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Israel Olaofe, Abayomi
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Exploration of STEAM learning in Nigeria and Indonesia for primary school student Israel Olaofe, Abayomi; Hadi Wibowo, Amiruddin
EduStream: Jurnal Pendidikan Dasar Vol 9 No 1 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n1.p37-47

Abstract

In the era of the industrial revolution 4.0, the STEAM learning approach is very important to form a generation that is not only academically intelligent but also creative, collaborative, and adaptive since elementary school level. However, the implementation of STEAM learning in developing countries such as Nigeria and Indonesia still faces various challenges, ranging from limited resources, teacher readiness, to suboptimal policy support. This study aims to explore in depth the experiences of teachers, the learning strategies applied, and the obstacles they face in implementing the STEAM approach in elementary schools in both countries. This study uses a descriptive qualitative approach with data collection techniques through in-depth interviews with teachers and principals who are actively involved in STEAM learning practices. Data were analyzed using NVivo software to identify key themes that emerged from informant narratives. The results of the study indicate that teachers in Nigeria and Indonesia have begun to implement STEAM contextually with a project-based approach, but its implementation is still limited due to lack of training, limited media and learning aids, and school policies that do not fully support it. In conclusion, the success of STEAM implementation in primary schools is highly dependent on strengthening teacher capacity through ongoing training, provision of learning resources relevant to the local context, and support from an education system that is adaptive to the needs of cross-disciplinary learning in developing countries.
How can male not be a teacher of pupils: Assessing stereotypes among teachers in primary school Israel Olaofe, Abayomi; Olayinka Shogbesan, Yusuf; Gboyega Abidogun, Babajide; Frederick, Zozonaebi; Bardianing Panggalih, Wahyun; Kalle Istighfar, Muhammad; Fatasya Aulia, Mira
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p1-18

Abstract

Male teachers remain considerably under-represented in primary education globally due to incessant socio-cultural stereotypes in the system of educating young children. This study assessed stereotypes among teachers regarding male involvement in early-years education. Using a quantitative design, the Early Years Teachers' Stereotype Scale (EYETESS) was administered to n-122 educators and parents. Results revealed that primary school teaching continues to be perceived as a female-oriented profession (77.1% agreement), with men facing social stigma, masculinity doubts, and fear of false accusations (85.3% agreement). Parental attitudes were ambivalent, while expressing general trust in male teachers, parents showed reluctance regarding actual care arrangements. Male educators experience social isolation as gender minorities, inadequate professional support, gendered role expectations (channelling men into physical/disciplinary roles), and barriers to career advancement. The study concludes that institutional prejudices, stereotypes, and the psychological burden of working in suspicion promote a cycle of discouragement debarring male teachers from entry and retention in the sector. The stereotype can be eliminated through social enlightenment campaigns, gender-balanced recruitment policy, and institutional support networks for male teachers.
Co-Authors Bardianing Panggalih, Wahyun Fatasya Aulia, Mira Frederick, Zozonaebi Gboyega Abidogun, Babajide Hadi Wibowo, Amiruddin Kalle Istighfar, Muhammad Olayinka Shogbesan, Yusuf