Primary School Teachers’ Needs for AI-Supported STEM Education

Abstract

In the globalizing world, raising individuals equipped with 21st-century skills is very important for the economic development of countries. Educational practices that support 21st-century skills are also gaining importance. In this context, STEM education, an interdisciplinary educational practice that develops 21st-century skills, emerges. STEM education aims to contribute to sustainable development by training individuals equipped with 21st-century skills and competencies. In a globalizing world, countries must set sustainable development goals to gain a foothold in the global market. In today’s world, where artificial intelligence also shows itself in every area of human life, it is possible to discuss the importance of artificial intelligence-supported STEM education. This study aims to reveal the educational needs of primary school teachers regarding artificial intelligence-supported STEM education. The study was conducted according to the phenomenological design, and the data were collected using a semi-structured interview form and literature review techniques. The thematic analysis method was used in the analysis of the data. According to the research results obtained from the findings of the study, teachers need training on 21st-century skills, interdisciplinary thinking, technology integration into courses, and artificial intelligence practices in courses to develop their knowledge and skills in the context of artificial intelligence-supported STEM education.

1. Introduction

Twenty-first-century skills have been discussed since 1997. Firstly, the National Academy of Sciences in the United States published a 1997 study entitled ‘Preparing for the 21st century: The Need for Education’. This study and today’s studies on the necessity of 21st-century skills share similar fundamental features. In these studies, while emphasising the need for 21st-century skills, the skills required for the increasingly competitive global market are highlighted. Countries need to set sustainable development goals in order to find their place in the global market. In general, Sustainable Development Goals (SDG) refer to economic development that does not harm the natural environment [1].

The strong connection between STEM education and the Sustainable Development Goals becomes apparent at this point. STEM education plays a crucial role in sustainability, not only in the environmental field but also in the social and economic spheres. STEM education plays a key role in building an inclusive, innovative, and sustainable future [2].

Collaboration, critical thinking, problem-solving, creativity, and innovation skills are also addressed. The need for a strong STEM (science, technology, engineering, and mathematics) education was also emphasized. STEM education aims to nurture individuals equipped with these skills, enabling them to keep pace with the times and contribute to their countries’ sustainable development goals. In the 2020s, unlike studies in previous years, the topic of preparing learners for the digital age has started to be mentioned. The focus of the studies is generally on what 21st-century skills should be. Still, it is now considered necessary to focus on pedagogical expertise on incorporating 21st-century skills into classroom practices and how to develop them [3]. STEM education is one of the most important learning approaches aiming to develop 21st-century skills in the classroom. STEM education is an interdisciplinary learning approach that aims to solve real-life problems by combining problem-solving skills with science, technology, engineering, and mathematics [4]. For effective STEM education, it is essential to incorporate STEM education into educational programs and then monitor how STEM education activities are implemented [5]. STEM education practices at the K-12 level are critical. It is essential to provide technological integration and to adapt the mental structures of learners to this integration [6]. In recent years, technologies such as the Internet of Things (IoT), Big Data Analytics, and Artificial Intelligence (AI) have made significant contributions to achieving sustainable development goals by offering innovative solutions to complex global challenges. These technologies can facilitate waste management by enabling real-time monitoring of environmental waste or encourage the use of water in agricultural resources by optimising water usage. Therefore, these technologies significantly contribute to achieving sustainable development goals by offering solutions to critical environmental issues [7].

Artificial intelligence has been one of the most innovative fields in recent years. While STEM education seeks to solve problems through an interdisciplinary approach, artificial intelligence collaborates with computers to propose solutions and enables the automation of certain stages of problem-solving. Given this similarity between artificial intelligence and STEM education, the concept of artificial intelligence has increasingly been integrated with STEM education in recent years [8]. STEM education gives learners the knowledge and skills they need to succeed in a technology-oriented world. However, it shows that traditional practices in STEM education are insufficient in preparing learners for rapid technological change according to artificial intelligence practices. It has been observed that when artificial intelligence practices in education are used together with STEM education, the effectiveness of STEM education increases [9].

For effective STEM education, it has been emphasized that STEM education should be integrated into school curricula, especially at the K-12 level. When the primary education curriculums in the northern part of Cyprus are examined, it is seen that STEM education curriculums, which have been implemented in many countries of the world such as Malaysia, Finland, Australia, China, led by the United States of America and Taiwan, have not been placed in curricula other than science curricula [4,5,6,7,8,9,10]. However, one of the most important stages before designing a curriculum is to conduct a needs analysis. Determining the educational needs before designing a curriculum leads to the determination of the curriculum’s educational objectives and also increases the curriculum’s effectiveness [11].

For an AI-supported and effective STEM education, there must be digital readiness, which is the validity of the curriculum. To ensure this readiness, it is necessary to discuss digital transformation. Digital transformation does not only mean the use of digital technologies. Digital transformation should be seen as a strategy in sustainable development. To ensure digitalization in education, digital educators—specifically, teachers—are needed first. Teachers must also possess the necessary readiness for digital transformation before transitioning to the learning environment [12]. To maintain this preparation, practical in-service training must be provided.

The Taba–Tyler model, which is frequently used in curriculum development studies, is helpful when developing a curriculum. The first question to be asked when developing a curriculum is ‘Has a needs analysis been done?’. It would be pretty simple to give one of the answers, ‘Yes’ or ‘No’, to this question. However, the needs analysis conducted in the later stages of curriculum development becomes very important. The more accurate the needs analysis study is, the more accurate and detailed the evaluation of the developed curriculum can be [13]. For this reason, needs analysis should be planned and carried out correctly.

Accordingly, this study aims to identify the educational needs of primary school teachers about AI-supported STEM education. To this end, teachers’ opinions were first sought regarding STEM education and the use of AI in STEM education, and their knowledge, skills, and practices in these areas were examined. Subsequently, the results obtained from the teachers’ opinions were compared with the existing literature, and their educational needs were subsequently identified. To this end, this study sought to answer the following research questions.

• What are teachers’ current knowledge, skills, and practices towards STEM education?
• What are teachers’ knowledge, skills, and practices regarding using artificial intelligence in STEM education?
• What are the differences between teachers’ current knowledge, skills, and practices regarding AI-supported STEM education and the knowledge, skills, and practices defined in the literature?
• What are the training needs arising from the differences between teachers’ current situation regarding AI-supported STEM education and the literature?

