Promoting Excellence Among Teachers of Science and Technology in the Druze Sector

Abstract

This study examines the gaps between scientific–technological (STEM) education in Israel’s Druze and Jewish sectors, with a focus on the challenges affecting the achievements of junior high school students. The methodology included 25 in-depth interviews with STEM teachers in the Druze sector and an analysis of comparative data. The findings indicate disparities stemming from insufficient resources, deficient infrastructure, and cultural challenges. Hence, an intervention model was formed, which included professional development for teachers, upgrading the infrastructure, sociocultural support, and encouraging community engagement. This study emphasizes the importance of focused interventions and continuous support for reducing disparities and improving the quality of education.

1. Introduction

Educational disparities between different sectors in Israel, particularly in science and technology (STEM) education, present a major national challenge. Minority sectors, such as the Druze community, often face systemic obstacles that limit their students’ academic achievements and career opportunities in technological fields. Understanding these gaps and developing effective strategies to bridge them is crucial for fostering educational equity and promoting scientific excellence across all sectors of Israeli society.

The Israeli education system is divided into several sectors, including the Hebrew (Jewish), Arab, Druze, and Ultra-Orthodox sectors, each operating semi-independently under the supervision of the Ministry of Education. While the Hebrew education system benefits from extensive resources, infrastructure, and technological support, the Druze sector, although formally part of the government system since 1956, often experiences significant disparities in these areas. The Druze education system maintains a distinct cultural identity, emphasizing tradition alongside national curricula, which impacts the integration and promotion of STEM education. Addressing these structural and cultural differences is crucial, as they directly affect educational outcomes and opportunities for Druze students in science and technology fields, contributing to systemic inequality that the present study seeks to analyze and mitigate.

The Druze education system, which operates independently from the Arab sector and integrates Druze heritage studies alongside the national Israeli curriculum (Falah 2018), constitutes part of Israel’s government education system, while maintaining a unique cultural identity. Despite the rise in the number of Druze faculty in academia (CBS 2024), significant disparities remain in science and technology (STEM) disciplines, reflecting deep systemic inequality (Arar and Haj-Yehia 2023). This study focuses on examining the challenges and barriers facing Druze junior high school teachers endeavoring to promote excellence in STEM subjects. Through in-depth interviews with 25 teachers, two main questions were examined: the effect of social, cultural, and infrastructure-related factors on teachers’ functioning and the effect of processes targeting excellence promotion on their professional development.

2. Literature Review

2.1. Evolvement of the Druze Education System in Israel

The Druze education system in Israel combines a unique cultural identity within the government education system. According to the Central Bureau of Statistics (CBS 2024), the Druze community consisting of 152 thousand individuals shows high levels of involvement in employment and education. In the 2023–2024 school year, the system employed 3741 Druze teachers, with 185 Druze faculty members in the institutions of higher education.

Zinner et al. (2023) report high participation of Druze teachers in professional development courses (85%) for STEM subjects but indicate significant gender gaps—only 16% of math teachers and 18% of science teachers are men. Falah (2018) stresses the importance of integrating Druze heritage studies alongside standard contents. Cohen and Shkedi (2018) indicate the need to improve teacher training, particularly for teaching outstanding students. Blass and Kraus (2009) criticize the inequal allocation of resources to the Druze education system, which affects students’ achievements and their ability to develop a career in STEM. Paris and Alim (2017) stress the need for an educational policy that combines respect for cultural heritage with improvement of academic achievements.

2.2. Student Achievements and Disparities in Druze Education

Initiatives aimed at promoting scientific excellence, described by Ben David and Rubel-Lifschitz (2023), show how multi-sectoral collaboration can help reduce inequality in STEM disciplines, particularly among underserved populations. Similarly, although progress is evident in the Druze education system, the disparities in STEM subjects between Druze and Jewish students, meaning those studying within the Hebrew-speaking sector that combines secular and religious Jewish–Israeli curricula (Blass and Adler 2009), remain significant. While multi-sectoral initiatives offer tools for balancing between social and economic needs, Druze education can benefit from a similar focus on integrating innovative approaches that will encourage students’ excellence in these subjects. There is a need for a more focused policy to ensure the success of Druze students in STEM subjects (Ben David and Rubel-Lifschitz 2023; Viner Levi and Abu-Rabia-Queder 2022).

