Traits of STEM Teachers for 21st Century STEM Education

21st century Skills

The professional skills that a teacher needs to acquire are closely linked to the ultimate educational goal, i.e. the competence that students are expected to achieve at the end of the learning process. In order to achieve these objectives, teachers need not only to have a thorough knowledge of the subject they teach, but also to develop creativity, characterised by the use of new pedagogical methods [3]. At the same time, their teaching should be innovative, i.e. the application of new theories [3]. In the case of STEM education, the ultimate goal is for students to acquire 21st century skills.

Problem- solving

A key expectation of both students and employees is to be able to solve problems. To achieve this goal, pedagogical methods require a number of skills from the teacher. First, teachers need to give students the opportunity to collaborate with each other and with the teacher [41]. This requires the use of collaborative teaching methods. In addition, teachers need to provide students with the right stimuli, not only to capture their interest, but also to encourage them to be innovative in their solutions [41]. The problems students are asked to solve should encourage creative and innovative solutions [41]. Combined with what has already been mentioned, the creation of a spirit of healthy competition and the teacher’s encouragement of students to express and implement their ideas can have a positive impact [41]. Furthermore, the choice of appropriate teaching methods is again crucial, as they should encourage exploration, the processing of information and the verification (or rejection) of the initial hypothesis [41].

Research suggests that teachers have a significant influence on their students’ problem-solving skills [16]

Creativity

One of the essential skills of the 21st century is the acquisition of creativity by students. It is believed that this skill is attainable by everyone, as long as they are in the right educational environment [14, 29, 32]. At this point, it is important to clarify that a creative individual is one who provides creative solutions to a given problem or issue. The first step in helping a person acquire the ability to be creative is to understand its definition and the vocabulary associated with it [37]. Therefore, teachers themselves need to place creativity at the centre of their teaching practice [37].

Two other ways to encourage creativity are to support the formulation of questions during the lesson and to provide opportunities for parallel activities initiated by the students [30]. Every question asked by a student, no matter how unexpected, should be seen by the teacher as an opportunity for the class to explore the answer, rather than simply providing the answer [35]. Teachers need to create conditions in the classroom that allow students to develop creative thinking and demonstrate confidence in their ability to succeed [30]. From a pedagogical perspective, the teacher’s willingness to take risks by trying new exercises and approaches can also foster creativity [30]. In addition, moral rewards in the classroom can positively influence creativity by motivating students [43] .

Another important skill for a teacher in STEM education is the ability to encourage students to explore ideas by crossing different learning domains, which enhances both learning and self-confidence [29]. It has also been recognised that the use of virtual reality and new technologies contributes to this goal [50]. Therefore, it is crucial for teachers to know how to use virtual reality tools and new technologies in general.

In order to promote students’ creativity, teachers should avoid assessing imagination and focus less on deviant behaviour. They must also refrain from focusing solely on the end product and instead emphasise the learning process [30]. Another inhibiting factor in the educational process is anxiety, which often stems from students’ difficulty in finding solutions to problems [42]. Anxiety is closely linked to the learning environment [42], which means that the teacher has a crucial role to play in reducing it through the atmosphere he or she creates in the classroom.

Critical Thinking

Critical thinking is another skill that teachers need to develop in their students. With the right methods, this skill can be developed in students [51]. It is important for teachers to have a thorough understanding of critical thinking theories and concepts, as well as to practice what they know in real classroom situations [51]. This equips teachers with the necessary pedagogical skills to pass on these skills to their students [17]. It also requires knowledge of appropriate pedagogical strategies [17]. As noted above, teachers must first master the desired skill and be critical thinkers themselves [17, 33, 37]. Therefore, they need to have well-developed and specialised knowledge and the ability to evaluate their students’ thinking [37]. Teachers should develop students’ ideas using collaborative teaching methods and be able to explain the origins of the rules and standards they are expected to teach. Teachers also need to conduct effective research and provide feedback to students to improve their results [37]. By applying the process to different situations, teachers help students to become critical thinkers.