This study is a new research that evaluates teachers’ competencies and needs in AI-supported STEM education with a different approach. Therefore, it is expected that the study will shed light on and guide the development of in-service training programs in the future to meet the needs of primary school teachers for AI-supported STEM education. When studies conducted in the same region are examined, it is found that the studies were mainly conducted with administrators and focused on determining attitudes and self-efficacy. In this context, Öztürk and colleagues [14] investigated the STEM awareness of school administrators in primary schools and vocational high schools, while Dericioğlu and Öznacar [15] sought to determine the attitudes of school administrators. Moreover, in another study by Dericioğlu and Öznacar [16], the self-efficacy of middle school teachers towards STEM education was investigated. Considering all these findings, it is believed that this needs assessment study will shed light on curriculum development efforts in regions such as the Northern part of Cyprus, where there is a lack of work on STEM education in the curriculum.

Aside from studies conducted in northern Cyprus, studies in the literature have yielded similar results. Studies focusing on artificial intelligence and STEM education conducted with teachers generally focus on issues such as teachers’ attitudes, anxiety, and perceptions of self-efficacy regarding the use of AI in classrooms. Kim and Kwon [17] examined how a computer science teacher’s professional identity developed during the implementation of an artificial intelligence curriculum at a rural middle school. In their research, they focused on the challenges faced by teachers with limited artificial intelligence training and addressed identity dimensions such as teacher participation and self-confidence. Similarly, Shankar, Pothancheri, and Mishera [18] examined Indian secondary school teachers’ pedagogical, content-based, and context-based perceptions of generative artificial intelligence used in STEM education in their study. Chen and colleagues [19] investigated how artificial intelligence technologies affect STEM teachers’ willingness to participate in innovative practices. Ateş and Gündüzalp [20] examined the adoption of Artificial Intelligence (AI) in STEM education by proposing a new conceptual model that integrates the UTAUT 2 and GETAMEL frameworks in their studies conducted in Turkey. The research data were analysed using Structural Equation Modelling. In their study, they found that the proposed model performed better than the original GETAMEL and UTAUT 2 models in predicting teachers’ intentions to adopt AI in STEM education. Among the key factors influencing adoption were subjective norm, experience, perceived enjoyment, anxiety, and self-efficacy, and they concluded that these factors positively influenced attitudes and intentions toward using AI-supported tools. Beege, Hug, and Neb [21] conducted research in Germany to identify the benefits and risks of ChatGBT for secondary school teachers and concluded that teachers’ perceptions of their competence had a positive effect on the use of ChatGBT. Similarly, Dönmez [22] worked with teacher candidates in his study. In his study with 25 teacher candidates, he examined the effect of robotics coding education on teacher candidates’ awareness and attitudes towards STEM.

In similar studies in the literature, teachers’ needs were identified differently. In their study, Riahi and Catete [23] aimed to identify the practices and needs of K-12 STEM and non-STEM teachers when using block-based artificial intelligence programs in the classroom. They also sought to highlight the similarities and differences between the two groups. Tam, Ali, and Wong [24] collaborated with three STEM teachers to examine the integration of AI education through modular STEM activities in a primary school in Hong Kong. Applied learning modules were implemented through an after-school club, and it was observed that teachers initially faced conceptual and technical challenges, which were overcome through continuous collaboration and the adoption of innovative teaching approaches. The findings highlight that experienced teachers develop adaptive innovations and emphasize the importance of structured professional development programs for in-service teachers.

Considering the role of AI-supported STEM education in developing students’ ability to keep pace with rapidly advancing technologies and achieve the Sustainable Development Goals, and comparing the similar and different aspects of this study with those in the literature, the data obtained suggest that this study will contribute to teachers’ efforts to improve their professional competence and increase the effectiveness of AI-supported STEM education applications by comprehensively addressing their needs in AI-supported STEM education. Contribute to the development of AI-supported STEM education curriculum for teachers and to the improvement of teachers’ professional competencies in this area, as well as contribute to efforts to increase the effectiveness of AI-supported STEM education applications.

2. Materials and Methods

Since interview and literature review techniques were used in the data collection stages of this study, and the facts and events were evaluated as they were, this study was conducted according to the phenomenological design, one of the qualitative study designs.

Qualitative studies are detailed studies in which data collection methods such as document analysis, observation, interview, and literature review are used, and the natural situations of the phenomena and events are examined realistically and holistically. Qualitative studies handle the problem in detail, and a holistic and in-depth approach is adopted to solve the problem. In qualitative studies, while the researcher tries to find answers to why and how questions, he/she does not influence the facts and events and evaluates the situation as it is [25,26]. In the phenomenological design, the subjective views of individuals who experience the phenomenon are included to obtain data about the phenomenon [27]. In this study, teachers’ opinions were also used.

In addition, the study is also a needs assessment study, which is the first stage of curriculum development studies. For this reason, the differences approach, one of the needs assessment approaches, was used in the study. In the differences approach, educational needs are tried to be reached by determining the difference between the expected and observed achievement levels [28]. In this study, while determining the teachers’ needs, knowledge, skills, and practices of artificial intelligence-supported STEM education were first observed. Then, by researching the literature, the training needs were determined by looking at the difference between what was observed and what should be observed by revealing what the teachers’ knowledge, skills, and practices should be.

2.1. Participants

This study’s sample consists of teachers working in the 4th or 5th grade of primary school with experience in digital science education practices. The study was conducted during the 2023–2024 academic year. The number of teachers in the study universe is 528. The teachers were selected from the 4th or 5th grade because science courses in primary schools are implemented in the 4th and 5th grades in the curriculum in the northern part of Cyprus. The participants were selected using the criterion sampling technique from purposive sampling methods. While purposive sampling enables in-depth investigation of situations that contain a lot of information, criterion sampling aims to investigate all situations that meet a predetermined set of criteria. The researcher can create criteria, or a predetermined list of criteria can be used in this sampling method [29]. In this context, semi-structured interviews were conducted with 24 teachers with at least one year of experience in digital science education. In the interviews, knowledge and skill criteria for AI-supported STEM practices were predetermined, and the questions were formed accordingly. By the phenomenological design, the primary criterion was to select individuals who could provide in-depth information about a particular phenomenon.

2.2. Collection of Data

The interview form, which the researcher prepared as semi-structured to determine the teachers’ knowledge, skills, and practices towards artificial intelligence-supported STEM education, includes a total of 6 questions and questions supporting the ideas under the questions. While preparing the questions, it was considered that STEM education is an interdisciplinary approach organized accordingly. To finalize the interview form, the opinions of 6 researchers who are experts in their fields were taken by taking advantage of the literature, considering that STEM is a multidisciplinary approach, such as science, mathematics, engineering, and design, and that the study is also a needs analysis phase, which is the first stage of curriculum development studies. One of these experts is an expert in curriculum and instruction, one is an expert in science teaching, one is an expert in mathematics teaching, and one is an expert in computer and instructional technology teaching.

