ASSESSING STEM EDUCATION COMPREHENSION AMONG GEORGIAN TEACHERS – OBSTACLES AND WAYS OF IMPLEMENTATION
STEM education is widely acknowledged as a valuable pedagogical approach, furnishing individuals with indispensable skills tailored for the contemporary era. Nonetheless, its practical execution frequently encounters hurdles from diverse beliefs and attitudes toward its delineation and instructional methodologies. This study endeavors to gauge the depth of comprehension regarding the STEM educational paradigm among educators in Georgia. The study employed a quantitative research methodology. A survey was conducted among 388 teachers representing different regions of Georgia. The selection of this sample size was deliberate, focusing on a specific subgroup within the population: Teachers who exhibit a pronounced interest in STEM. These teachers had previously absorbed insights about STEM through webinars, training sessions, or workshops. The chosen sample size considers a margin of error of 5%, with a confidence level exceeding 95%, indicating substantial measurement consistency. The hypothesis posits that, given the recent introduction of STEM education in Georgian schools, teachers might misconstrue the concept and inadequately integrate it into the pedagogical process. Analysis of the research findings corroborated the validity of this hypothesis.