<![CDATA[Purpose – This study aims to analyze the needs for developing an ISTEAM (Islamic Science, Technology, Engineering, Arts, and Mathematics) learning model in Islamic early childhood education at PAUD Kiddos English School, Banda Aceh. Unlike conventional STEAM approaches that incorporate Islamic values as additional elements, ISTEAM positions tawhid as an epistemological foundation that integrates scientific inquiry, creativity, and technological learning within an Islamic worldview.Design/methods/approach – This study employed a descriptive qualitative research design. Data were collected through semi-structured interviews with the principal and five teachers, non-participant classroom observations, and structured needs questionnaires involving six participants. Data were analyzed using Braun and Clarke’s (2006) thematic analysis approach. Data credibility was strengthened through methodological triangulation and member checking.Findings – The findings revealed three main themes. First, the institution demonstrated readiness to implement ISTEAM, supported by positive teacher attitudes and conceptual understanding, with 66.7% of participants showing strong awareness of ISTEAM principles. Second, a gap was identified between informal classroom practices and structured curricular implementation, as only 33.3% of teachers documented Islamic value integration in formal lesson planning. Third, teachers identified several developmental needs, including ISTEAM lesson plan templates (50%), Qur’anic and Hadith-based reference resources (66.7%), and practical professional development workshops (66.7%).Research implications/limitations – The study provides an empirical basis for subsequent design and development research. However, the findings are limited to one Islamic early childhood institution with a small number of participants. Future studies should employ design-based research to develop, implement, and validate ISTEAM learning models across diverse Islamic early childhood education settings.Practical implications – The findings provide practical guidance for Islamic early childhood educators and institutions in preparing ISTEAM implementation. The identified needs highlight the importance of developing structured ISTEAM lesson plans, providing contextual Islamic knowledge resources, and strengthening teacher competencies through practical training programs. These findings can serve as a foundation for designing an ISTEAM learning model that integrates scientific exploration, creativity, and Islamic values within meaningful early childhood learning experiences.Originality/value – This study contributes a foundational conceptual framework for ISTEAM development by distinguishing it from conventional STEAM and STEAMMI approaches. The study proposes five interrelated dimensions of ISTEAM implementation: ontological, epistemological, pedagogical, curricular, and assessment dimensions, grounded in tawhidic epistemology.Paper type Research paper]]>