2.3. Analysing the Data

The thematic analysis technique was used to analyse the data. Thematic analysis is a qualitative data analysis method frequently preferred in vocational training [30]. In the study, thematic analysis was chosen because it was intended to determine the needs of teachers for artificial intelligence-supported STEM education, in other words, their vocational training needs for this subject. Thematic analysis is a very flexible data analysis method, and the primary purpose is to identify common patterns in data sets, i.e., themes, and perform data analysis accordingly [31]. In this study, common patterns, i.e., themes, in teachers’ answers to the questions were identified, and the data were analysed within the framework of these familiar patterns. The common key ideas in the teachers’ answers to the questions were identified, grouped, and the data were analysed.

3. Results and Discussion

The first five questions in the data collection tool were designed to answer the first research question, ‘What are the current knowledge and skills of teachers regarding STEM education?’ The goal was to determine the participants’ current knowledge, skills, and practices regarding STEM education. Teachers’ Training Needs for AI-Supported STEM. These findings are presented in Section 3.1. They include findings related to research question 3.2, “What are teachers’ knowledge, skills, and practices regarding the use of artificial intelligence in STEM education?” Section 3.3 contains findings related to research question 3, ‘What are the differences between teachers’ current knowledge, skills, and practices related to AI-supported STEM education and the knowledge, skills, and practices defined in the literature?’. In contrast, Section 3.4 presents findings related to the research question, ‘What are the in-service training needs arising from the differences between teachers’ current status regarding AI-supported STEM education and the information in the literature?’.

3.1. Teachers’ Current Knowledge, Skills, and Practices Regarding STEM Education

While presenting the findings in this section, since STEM education encompasses four different disciplines with a multidisciplinary approach, the knowledge, skills, and classroom practices of teachers in these four disciplines (science, mathematics, engineering, and technology) were presented separately. Then, the knowledge, skills, and practices of teachers regarding STEM education and a multidisciplinary approach were presented. The purpose of this study was to first determine the teachers’ competencies separately for four different disciplines and then to assess their performance in a multidisciplinary approach. Upon reviewing the literature, it was concluded that although teachers had deficiencies in STEM education, they felt more competent in one or more of the fields of mathematics, science, engineering, or design. It is of great importance that teachers possess the necessary readiness for STEM education to deliver effective STEM instruction in their lessons. The qualifications required for teachers to provide STEM education are referred to as STEMPCK (STEM Pedagogical Content Knowledge). STEMPCK is divided into four categories: STEM subject knowledge, pedagogical knowledge, 21st-century skills knowledge, and contextual knowledge. In particular, the confidence and practices of primary school teachers have a positive effect on their subject knowledge in STEM disciplines [32,33].

3.1.1. Current Status of Teachers’ Knowledge, Skills, and Practices Related to Mathematics

In order to find out what knowledge and skills the teachers think that students gain in mathematics courses, the teachers were asked the question ‘Which skills come to your mind when you think of knowledge and skills related to mathematics?’. When the answers given by the teachers are analyzed, it is seen that 16 teachers think that students can gain ‘number and operation skills and problem-solving skills’ in mathematics courses. In addition to these skills, seven teachers thought that ‘reasoning skills’ could also be acquired in mathematics courses. In contrast, only one teacher mentioned 21st-century skills such as ‘reflective, creative and critical thinking’ (Figure 1). However, teachers are expected to have a higher awareness of mathematics skills in the 21st century and try to develop students’ collaborative problem-solving skills in mathematics [34]. Similarly, a study conducted by Acar [35] found that teachers’ awareness of STEM is directly related to their problem-solving skills. Based on this, it can be considered that STEM education can contribute to teachers’ awareness of 21st-century skills.

Below are some of the responses given by teachers participating in the study to the question, ‘Which skills come to mind when you think of knowledge and skills related to mathematics?’

‘Four operation skills that can be used in activities related to numbers come to my mind first. In addition, they also have problem-solving skills to solve maths problems.’ (T.14)

‘Four operation skills (addition, subtraction, multiplication, division) and problem-solving skills.’ (T.13)

‘Number and operation skills, problem-solving skills’ (T.8)

‘Problem solving, operations, reasoning, using geometric tools and materials.’ (T.9)

‘Problem solving, association, reasoning, operations with numbers and four operation skills.’ (T.19)

‘High-level skills such as problem solving, creative thinking, critical thinking, reflective thinking, and innovation.’ (T.21)

To learn in which other courses teachers can impart mathematical knowledge and skills to students with an integrated approach, the first question asked teachers, ‘In which other courses do you think these knowledge and skills can be imparted to students besides mathematics?’ While 15 teachers answered ‘science courses’ to this question, it was observed that teachers’ answers to science courses, ‘physical education’, ‘social studies’, and ‘Turkish courses’ were also prominent. Teachers think they can conduct courses with a multidisciplinary approach by focusing on mathematics. Most teachers associate mathematics courses with science courses and believe that they can impart mathematical knowledge and skills to students with an interdisciplinary approach in science courses. When the research conducted by Whitney-Smith, Day, and Hurrell [34], with mathematics teachers, was examined, they concluded that teachers think that mathematics has a vital role in the STEM field and that they put mathematics at the centre of STEM activities. In another study evaluating mathematics from the students’ perspective, Goos, Carreira, and Namukasa [36] found that students appreciate the complexity and beauty of mathematics and want to bring STEM activities that highlight this feature of mathematics into the classroom environment. As seen in this study and other similar studies, placing mathematics at the centre of STEM activities has emerged as a popular approach.

Below are some of the responses given by teachers participating in the study to the question, ‘In which other courses do you think these knowledge and skills can be imparted to students besides mathematics?’

‘I think these skills can be imparted to students in science courses as well as mathematics courses.’ (T.22)

‘I think it can be taught in Turkish, science and social studies courses.’ (T.11)

‘It can be taught in science and physical education courses through game methods.’ (T.12)

‘The first thing that came to my mind was game/physical education courses.’ (T.9)

‘Science.’ (T.6)

To learn how teachers handle the courses they integrate with mathematics, the first question asked teachers, ‘If you think it can be taught, how can this be done? Can you give an example? ‘ When the answers given to the questions were examined, it was observed that the examples that the majority of teachers were not related to mathematics. Instead, it was the activities of the courses that they thought they could integrate. The given example had no skill or content directly related to mathematics. The examples given were readiness skills that are fundamental to all courses. A small minority of teachers could integrate activities that included mathematical knowledge and skills into their courses. Similarly, Just and Siller [37] also concluded in their literature review study examining the role of mathematics in STEM classes that mathematics has become an unimportant tool and that mathematics is not given the necessary importance in STEM classes. Here, the findings obtained from the answers to the previous question reveal an opposite result. The reason for this is that while the previous question referred to mathematical knowledge and skills, this question refers to teachers’ classroom practices. Based on this, it has been revealed that teachers possess sound knowledge and skills in mathematics; however, when it comes to applying these skills to impart mathematical knowledge and skills to students using a multidisciplinary approach, they lack the ability.

