Analysis of the current state of preparation of future teachers for STEM-oriented professional activities

Abstract

This study examines the current state of preparation of future teachers for STEM-oriented professional activities in Ukraine. Despite a robust regulatory and legal framework, integration of STEM components into teacher education programs remains fragmented and limited. The analysis of bachelor’s and master’s curricula across multiple pedagogical universities reveals that STEM is often represented by isolated courses or internships, with minimal cross-curricular integration. Bachelor’s programs tend to offer stronger practical and interdisciplinary training, whereas master’s programs prioritize methodological and research components, limiting hands-on STEM experience. Challenges include inadequate practical training, insufficient interdisciplinary links, and a narrow focus on digital literacy over broader STEM competencies. Emphasis is placed on the systematic integration of STEM education through a series of compulsory modules, project-based learning, and professional development for teachers. A coherent state and institutional policy is necessary to ensure that graduates are fully prepared to implement STEM-oriented pedagogy. The study provides insights into curriculum improvement and policy measures to foster a scientifically and technologically competent generation of educators.