For teachers to develop critical thinking in their students through their pedagogical approach, they need to focus on lesson preparation to teach critical thinking skills. According to the literature review in [52], the lesson must be designed in such a way that the successful completion of the lesson requires the use of critical thinking. In this way, critical thinking becomes a learning objective [52]. Teachers should place more emphasis on analysis, interpretation, synthesis and evaluation of all available information [33, 53, 54]. Therefore, appropriate training is needed to guide students in distinguishing useful knowledge [11, 17]. This skill is closely linked to critical thinking and is essential in today’s society where information is readily available online to all young people [12, 51].

In the classroom, this process can be encouraged by encouraging students to ask questions and demonstrating how to evaluate information [54], even when it is overwhelming. Teachers can support this by asking questions about similarities and differences between two topics, recording hypotheses and alternative solutions, using classification, and more [51]. Another strategy is to involve students in tasks that require them to analyse a wide range of materials of varying quality, helping them to learn to think critically about information [55]. This mindset can be transferred to their lives outside the classroom, as students acquire one of the key characteristics of an active citizen. Teachers are responsible for choosing the appropriate strategy to achieve the desired goal. Such strategies include writing critical essays, participating in discussions, writing research papers and case studies. Teachers should also take into account students’ interests [51].

In addition, teachers can help students develop critical thinking by encouraging dialogue and exposing them to real-world problems [56]. Giving students opportunities to practice critical thinking in a variety of contexts is essential for success [51]. While critical thinking can improve with practice [37], it requires a sufficient number of tasks throughout the school year. Teachers can also improve students’ skills by providing feedback [37] on how closely their results match the desired goals.

The teacher must also be able to plan activities to be carried out in the classroom that have clear objectives and are original [57]. In this way, the teacher strengthens his own critical faculty, so that he will be able to empower his students [11, 57]. The teacher must be able to choose the appropriate digital tools, the use of which will lead to the development of students’ critical thinking [11]. Conceptual maps, identifying and coding key information, using analogies and interacting with key ideas are also considered helpful in this direction [57]. It is therefore necessary to provide in-depth teaching in the different areas and to acquire the skills that allow knowledge to be applied in practice. Finally, the acquisition of thinking skills is considered essential. The teacher, for his part, must promote high level thinking and increase mutual trust in the classroom [53].

Collaboration

To meet the demands of the 21st century, individuals need to develop collaborative skills, and teachers need to have these skills to pass on to their pupils. As with the other skills, the pupil must be at the centre of the process, with his or her needs at the forefront [58]. Pupils also need to be made aware of the importance of acquiring the social skills they will need in their adult and working lives [58]. Again, the structure of the lesson and the type of work assigned are key, as they should encourage students to work together and stimulate their curiosity to explore new topics [58].

Teachers need to identify pedagogical processes that not only place students in groups, but also use collaboration to produce tangible results [59]. To achieve the goal of fostering collaborative skills, teachers need to create an environment conducive to teamwork and use pedagogical strategies that encourage collaboration [58]. In this context, teachers should allow one pupil to help another in order to strengthen cooperation between them [58].

The e-Twinning network, which facilitates cooperation between teachers and pupils from different countries, has been shown to have a positive impact on the collaborative skills of both teachers and pupils. Teachers exchange ideas through discussions, while students work together on predefined topics that involve sharing experiences [10]. STEM education, with its common goal of communication, fits well with e-Twinning activities. Students receiving STEM education can collaborate and interact with students from other countries, as they are better equipped to adapt. The production of content, such as videos, which requires technical skills, can also play an important role. In addition, engineering knowledge can be used to present topics related to both tangible and intangible cultural heritage, such as architecture and local traditions.

Collaboration within the group encourages mutual support for different creative ideas that may emerge [29]. Acquiring this skill is essential as it enables students to adapt to an ever-changing work environment [14].

Leadership Skills

A teacher’s leadership skills are critical not only for the implementation of STEM education, but for any pedagogical method. Research [60] suggests that leaders acquire some of their leadership skills by observing successful leaders and learning from their behaviour. Teachers with leadership skills can serve as role models for students, who may in turn adopt these skills. A teacher with strong leadership skills becomes more effective [2], contributing to both the academic success of students and their high academic achievement [2].