In the aftermath of these initiatives, Viner Levi and Abu-Rabia-Queder (2022) indicate that despite the improvement in Druze students’ achievements, the disparities in higher education registration rates between the Druze and Jewish sectors remain significant. This emphasizes the need for additional initiatives that will improve STEM achievements in the Druze sector, similar to initiatives implemented in other underserved populations. Focused programs will be able to reduce these disparities and lead Druze students to higher achievements in their future careers (Viner Levi and Abu-Rabia-Queder 2022; Ministry of Education, Israel 2013).

Moreover, Blass and Adler (2009) show that gaps between Druze and Jewish students are evident not only in exam results but also in the infrastructure and resources available to them. They found that Druze students have less access to advanced educational infrastructure such as laboratories, new textbooks, and expert science teachers. In contrast, students in Jewish schools benefit from better conditions, which contributes to significant achievement gaps between the sectors (Blass and Adler 2009; Ministry of Education, Israel 2013). In contrast, Manny-Ikan et al. (2018) stress the potential of innovative learning spaces that offer advanced technologies such as tablets, whiteboards, and 3D printers. The integration of these technologies in flexible and collaborative learning spaces could help bridge these gaps and make learning more effective and enjoyable, as observed in students’ perceptions in their study (Manny-Ikan et al. 2018).

In addition, Blass and Kraus (2009) note differences in the training and preparation of teachers from the Druze sector compared to those from the Jewish sector. Many teachers in the Druze sector feel that they lack the knowledge and tools to foster students’ development in STEM subjects and thus are unable to help students realize their full potential. The researchers note that these teachers encounter unique challenges due to the lack of more comprehensive training programs on cultivating outstanding students (Blass and Kraus 2009; Cohen and Shkedi 2018).

A study conducted by the National Authority for Measurement and Evaluation in Education (RAMA), Israel’s national assessment body (RAMA 2019), indicates that the disparities between Druze and Jewish students are also evident on international tests such as the PISA and the TIMSS. In these tests, Druze students reach significantly lower results than Jewish students, particularly in scientific domains. RAMA notes that the lack of resources and teacher development programs constitutes a significant part of the cause underlying these disparities and recommends investing in infrastructure and designated training programs (RAMA 2019; Blass and Adler 2009).

Nonetheless, it can be concluded that while disparities are evident in certain domains, there is a continuous trend of improvement among Druze students in STEM subjects, emphasizing the need to continue investing in this sector and providing support. Notably, the achievements of Druze students in the education system are particularly conspicuous compared to other sectors, both within the Arab sector and compared to the Jewish sector in certain areas. According to Blass (2020), Druze students show consistently high performance, more than other Arab students, where in areas such as STEM achievements, Druze students are currently showing even higher achievements than those of Jewish students. In 2017, a significant change emerged, where Druze students displayed higher achievements than those of Jewish students in STEM subjects, a fact that highlights their distinction in these critical domains. Despite claims questioning the authenticity of grades earned in the Arab and Druze sector due to concerns of cheating on exams, the overall impact of these claims is considered negligible and the Druze sector has remained outstanding in STEM subjects compared to other sectors (Blass 2020).

2.3. Rise in the Level of Education in the Druze Sector

2.3.1. Improvement in Educational Achievements Among the Druze

In recent years, there has been a significant rise in the level of education among the Druze in Israel, particularly in STEM subjects. Studies show that these improvements have several underlying causes, such as a rise in awareness of scientific education, an increase in the number of students taking matriculation exams in scientific domains, and investment in education systems that utilize technological innovations. Falah (2018) shows that the Druze in Israel began to put more of an emphasis on STEM as part of their curriculum, thus increasing their integration in Israeli society at large. This approach has an effect on reducing the disparities between Druze and Jewish students in these areas (Falah 2018; Blass and Kraus 2009).

The improved academic achievements of Druze students are manifested not only in their participation in the official education system but also in joining universities and institutions of higher education. According to Viner Levi and Abu-Rabia-Queder (2022), the proportion of Druze registering for higher education has risen in the last decade. Nonetheless, despite the significant progress, there are still disparities in STEM disciplines between the Druze and other sectors in Israel. Some of the causes underlying these gaps are the lack of infrastructure, suitable resources, and pedagogic support by the government (Viner Levi and Abu-Rabia-Queder 2022; Blass and Adler 2009).