Below are some of the responses given by teachers participating in the study to the question, ‘If you think it can be taught, how can this be done? Can you give an example?’

‘Developing students reading comprehension and interpretation skills in Turkish courses is essential. In this way, they will be able to perceive and interpret the problems they encounter in mathematics courses more clearly. For example, focusing on composition writing in Turkish courses will support the development of these skills.’ (T.2)

‘For this, students must first understand what they hear and read. For this, they must first gain the habit of reading books. Then, they must be taught how to solve with examples of events and facts so that permanent learning can occur.’ (T.10)

‘For example, a physical education course can be created with shapes to teach shapes in mathematics. Students say the shapes as they pass this course, so they also learn the shapes in mathematics.’ (T.14)

‘For example, number and operation skills can be used in force calculations on a dynamometer in science courses. Again, number and operation skills can be used when calculating a map scale in social studies courses. To develop problem-solving skills, interpreting the problems they encounter in science and social courses can contribute to their problem-solving skills in mathematics.’ (T.8)

3.1.2. Teachers’ Current Status Regarding Science-Related Knowledge, Skills, and Practices

To learn what knowledge and skills teachers believe they impart to students in science courses, they were asked, ‘When you hear “science-related knowledge and skills’’ what skills come to mind?’

When the teachers’ answers were examined, it was observed that 18 teachers only answered ‘experimentation and observation skills,’ while six teachers answered ‘creative thinking’ in addition to experimentation and observation skills (Figure 2). Another noteworthy detail was that teachers tried to explain these skills with examples rather than writing their names exactly. However, studies emphasize that science knowledge and skills are not limited to skills such as experimental and observation skills or creative thinking, but that science education plays a vital role in developing 21st-century skills. In particular, when the science curricula that countries have redeveloped in recent years are examined, it is observed that the curricula focus on 21st-century skills and, in particular, on the skill of solving real-life problems. In this context, Broderick [38], in a study published before the 2024 reform of the Irish education system, emphasized the importance of scientific literacy and stated that this skill can be developed through science courses. Similarly, Bilir’s [39] study examined the science education curriculum implemented in Turkey in 2024. It revealed that the curriculum adopted pedagogical approaches that facilitate the resolution of real-life problems, such as experiential and context-based learning.

Below are some of the responses given by teachers participating in the study to the question, ‘When you hear “science-related knowledge and skills’’ what skills come to mind?’

‘Discovering and getting to know their environment and nature. Knowing living and non-living things and being aware of them. Creating new things through experiments.’ (T.14)

‘The child’s ability to recognise and distinguish living and non-living things in their environment, starting with their own body, knowing the points to pay attention to for a healthy life, and applying this to life. In addition, becoming aware of the need to respect and protect all these beings.’ (T.3)

‘I can’t think of any skills other than the ability to experiment’ (T.8).

‘Knowledge of the environment. The ability to connect with all living and non-living beings on Earth with the support of environmental knowledge.’ (T.2)

‘Skills such as observation, experimentation, and creative thinking.’ (T.9)

To learn how teachers can impart their science knowledge and skills to students in other subjects using an integrated approach, the first question asked teachers, ‘In your opinion, in which other subjects can this knowledge and skills be imparted to students besides science?’ Fifteen teachers answered ‘mathematics courses,’ while three responded that these skills could be taught in ‘Turkish courses’ classes. Additionally, answers such as ‘social studies courses’ and ‘all courses’ stood out. Two teachers believed these skills could not be taught to students in other subjects. This finding supports the other findings of this study, which indicate that teachers associate mathematics courses most closely with science courses. Based on these two findings, it can be concluded that teachers believe that mathematics courses and science courses can be taught using an interdisciplinary approach.

Below are some of the responses given by teachers participating in the study to the question, ‘In your opinion, in which other subjects can this knowledge and skills be imparted to students besides science?’

‘These skills can be acquired in mathematics courses.’ (T.20)

‘These skills can be acquired in science and mathematics courses.’ (T.8)

‘These skills can be acquired in Turkish courses.’ (T.15)

‘These skills can be acquired in social studies courses.’ (T.13)

‘These skills can be acquired in all courses.’ (T.9)

‘These skills cannot be acquired.’ (T.17)

To learn how teachers integrate science into other subjects, the students were asked: ‘If you think it can be taught, how would you do it? Can you give an example?’ When the examples given by teachers who thought that these skills could also be taught to students in mathematics courses were examined, it was seen that instead of activities that taught students science knowledge and skills in mathematics courses, they gave examples of activities aimed at teaching students mathematics knowledge and skills within science courses. When the teachers’ answers were examined, it was observed that when giving examples, they generally focused on how they developed the mathematical knowledge and skills of ‘problem solving’ and ‘reasoning’ in science courses through experiments and observation activities.

Below is the answer given by a teacher participating in the study to the question, ‘If you think it can be taught, how would you do it? Can you give an example?’

‘Of course, in science courses, this cannot be achieved by reading about and experimenting with a traditional textbook. Yes, knowledge is important, but to develop these skills, students must think for themselves, make an effort, and try to find solutions. Of course, the teacher should guide them in reaching the result. Again, let’s consider problem-solving and reasoning skills to experiment. Students must first observe the existing situation, think about the possibilities (reasoning) to solve it, propose solutions, and solve it. Following these steps will enable them to acquire these skills.’ (T.11)

Teachers who believe that science knowledge and skills can be acquired in Turkish courses have generally given examples of how science knowledge and skills can be acquired by reading and discussing passages related to natural phenomena. The examples given are primarily aimed at imparting knowledge.

‘Natural phenomena (weather, seasons, etc.) can be taught by reading a passage and discussing these phenomena.’ (T.19)

‘By including some sections on science topics in Turkish reading passages, students can learn science-related terms from a dictionary and then answer questions about the passage to improve their reading comprehension skills and develop knowledge and skills related to science topics.’ (T.16)

Teachers who believe that science knowledge and skills can also be acquired in social studies courses either did not answer this question or gave short and unclear answers.

‘For example, the topic of our country can be approached in different ways with creative thinking.’ (T.12)

Teachers who believe science knowledge and skills can be acquired in all subjects have provided examples of how students can develop their ‘experimentation and observation’ skills by assigning projects and assignments in other subjects. However, when the examples provided are examined, it is not clearly explained how students can develop these skills during the project assignment.

3.1.3. Current Status of Teachers’ Technology Skills

To learn about teachers’ thoughts on their technology skills, they were asked, ‘When you hear the words “technology-related knowledge and skills” what skills come to mind?’ When the teachers’ answers to this question were examined, 19 teachers defined these skills as ‘digital literacy,’ meaning ‘the ability to use devices such as computers and tablets to select information from the internet and choose what is useful for themselves.’ In comparison, five teachers defined these skills as creativity and critical thinking. One of the five teachers emphasized artificial intelligence (Figure 3).

