Abstract:

This study aims to analyze the relationship between the availability of technological resources, teachers’ level of knowledge, and the perceived obstacles to implementing STEM/STEAM approaches in Nuevo León, Mexico.

A quantitative, non-experimental, and cross-sectional study was conducted through a digital questionnaire administered to 52 teachers participating in a training session. The sample was obtained through non-probability convenience sampling to collect information on the variables of interest. The analysis included descriptive statistics, inferential comparisons, and a Principal Component Analysis (PCA).

Teachers reported predominantly medium or high levels of knowledge, showing stronger mastery in interdisciplinary integration and creativity, but less clarity regarding the conceptual differences between STEM and STEAM and the adaptation of projects to the school context. The availability of technological resources was mainly located at low or intermediate levels, and was associated with a greater presence of structural obstacles such as lack of time, resources, training, and institutional support.

Significant differences were identified in the knowledge level according to resource availability, as well as two underlying factors: didactic implementation and conceptual understanding. The findings indicate that technological conditions influence teachers’ self-efficacy and perceived competence, and that perceived barriers intensify in contexts with limited infrastructure.

These results offer empirical evidence to drive public policies and training strategies aimed at strengthening the effective implementation of STEM/STEAM approaches in educational institutions across the state.

Keywords:

STEM/STEAM, Nuevo Leon, teachers, technological resources.