Key components of leadership include maintaining order in the classroom, managing student behaviour [3], and improving the quality of education outside the classroom [2] . Whether during breaks or on field trips, teachers need to be in control. A positive classroom environment, both in terms of the subject being taught and the overall learning experience, helps to motivate students [34]. Through social awareness, a teacher leader prepares students for digital environments and fosters trust and cooperation among class members [34]. By communicating key information, they facilitate learning and encourage innovation [34].

To develop leadership in students, teachers should adopt a holistic approach that emphasises analysis and ethical development [60]. A multidisciplinary approach is appropriate [60]. Here, the interdisciplinary and holistic nature of STEM education plays a crucial role. In addition, ethical development includes consideration of factors such as environmental impact. As such, STEM education can help to develop leadership qualities in students.

The following are strategies that can be implemented to enable pupils to develop their own leadership skills. In addition to what has been mentioned in the previous paragraph, which relates to the leadership skills of the teacher, who is naturally leading by example. A key issue for a leader is to be able to communicate effectively with team members through both the spoken and written word [6, 61]. Speech is the main means by which a leader can communicate his or her vision [6] and the team’s goals to team members. It is clear that the ability to develop written and spoken language is given through language learning and text comprehension courses. Therefore, at this point, the need to include in STEM education disciplines other than those mentioned in the acronym is reiterated. Through the group tasks set by the teacher to the pupils, the teacher should provide the opportunity to express ideas through written and spoken word and not just to present the result. At the same time, through group work they explore their creativity and gain flexibility [6] both in their thinking and in the way they solve a problem.

To cultivate leadership skills, teachers need to focus on both communication and problem-solving methods [61]. In addition, organising extracurricular activities such as sports competitions and encouraging participation in various school activities can have a positive impact on leadership development [62]. The presence of many different extracurricular activities in a school also has a positive effect [62]. Teachers encouraging their pupils to participate in these activities also has a positive effect [62]. In some cases, time-limited activities also teach students to make decisions under pressure [6].

Teachers with strong leadership skills have satisfied students who are productive and capable of achieving high goals [2]. The leadership skills acquired during schooling carry over into adult life, allowing for lifelong development of these skills [6], and through lifelong learning, the opportunity to develop throughout one’s life.

Lifelong Learning

Lifelong learning is essential in the 21st century and enables teachers to develop both personally and professionally [63]. This in turn has a positive impact on their pupils. This skill also enables teachers to resolve conflicts, work in teams and communicate effectively [63], all of which are critical in the classroom environment. Teachers need to manage their classroom effectively and resolve disputes between students to maintain control. In order to promote lifelong learning among students, educational programmes must enable teachers to introduce new teaching methods [25]. In this context, the teacher’s role is to facilitate students’ acquisition of knowledge rather than simply to impart it [25].

Supporting students’ social skills and encouraging curiosity are central to teaching. The ultimate goal is for students to retain these qualities throughout their lives and to develop a passion for learning at every stage [25]. Teachers’ use of technological tools also contributes to developing the capacity for lifelong learning [44]. Both the education system and individual teachers have a role to play in this by choosing appropriate assessment methods. Rather than categorising students according to their performance, teachers can use portfolios to collect and evaluate each student’s work and make corrections through discussion. This method can encourage lifelong learning [15]. On the contrary, the use of folders in which students’ work is collected, individually assessed and corrected through discussion can contribute to the acquisition of lifelong learning [15].

Self-esteem-building programmes and activities that link schools to the labour market also play a positive role in the development of lifelong learning [15]. To meet the challenges of lifelong learning, students need to learn how to learn [25]. This requires teachers to be familiar with and use student-centred methods. In addition, teachers should be lifelong learners themselves, keeping abreast of new teaching practices and applying them in their classrooms [15]. Teachers who are committed to lifelong learning adopt values such as respect, equality and solidarity, which they can pass on to their pupils [63].

Creating an environment that encourages curiosity, experimentation, problem solving and creative solutions also plays an important role [15].

Adaptability

Another critical skill is adaptability, which teachers need to instil in their students [64]. Teachers should set achievable goals tailored to students’ abilities [64], recognise the different levels and abilities within the class, and use individualised instruction. Adaptability enables teachers to deal with unexpected situations in the classroom and to adapt their teaching to the needs of the students [64].