Below are some of the responses given by teachers participating in the study to the question, ‘When you hear the words “technology-related knowledge and skills” what skills come to mind?’

‘Quickly accessing the information you are looking for and being able to come up with different ideas based on that information.’ (T.12)

‘Creativity, critical thinking, observation and application.’ (T.6)

‘Information literacy, media literacy, ChatGPT usage.’ (T.2)

To learn how teachers impart technology skills to students and what practices they use in class, teachers were asked, ‘If you think you can impart this, how would you do it? Can you give an example?’ When the teachers’ answers were examined and categorized by theme, it was observed that 14 teachers use technological tools and equipment in their courses, five teachers assign project assignments to students, two teachers conduct activities aimed at developing this skill in all courses, two teachers stated that they cannot do this in class and that technology and design courses should be offered as elective courses. One teacher stated that it was challenging. When the responses of the 14 teachers, who constituted the majority, were examined, it was concluded that the teachers referred to technological tools and equipment such as tablets, computers, smart boards, and microscopes, and that they used these tools only to carry out worksheets or activities in books in a digital environment. When the responses of teachers who gave project assignments were examined, it was observed that they designed a project based on a problem and its solution. When the responses of teachers who gave project assignments were examined, it was observed that they referred to engineering and design skills. According to these findings, teachers often feel inadequate in transferring technological knowledge and skills to students. Similarly, in a study conducted with teachers who received STEM education in Türkiye, Değirmenci [40] concluded that teachers feel primarily inadequate in technology and engineering subjects. In contrast to these results, Johler and Krumsvik [41] conducted a study with teachers working in a leading primary school in Norway, concluding that teachers use technology in various ways, prioritising technological skills to make education more inclusive. In other words, the application of technological knowledge and skills enhances the inclusivity of education. However, Hıdıroğlu and Karakaş [42] revealed in their extensive theoretical compilation study that technology, an indispensable element of educational environments in the 21st century, is misused, incompletely, and ineffectively in classroom environments, which prevents the development of technology skills.

Below are some of the responses given by teachers participating in the study to the question, ‘If you think you can impart this, how would you do it? Can you give an example?’

‘The worksheet is transferred to the computer, and students solve the questions on the smart board. Sometimes it is done on tablets. ‘(T.14)

‘Students can be given a project assignment related to treating a disease, and they can be asked to present solution proposals and, if necessary, design three-dimensional models.’ (T.11)

‘It would be better to include technology-related courses in the curriculum. However, even if these courses are included, if students are not provided with an environment where they can apply what they learn, they will not be able to achieve the desired outcomes. The information provided will remain theoretical and be forgotten over time because it is unused.’ (T.3)

‘This is very difficult, it requires a lot of thinking.’ (T.22)

3.1.4. Current Status of Teachers’ Engineering and Design Skills

To learn about the current status of teachers’ engineering and design skills, teachers were first asked, ‘Have you ever heard of the concept of engineering and design skills?’ The reason for asking this question is that this skill has never been mentioned in the curriculum in the Northern part of Cyprus. Although classroom activities related to this skill were found in the curriculum, there was no clear emphasis on this skill. When the teachers’ answers were examined, it was seen that their answers could be grouped under three themes. Eleven teachers answered ‘I have not heard of it,’ eleven answered ‘I have heard of it,’ and two answered ‘I have heard a little about it’ (Figure 4). To learn teachers’ views on engineering and design skills, teachers who answered ‘I have heard’ or ‘I have heard a little’ to the first question were asked, ‘If you have heard, what is your knowledge about this concept?’ When teachers’ answers were examined, it was seen that their answers were grouped under three themes. Eight teachers associated engineering and design skills with ‘design skills,’ while five defined it as ‘combining science, mathematics, and technology skills to create a product.’ Based on this finding, it was observed that teachers were implementing interdisciplinary practices related to STEM education and referring to 21st-century skills such as ‘problem solving’ and ‘creative thinking’

Below are some of the responses given by teachers participating in the study to the question, ‘If you have heard, what is your knowledge about this concept?’

‘Engineering and design is creating something that does not exist according to a specified need.’ (T.14)

‘Engineering is a technical field. It is trying to design a job or project in advance and carry it out in the highest quality and lowest cost. Designing is also an essential aspect of engineering. Engineering cannot be realised without design.’ (T.11)

‘It is the process of using the knowledge and skills we have to produce a product.’ (T.19)

‘Engineering and design skills encompass all the abilities that enable students to transform their original ideas into tangible materials creatively. These skills include many other skills. They should be considered whole because they are multidimensional and multifaceted.’ (T.21)

‘An area that integrates all fields such as technology, engineering, and mathematics.’ (T.9)

Again, under the first question, ‘Do you think these skills can be taught to students in courses/courses?’ was asked to learn about teachers’ practices in teaching engineering and design skills. Eleven teachers who answered ‘I have not heard of it’ to the first question related to engineering and design skills answered ‘I do not know’ to this question, while the answers of 13 teachers who answered ‘I have heard of it’ or ‘I have heard a little about it’ were examined. Accordingly, eight teachers answered ‘yes’ to this question, two answered ‘no,’ and one answered ‘very difficult at the primary school level.’ To examine teachers’ practices in detail, they were asked, ‘If you think it can be acquired, how would that be done? Can you give an example?’ When the answers of the eight teachers who answered ‘yes’ to the previous question were examined, it was observed that three teachers answered ‘I think it can be taught, but I cannot give an example,’ 4 teachers answered ‘design can be done with the materials provided in art class.’ One teacher answered, ‘designing projects in science class.’ The teachers who answered that the design can be created using the materials provided in art class are in the same category as those who could not provide examples. This is because art teachers, not classroom teachers, teach art classes in the Northern part of Cyprus. In the United States, following the adoption of the Next Generation Science Standards, engineering and design practices have begun to receive greater importance in STEM classrooms. Based on this, similar to this study, Christian, Kelly, and Bugallo [43] found that teachers need training in engineering and design skills.

Below are some of the responses given by teachers participating in the study to the question, ‘If you think it can be acquired, how would that be done? Can you give an example?’

