Factors Affecting the Implementation of the STEM Curriculum from Teachers' Perspectives and Strategies for Their Empowerment: A Case Study of Sarpol-e-Zahab County

The present study aims to identify the factors influencing the implementation of the STEM curriculum from the perspective of teachers, using a qualitative approach and the grounded theory method. The participants included 13 teachers, principals, and educational experts from primary schools in Sarpol-e Zahab County, selected through purposive theoretical sampling. Data were collected through semi-structured interviews and focus group discussions. The results showed that the factors influencing the implementation of the STEM curriculum can be categorized into three groups: antecedent conditions (the need for continuous improvement), contextual conditions (effective teaching skills), and intervening conditions (environmental factors). Additionally, various strategies and implications were proposed for the successful implementation of the STEM curriculum, including optimizing the curriculum, addressing students' needs, enhancing participation and interpersonal interaction, implementing inquiry-based teaching, holding questioning sessions, encouraging individual exploration, applying practical content, fostering creativity, improving critical thinking and problem-solving skills, advancing academic performance, self-assessment, having a holistic view, using skills in the real world, developing teamwork skills, increasing responsibility, nurturing ethical values, and adapting to the environment. The results indicated that the successful implementation of this program depends on environmental conditions and requires empowering teachers through professional training, improving teaching skills, and providing supportive frameworks within schools.