Abstract:

STEM education is increasingly prioritised worldwide as a means of equipping learners with the skills needed to address complex global challenges. In response, countries such as Ireland have revised primary curricula to promote integrated STEM learning. However, despite policy advances, many teachers continue to face significant barriers—particularly a lack of confidence and uncertainty in implementing interdisciplinary STEM approaches—which can limit effective classroom practice.

This mixed-methods study evaluates the impact of Building a Real-World Integrated Curriculum in STEM (BRICS), an intervention designed to support in-career primary teachers in delivering integrated STEM projects. The initiative involved teachers, children aged 9–12, and Professional Learning Leaders (PLLs), and was grounded in constructionist pedagogy and the Engineering Design Process. LEGO Education programmable robotics were used to promote hands-on experimentation and student engagement.

Quantitative data were collected from teachers (n = 19) and students (n = 338) using validated instruments (T-STEM and S-STEM surveys), complemented by qualitative data from teacher surveys and PLL interviews (n = 2). While quantitative results showed no statistically significant changes in teachers’ self-efficacy or attitudes, qualitative findings revealed increased teacher confidence and more frequent engagement with STEM learning behaviours. Student attitudes toward STEM were initially positive, but post-intervention data (n = 217) indicated a small but significant decline in attitudes toward science, engineering, and technology. Nevertheless, teachers reported improvements in students’ collaboration skills and enthusiasm for STEM learning. Key barriers included time constraints, limited resources, and classroom management. Importantly, the role of PLLs in facilitating ongoing professional learning and collaborative learning emerged as a critical enabler of successful STEM integration.

This study highlights the need for sustained, practice-based professional learning in STEM education. Teacher education programmes must embed interdisciplinary, hands-on learning experiences and provide access to high-quality STEM resources. The findings also emphasise the importance of school-wide support structures—such as instructional coaching and peer collaboration—to build teacher capacity and resilience.

In the context of Ireland’s newly published STEM specification for Primary and Special Schools (NCCA, 2025), this research offers timely insights for educators, policymakers, and curriculum designers. Moreover, the challenges and enablers identified in this study are highly relevant to international contexts, particularly in systems seeking to scale integrated STEM education. The findings contribute to a growing body of evidence that underscores the importance of empowering teachers through meaningful, ongoing professional learning to achieve inclusive, effective, and future-ready STEM education globally.

Keywords:

STEM Education, Professional Learning, Professional Development, Digital Technologies, LEGO Education Robotics, teacher confidence, primary-level education, mixed-methods research, student attitudes.