‘Students can try to create a product using waste materials in art class.’ (T.8)

‘In science classes, students can be given a problem and asked to create an invention that would make their lives easier as a solution.’ (T.4)

3.1.5. Teachers’ Current Status Regarding STEM Practices

To learn about teachers’ current status regarding STEM practices, teachers were asked, ‘Do you think science, technology, engineering, and mathematics knowledge and skills can be taught to students simultaneously within the same lesson process by linking them to each other?’ When the answers were examined, 12 teachers answered ‘yes,’ 10 answered ‘no,’ and two answered ‘I am not sure’ (Figure 5). To elaborate on the current status of teachers who answered ‘yes,’ they were asked, ‘If you think you can, how would you do it? Can you give an example?’ Upon examining the teachers’ answers and examples, it was observed that the examples they gave were related to ‘presenting a problem and using science, technology, mathematics, and engineering skills to solve it.’ Upon examining the content of these answers, it was observed that the practices were consistent with STEM education practices. However, none of the teachers gave examples of integrating technology into courses.

Below are some of the responses given by teachers participating in the study to the question, ‘Do you think science, technology, engineering, and mathematics knowledge and skills can taught to students simultaneously within the same lesson process by linking them to each other?’

‘A problem that children may encounter daily can be presented. Then, each discipline offers solutions to solve the problem. Finally, these solutions are combined.’ (T.11)

‘I would prepare a course for the children. Before starting the course, I would ask them to measure their heart rates. After finishing the course, I would measure their heart rates again. I would calculate the difference. Here, they use their mathematical skills. Then, we would discuss why their heart rate, circulation, and science increased. Then I would have the students design a course that would tire them less. This way, they would use all their skills at the same time.’ (T.15)

For teachers who answered’ no, ‘the question’ If you think it cannot be achieved, please explain why.’ was asked. When the teachers’ answers were examined, it was observed that 6 out of 10 teachers who answered ‘no’ agreed that ‘the curriculum is not appropriate.’ In contrast, four decided that ‘the facilities in schools are insufficient.’ These findings indicate that teachers believe that external factors beyond their control are why they cannot implement this approach. Parallel to this finding, Karaduman and Eti [44], who worked with teachers at a STEM education centre in Türkiye, listed the difficulties encountered in STEM education as student characteristics, incompatibility between theory and practice, differing STEM perceptions, the education system, legal difficulties, and parental expectations. Similarly, in their study with school administrators, Çiftçi and Şentürk [45] listed the difficulties encountered in STEM education as teacher-related difficulties, difficulties based on lack of knowledge, difficulties based on physical deficiencies, difficulties based on financial and cash inadequacies, legal (legislative) difficulties, difficulties based on administrative deficiencies, and student-related difficulties.

Below are some of the responses given by teachers participating in the study to the question, ‘If you think it cannot be achieved, please explain why.’

‘The current situation in our schools is not conducive to this.’ (T.24)

‘The curricula are inappropriate; they must be revised in this direction.’ (T.21)

Two teachers who answered ‘I am not sure’ did not respond to either question.

3.2. Teachers’ Current Status Regarding STEM Education and Artificial Intelligence

The second question of the study, ‘What are teachers’ knowledge, skills, and practices regarding the use of artificial intelligence in STEM education?’ was asked to determine the status of teachers’ use of artificial intelligence tools in educational environments. When the teachers’ answers were examined, it was observed that ten teachers answered ‘I use it’ and 14 teachers answered ‘I do not use it.’ Of the 14 teachers who answered ‘No,’ 10 said they use artificial intelligence daily (Figure 6). When the responses of the nine teachers who answered ‘Yes’ to the first question were examined in response to the question ‘If you do, what are your practices?’, six teachers mentioned ‘preparing lesson plans’ and three teachers mentioned ‘preparing lesson plans and questions’ (Figure 7). These findings indicate that teachers do not use artificial intelligence in their educational practices with students. Similarly, Seyrek and colleagues [46] stated in their study that teachers prefer to use artificial intelligence outside of lessons for question preparation, content creation, activity preparation, data analysis, and success tracking.

‘Sometimes I use ChatGPT to prepare lesson plans or test questions for students.’ (T.21)

‘I heard from a friend that they use ChatGPT to prepare lesson plans. Since then, I have tried using it when making weekly plans. I found it very successful, so I have been using it regularly.’ (T.5)

‘It never occurred to me to use it.’ (T.21)

‘It’s unnecessary. The teaching profession will disappear this way.’ (T.2)

Under the first question, teachers were again asked, ‘Do you think that science, technology, engineering, and mathematics knowledge and skills can be taught to students simultaneously within the same lesson process with the support of artificial intelligence?’ Ten teachers answered ‘Yes, it can be taught,’ while 14 answered ‘No, it cannot be taught.’ To learn about the practices of teachers who answered ‘Yes, it can be taught,’ the question ‘If it can be taught, how would you do it? Can you give an example?’ was asked. Upon reviewing the responses to this question, it was observed that all 10 teachers answered that ‘artificial intelligence can be used to assist in solving problems.’ However, 3 of these teachers expressed reservations about artificial intelligence performing the task that the student should do. In their study, Keskin and Selvi [47] investigated the ethical issues that artificial intelligence could raise in education. They determined that the most significant ethical issue was the problem of artificial intelligence eliminating students’ responsibility for decision-making.

Below are some of the responses given by teachers participating in the study to the question, ‘Do you think that science, technology, engineering, and mathematics knowledge and skills can be taught to students simultaneously within the same lesson process with the support of artificial intelligence?’

‘A problem related to daily life is given, and students are provided with support from artificial intelligence to solve it.’ (T.15)

‘They can be supported while solving problems, but I don’t know how to set limits on this.’ (T.5)

‘A problem is given that requires the use of all their skills, and of course, artificial intelligence can also be used, but if artificial intelligence does all the work that the students should do, the students may become lazy.’ (T.11)

3.3. Teachers’ Artificial Intelligence-Supported STEM Education Practices According to Demographic Variables

While obtaining the research findings, the answers given by teachers to questions aimed at determining their knowledge, skills, and practices in AI-supported STEM education were compared with a set of demographic information in order to identify specific relationships. Teachers’ responses to the questions were compared with the variables of ‘professional seniority,’ ‘number of digital science education courses taken,’ and ‘years of experience in digital education.’ Striking results were obtained from these data. Only a significant difference was found between the answers given to the second interview question, ‘What are teachers’ knowledge, skills, and practices regarding the use of artificial intelligence in STEM education?’, and ‘professional seniority.’ The professional seniority variables were ranked as ‘1–5 years,’ ‘6–10 years,’ ‘11–15 years,’ ‘16–20 years,’ and ‘21–25 years.’ Accordingly, 8 out of 10 teachers who answered ‘yes’ to this question have 11–15 years of professional seniority. The remaining two teachers have 1–5 years of professional seniority. Although it was anticipated that new teachers would incorporate artificial intelligence more into their lessons, the study found that more senior teachers use it more frequently. It was found that teachers who answered ‘no’ to the question use artificial intelligence more in their daily lives. Similarly, in their study, Al Darayesah [48] and Mersin examined STEM teachers’ perceptions of the integration of generative artificial intelligence models into the classroom environment. They found that male teachers considered themselves more competent than female teachers but did not find any significant differences in terms of professional seniority, age, gender, stress, anxiety, and expected benefits.

