Abstract:

Instructional strategies are pivotal to reform initiatives in science, technology, engineering, and mathematics (STEM) education. Despite evidence that integrated and student-centered approaches significantly improve student engagement, many higher education instructors continue to rely on siloed, teacher-centered methods. The current study used a basic qualitative design to explore college-level instructors' perceptions regarding the challenges of transitioning to these modern pedagogies and the institutional supports necessary to sustain such changes. Focusing on the instructor experience allows the study to address a gap in existing literature, which often overlooks the faculty perspective in the implementation of integrated strategies.

The study’s theoretical framework drew upon established theories of organizational change and transformational leadership. Key research questions focused on instructors’ unique experiences and perspectives when implementing integrated and student-centered practices in postsecondary environments. A basic qualitative research design was employed, utilizing a sample of 15 participants recruited through snowball sampling who teach across various STEM disciplines. Data were collected via an online questionnaire and the analysis of course syllabi. The data were then processed using document analysis and an inductive thematic analysis.

Instructors reported positive views of student-centered and integrative methods despite facing significant systemic challenges regarding the adoption of these strategies. Participants identified a need for training and resource allocation from leadership to successfully transition away from traditional lecturing models. The results emphasize that pedagogical reform requires more than just individual effort; it necessitates institutional backing. Based on these findings, recommendations for higher education leaders include establishing a clear institutional mission to drive organizational change and providing structured, ongoing professional development for faculty. By aligning leadership strategies with instructor needs, institutions can better support the transition to the more effective, student-centered STEM environments required for 21st-century learners.

Keywords:

STEM education reform, transformational leadership, postsecondary, integrated pedagogy, student-centered learning, organizational change.