The language of science education: An expanded glossary of key terms and concepts in science teaching and learning. Springer.

National Association for Gifted Children. (2013). NAGC-CEC teacher preparation standards in gifted education. NAGC.

National Science Board (US). (2007). A national action plan for addressing the critical needs of the US science, technology, engineering, and mathematics education system. National Science Foundation.

Nistor, A., Gras-Velazquez, A., Billon, N., & Mihai, G. (2018). Science, technology, engineering and mathematics education practices in Europe. Scientix report.

Özkan, F., & Kettler, F. (2022). Effects of STEAM education on the academic success and social-emotional development of gifted students. Journal of Gifted Education and Creativity, 9(2), 143–163.

Perales, F., & Aróstegui, J. (2021). The STEAM approach: Implementation and educational, social and economic consequences. Arts Education Policy Review, 125(2), 59–67. https://doi.org/10.1080/10632913.2021.1974997

Renzulli, J. S., Reis, S. M., & Smith, L. H. (1981). The revolving door identification model. Creative Learning Press.

Sahin, E., Sari, U., & Sen, O. (2023). STEM professional development program for gifted education teachers: STEM lesson plan design competence, self-efficacy, computational thinking and entrepreneurial skills. Thinking Skills and Creativity, 48, 101314. https://doi.org/10.1016/j.tsc.2023.101314

Sabirova, F., Vinogradova, M., Isaeva, A., Litvinova, T., & Kudinov, S. (2020). Professional competences in STEM education. International Journal of Emerging Technologies in Learning (iJET), 15(14), 179–193.

Wahsheh, N., Al-Rabie, K., Al Fandi, A., Tayyoun, M., & Taani, E. (2024). The prevalent parenting styles of gifted students at Ajloun Governorate. Qubahan Academic Journal, 4(4), 84–95

Abdul Hamid, R. (2019). The effectiveness of employing cloud computing applications based on the STEAM cognitive integration approach in developing life skills related to mathematics among second-year intermediate female students. In The Sixth Conference on Teaching and Learning Mathematics: The Future of Mathematics Education in the Kingdom of Saudi Arabia in Light of Modern Trends and International Competitiveness: Distinctive Research, Experiences, and Future Visions. Riyadh.

Abu Allam, R. (2011). Research methods in psychological and educational sciences (6th ed.). Dar Al-Nashr Lil-Jami'at.

Abu Musa, A. (2019). The effectiveness of a science unit designed according to the STEAM integration approach in developing scientific practices among ninth-grade female students (Unpublished master’s thesis). The Islamic University, Gaza.

Abu Thantin, N. (2021). The effect of employing the STEAM approach in science teaching on developing decision-making skills among gifted middle school students in Afif Governorate. Journal of the Islamic University for Educational and Psychological Studies, 29(1), 288–317.

Al-Duais, R., & Al-Shahri, F. (2021). The effect of using the STEAM approach on developing creative thinking in biology for first-year secondary school female students in the Kingdom of Saudi Arabia. Al-Madinah International University Journal of Educational and Psychological Sciences, 3, 331–365.

Al-Furaih, N., & Al-Anaz, H. (2022). Obstacles to implementing the integrated system of science, technology, engineering, and mathematics (STEAM) in the education of gifted students. Educational and Psychological Studies, 117, 111–163.

Al-Hilali, S. (2020). The reality of teaching science based on STEAM standards from the perspective of gifted students and their teachers. Journal of Young Researchers in Educational Sciences, 6, 104–156.

Alian, Sh., & Al Mazrouei, Y. (2020). Obstacles to implementing the STEAM approach in science teaching from the perspective of teachers in the Sultanate of Oman. Journal of Educational and Psychological Sciences, 4(2), 57–74.

Al-Mutairi, N. (2023). The effect of an enrichment program based on the STEAM educational approach on developing 21st-century skills among intermediate school students in Jeddah Governorate. Journal of Educational and Psychological Sciences, 7(44), 66–81.

Al-Omari, A. (2023). STEAM education for gifted students and professional development of teachers of gifted students in light of the requirements of the STEAM methodology. Social Affairs, 40(160), 175–196.

Al-Qarni, M. (2018). A proposed training program to develop professional competencies in light of the requirements of integrating science, technology, engineering, and mathematics (STEAM) for faculty members in the science colleges at Bisha University. Umm Al-Qura University Journal of Educational and Psychological Sciences, 10(1), 261–318.

Al-Rabee, K. (2020a). Factors influencing career choices of gifted students at King Abdullah II Schools for Excellence in Jordan. Journal of the Islamic University for Educational and Psychological Studies, 28(1), 282–301.

Al-Rabee, K. I. (2020b). Challenges Facing Teachers of Gifted Students at King Abdullah II School of Excellence in Jordan and their Relationship to Some Variables. Dirasat: Educational Sciences, 47(4), 78-89.

Al-Rantisi, M., Sandouqa, R., & Hussein, F. (2022). The effectiveness of the STEAM curriculum in developing lateral thinking skills among fifth-grade female students in Gaza. Journal of Educational Sciences and Humanities, 26, 222–242.

Al-Salahi, M. (2019). Training needs of mathematics teachers in light of the STEAM approach. Umm Al-Qura University Journal of Educational and Psychological Sciences, 11(1), 1–26.

Al-Sharbini, Z., Sadiq, Y., Al-Qarni, M., & Mathana, A. (2013). Research methods in educational, psychological, and social sciences. Al-Shaqri Library.

Al-Shehri, N., & Mamdouh, A. (2023). Obstacles to using the STEAM approach in teaching mathematics to gifted high school students in Makkah Al-Mukarramah from the teachers’ perspective. Al-Madinah International University Journal of Educational and Psychological Sciences, 11, 313–359.

Bahjat, R. (2020). The effectiveness of a training program to enrich the professional competencies of kindergarten teachers in light of the STEAM approach in developing the integration of science, technology, engineering, and mathematics in kindergarten children. Journal of Childhood Research and Studies, Faculty of Early Childhood Education, Beni Suef University, 2(4), 424–498.

Gifted Classroom Guide. (2017). Gifted classroom guide. https://cutt.us/IbkBd

Ibn Munazir, A., & Al-Hanaki, M. (2021). Obstacles to implementing the STEAM approach from the perspective of middle and secondary school teachers in the Kingdom of Saudi Arabia. Journal of the College of Education in Educational Sciences, 45(4), 219–254.

Kawari‘, A. (2018). The effect of using the STEAM approach on developing conceptual comprehension and creative thinking in mathematics among ninth-grade students (Unpublished master’s thesis). The Islamic University of Gaza, Palestine.

Majeed, S. (2014). Foundations of constructing psychological and educational tests and measures. De Bono Center for Teaching Thought.

Najlah, A., & Hamdan, A. (2011). The effectiveness of a proposed training program in light of standard levels of educational quality to develop the professional competencies of basic education science teachers. Journal of Science Education, 14(3), 51–110.

Sahli, G. (2019). The STEAM system for creative teaching. King Fahd National Library.

Ziadah, R., & Asqoul, M. (2019). The effectiveness of a program based on the STEAM curriculum according to CCSSM standards in developing critical thinking skills in mathematics among eleventh-grade female science students in Gaza (Unpublished master’s thesis). The Islamic University, Gaza.