3.4. Teachers’ Current Status Regarding AI-Supported STEM Education and Differences Between This and the Literature

The third research question of the study, ‘What are the differences between teachers’ current knowledge, skills, and practices and those identified in the literature?’ The answers provided by teachers to the six questions in the semi-structured interview form, along with the supporting questions below, were examined to reveal the teachers’ current knowledge, skills, and practices. Then, the literature was reviewed to determine the current knowledge, skills, and practices of teachers related to this topic as reported in the literature. Finally, an attempt was made to reveal the differences between these two situations. See Figure 8.

3.4.1. Teachers’ Current Status Regarding Science and Mathematics, and the Differences Between This and the Literature

Teachers know what knowledge and skills are required in mathematics and science.

Teachers prefer to integrate mathematics and science courses and teach these two subjects using an interdisciplinary approach. It has been observed that they find it difficult to include other subjects in this approach. An analysis of teachers’ practices in this area revealed that they focus on mathematics or science and teach the skills of different subjects to a limited extent. This shows similarities with the embedded approach in STEM approaches. In the embedded approach, mathematics and science disciplines are taken as a basis, and technology and engineering disciplines are framed around these mathematics and science areas. In the embedded approach, real-life problems based on problem-solving are brought into the learning environment. In the embedded approach, while mathematics and science are taken as the foundation, it is observed that these two disciplines have a common area and that embedded knowledge remains in this common area. Since mathematics and science are established as the foundation, the embedded knowledge here may prevent some aspects from being fully understood in technology, engineering, and design disciplines [49]. The results show that teachers do not have educational needs regarding science and mathematics knowledge and skills, and that they can teach science and mathematics by integrating them with an interdisciplinary embedded approach.

3.4.2. Teachers’ Current State of Technology Knowledge and Skills and Differences with the Literature

When examining teachers’ current status regarding technology, it was concluded that their knowledge of technology information and skills is limited, and their practices of this knowledge and skills are also minimal. When teachers hear’ technology information and skills,’ they mostly think of digital literacy. Digital literacy, as defined by teachers, is primarily the ability to select the information they need from the general network. When the practices of these skills were examined, it was concluded that instead of practices that would develop digital literacy skills, teachers mostly transferred lesson materials (book activities, worksheets) to the digital environment and used them there.

When looking at the literature, it is seen that when technology knowledge and skills are mentioned, higher-level skills such as data analysis and programming emerge alongside digital literacy. In addition, digital literacy requires higher-level skills than those defined by teachers. Students must be able to filter and interpret valuable information from the internet, i.e., perform data analysis [50]. It is also essential for teachers to equip students with analytical thinking skills in STEM practices. Teachers should consider technology when organising educational environments and use project-based learning to develop students’ technological skills, such as creating digital content [51].

When examining the differences between the literature and teachers’ current situation, it can be concluded that teachers have deficiencies in creating educational environments where digital integration is achieved and in providing students with data analysis and digital content creation skills in these environments.

3.4.3. Current Status of Teachers’ Engineering and Design Knowledge and Skills, and Differences Between the Literature

When looking at engineering and design knowledge and skills, it can be concluded that teachers are generally unfamiliar with the concept of ‘engineering and design.’ However, teachers who know this concept do not have problems imparting this knowledge and these skills to students. In addition, teachers who know this concept implement problem-based and project-based STEM education practices. When the literature is examined, it is seen that project-based learning used in STEM increases students’ motivation and contributes to developing 21st-century skills such as critical thinking and problem-solving skills [52]. When examining the application of project-based learning in the classroom, it is seen that the first stage involves identifying the problem and organising it into sub-dimensions. Students are then divided into groups, and project plans are created. The project is then completed, followed by the presentation and evaluation of the project [53]. The results obtained show that teachers similarly conduct their practices. Therefore, although teachers need training in engineering skills, they do not need intensive training to impart these skills.

3.4.4. Teachers’ Current Status Regarding STEM Practices and Differences from the Literature

When examining the current status of teachers’ practices, it was found that teachers who were unaware of the ‘STEM’ concept but believed that this interdisciplinary approach was possible implemented practices similar to STEM education in their courses. However, while teachers did not experience difficulties bringing real-life problems into the classroom, they did not provide examples of integrating technology into their courses.

Similarly, Wang, Moore, Roehrig, and Park’ [54] worked with teachers from three different disciplines in their case study and found that teachers from different disciplines had different practices in STEM and that teachers experienced the most difficulty in integrating technology. Lo’s [55] study revealed that teachers need professional development curricula for STEM education, particularly because their limited STEM knowledge makes it challenging to apply in practice. Again, Köse and Ataş [56] conducted a study in which they collected the opinions of classroom teachers on STEM education and found that teachers preferred science in STEM education and felt inadequate in other disciplines.

3.4.5. Teachers’ Current Status Regarding STEM Education and Artificial Intelligence Practices, and Differences Between the Literature

When examining the results of teachers’ STEM education and artificial intelligence, it was found that teachers use artificial intelligence more in their daily lives, have no experience in using it in courses, and that teachers who use artificial intelligence in the educational environment do not integrate it into courses, but instead use it in the lesson preparation stage, while making lesson plans, or in the evaluation stage while writing evaluation questions. Additionally, teachers believe AI could take students out of the learning process by doing the tasks students should be doing.

When examining the results of the research conducted by Valeri, Nilsson, and Cederqvist in [57] was concluded that ChatGPT has positive features such as increasing students’ learning experiences, making learning more permanent, facilitating access to information, and encouraging students to learn independently.

Valeri, Nilsson, and Cederqvist [57] also included these concerns in their research findings. In the same context, Tripplett [58] emphasized in the recommendations presented in his study that emphasizing the enjoyment of learning by doing and experiencing rather than explaining ethical values related to artificial intelligence to students would prevent ethical problems.

3.5. Teachers’ Training Needs for AI-Supported STEM Education

Teachers generally prefer the embedded approach, which is one of the multidisciplinary approaches used in STEM education. Teachers need training on other interdisciplinary approaches used in STEM education. Gencer, Doğan, Bilen, and Can [59] stated in their review article, STEM summarization in classroom practices generally occurs in three primary forms: content integration, plain content integration, and convergent integration. Content integration can be used with units and activities that include learning objectives in more than one STEM field (and potentially other disciplines). Supportive content integration involves units and activities that include other content (e.g., mathematics) to support the learning objectives of the main content (e.g., science). Teachers’ solutions in this process enrich the integration with separate classroom practices. Additionally, other interdisciplinary approaches are used in STEM education. Some of these are categorized as the silo approach, the embedded approach, and the integrated approach. In the silo approach, the teacher is more active than the student. All STEM areas are addressed separately. In this approach, which deviates from the student-centred approach, knowledge is seen to be at the forefront. In this approach, since each field is addressed separately, it is observed that students are less able to apply their knowledge to daily life. In the embedded approach, mathematics and science disciplines serve as the basis, and technology and engineering disciplines are framed around these mathematical and scientific fields. In the embedded approach, real-life problems related to problem-solving are introduced into the learning environment. This enables students to be more effective in solving problems they encounter in their daily lives compared to the silo approach. In the embedded approach, while mathematics and science are taken as the foundation, it has been observed that these two disciplines share a common area, and embedded knowledge remains in this common area. Since mathematics and science form the foundation, the embedded knowledge remaining here may prevent some points from being fully understood in technology and design disciplines [49,50,51,52,53,54,55,56,57,58,59,60]. Integrated STEM education is an approach that addresses all areas of STEM education simultaneously. In this approach, all areas are combined around a common topic. In this approach, it has been observed that students utilize their creative and critical thinking skills more effectively than in the other two approaches. Thus, they solve everyday problems more easily and develop their problem-solving skills more thoroughly. There are two different integrated approaches in the literature: multidisciplinary and interdisciplinary. In the multidisciplinary approach, all fields are taught within a single subject, whereas in the interdisciplinary approach, different subject areas are brought together with the individual’s knowledge and skills [49].

In the field of technology, one of the STEM disciplines, teachers have a particular need for intensive training in digital literacy, data analysis, programming, and digital content creation. Similarly, Parlak and colleagues [61] listed the support and training teachers need to integrate educational technologies into their lessons as digital literacy, technology adaptation training, practical training in the use of technological tools, robotic coding, clever board use, artificial intelligence, lesson content preparation programmes, STEM education, computer programming, and educational technologies. Ref. [62] also stated that the education model developed in Turkey, by supporting teacher training and technological and digital transformation, will make significant contributions to sustainable development by keeping pace with global education trends.

Teachers need training in artificial intelligence applications in classroom STEM education. A review of the literature reveals that it is essential for teachers to incorporate AI-supported STEM applications into the classroom for several reasons. Amdan, Janius, and Kasdiah [63] examined the effectiveness of artificial intelligence tools in STEM education in Malaysia. Their findings indicated that the use of artificial intelligence tools in STEM classrooms could enable students to receive personalized lessons and that the development of lesson materials through simulations could increase student motivation.

Xu and Ouyang [64] demonstrated in their study that artificial intelligence technology has the potential to enhance STEM education, and that the integration of technology and education is an area that warrants further research. Similarly, Sakulkueakulsuk and colleagues [65] found in their study that gamified machine learning is an artificial intelligence tool that increases success in STEM education in Thailand.

4. Conclusions and Recommendations

This research is limited to the Northern part of Cyprus. It is limited to 4th and 5th-grade primary school teachers who work in official primary schools affiliated with the Ministry of National Education and Culture in the northern part of Cyprus between 2023 and 2024. This study is limited to the “Artificial Intelligence Supported STEM Education Teacher Interview Form” developed by the researchers.

Considering the above limitations, the following conclusions have been drawn. According to the results of this study, which was conducted with teachers working in primary schools in the northern part of Cyprus, teachers’ perceptions of their knowledge and skills in science and mathematics are limited. Teachers believe that ‘number and operation skills’ and ‘problem-solving skills’ can be acquired in mathematics lessons, while ‘experimentation and observation skills’ can be acquired in science lessons. However, they overlook 21st-century skills such as ‘creative, reflective, and critical thinking.’

When teachers’ potential for interdisciplinary teaching was examined, it was found that teachers generally believe they can teach science and mathematics in an integrated manner. This result shows that teachers are willing to adopt an interdisciplinary approach.

Looking at the results related to technology and engineering skills, it has been revealed that teachers’ knowledge, skills, and practices related to technology and engineering skills are minimal. Teachers prioritize the concept of ‘digital literacy’ about the use of technology, but they are insufficient in terms of higher-level skills. Regarding engineering and design skills, teachers are familiar with ‘engineering and design,’ but their ability to integrate these concepts into their lessons and apply them is insufficient. This creates a gap in implementing STEM education in lessons through an interdisciplinary, holistic approach.

When examining the findings related to artificial intelligence-supported STEM education, it was observed that teachers only use artificial intelligence in their daily lives, do not effectively integrate artificial intelligence into educational environments, and only use artificial intelligence in lesson planning processes. Teachers believe they can receive support from artificial intelligence in the problem-solving stage of STEM education. However, some teachers think that artificial intelligence may limit students’ competencies, which leads to the conclusion that teachers may limit the potential of artificial intelligence practices in education.

Among teachers’ knowledge, skills, and practices related to AI-supported STEM education, and the variables “professional seniority,” “number of digital educational science courses taken,” and “years of experience in digital educational science,” only a significant difference was found between the use of AI in STEM education and professional seniority. Accordingly, teachers with 11–15 years of professional seniority are the most likely to use AI in STEM education. This suggests that young teachers may either lack the confidence to integrate AI into their lessons or prefer not to integrate AI into their lessons, but instead use it in their daily lives.

When examining the current situation of teachers in AI-supported STEM education and the differences between the literature, it was concluded that teachers need training, especially in 21st-century skills and interdisciplinary STEM education practices that support these skills. Teachers also have a strong need for professional development related to the integration of technology and AI in their lessons.

In conclusion, teachers need training on 21st-century skills, interdisciplinary thinking, technology integration in lessons, and artificial intelligence practices to improve their knowledge and skills in the context of AI-supported STEM education.

Based on the findings obtained from the study, a set of recommendations has been developed.

These findings suggest that teachers need training on artificial intelligence-supported STEM education practices. To meet these needs, an in-service training program on these practices can be prepared for teachers.

When the research results are examined, it is observed that teachers prefer to present the STEM disciplines of mathematics and science with an interdisciplinary approach in their practices. This is because teachers’ knowledge and skills related to technology and engineering are much more limited than those related to science and mathematics. Therefore, an education curriculum that equips teachers with knowledge and skills related to STEM disciplines, particularly technology and engineering, and includes application examples that demonstrate how this knowledge and skills can be taught through an interdisciplinary approach with mathematics and science may be more effective in meeting teachers’ STEM education needs.

Teachers neglect important 21st-century skills such as reflective, creative, and critical thinking in their lessons. School curricula can emphasize these skills to prevent teachers from neglecting them.

Teachers do not use artificial intelligence at all in classroom education practices. To address this, classroom environments can be created where teachers can use artificial intelligence tools.