Druze teachers of science contend with many challenges, including difficulties finding high-standard study materials in STEM subjects. Blass and Adler (2009) show that teachers must cope with barriers such as a dearth of sufficient training and a lack of consistent professional support. In addition, there are essential differences in teacher training between the Druze and Jewish sectors, leading to disparate student achievements in science (Blass and Adler 2009; Cohen and Shkedi 2018).

Other researchers, such as Cohen and Shkedi (2018), stress the urgent need to invest in the training and professional development of Druze teachers. They claim that proper focused training in science could help reduce the educational gaps between the sectors and improve the results on international tests. Integrating professional development programs with advanced educational infrastructure might lead to significant improvements to Druze students’ achievements in science (Cohen and Shkedi 2018; Falah 2018).

Finally, it is notable that despite the difficulties and challenges, there are signs of positive change. According to the RAMA (2019) report, there is a rise in Druze participation rates in STEM excellence programs. These trends reflect an increasing understanding among policymakers and teachers that to improve Druze students’ achievements, it is necessary to invest in training and in the development of advanced education systems (RAMA 2019; Falah 2018).

2.3.2. Major Challenges to Advancing Education Levels

The Druze education system is contending with several major challenges. Blass and Kraus (2009) indicate significant disparities in resource allocation between the Druze and Jewish sectors, with a direct effect on students’ performance. Viner Levi and Abu-Rabia-Queder (2022) identify a shortage of teachers specializing in STEM subjects, resulting from insufficient training and limiting socioeconomic conditions. Blass and Kraus (2009) add another challenge—gender gaps in achievement, stemming from social conventions that make it hard for women to become integrated in scientific domains. Despite the challenges, Eyal (2011) notes that the implementation of advanced technologies such as LCMS systems allows for improvements to teaching and evaluation processes while maintaining a balance between cultural identity and technological progress.

2.4. Development of Secondary Education in the Druze Sector

2.4.1. The Impact of the Reforms on the Druze Education System

The secondary education system of the Druze sector has been subjected to significant reforms aimed at improving the quality of education and reducing gaps. Falah (2018) describes an extensive excellence program in STEM subjects that combines theoretical and practical activities for strengthening the knowledge and skills of teachers and students. Blass and Adler (2009) emphasize the contribution of advanced technologies such as robotics and programming to developing creative and critical thinking. Such programs are culturally adapted to the Druze sector, increasing student engagement.

Viner Levi and Abu-Rabia-Queder (2022) indicate the importance of teacher training as a major component of students’ success, with an emphasis on advanced teaching methods and inquiry-based teaching. Falah (2018) notes the contribution of cooperation with academia and industry, which provides access to resources and advanced contents. Despite the improvements, Blass and Kraus (2009) stress that the resource disparities between the Druze and Jewish sectors still constitute a significant challenge requiring continued investment in infrastructure and educational resources.

2.4.2. Achievements and Professional Development Among the Teachers

Druze teachers have a crucial role in the success of educational reforms and student achievements. Cohen and Shkedi (2018) note that despite the unique challenges, teachers upgrade their skills through professional development programs that include workshops and training courses. Viner Levi and Abu-Rabia-Queder (2022) emphasize the importance of developing leadership competencies among teachers, particularly in the sciences. Teachers who lead change and integrate new technologies contribute significantly to the success of their students.

Falah (2018) indicates the importance of cooperation between teachers, academic institutions, and industry, which provides access to resources and advanced contents. Blass and Adler (2009) add that excellence programs develop inquiry-based teaching and class management skills. RAMA (2019) stresses the professional support by educational authorities that provide regular guidance and professional development courses for improving teachers’ work and dealing with the challenges involved in teaching STEM subjects.

2.4.3. Promoting Scientific and Technological Excellence in the Druze Sector

STEM excellence is promoted in Druze junior high schools on several major spheres. Blass and Kraus (2009) show that scientific excellence programs raise the level of achievements and contribute to reducing intersectoral disparities. Weiser et al. (2018) emphasize the importance of integrating advanced technologies such as synchronous learning for increasing students’ motivation and their engagement in scientific contents. Cohen and Shkedi (2018) indicate the importance of training teachers in developing advanced teaching methods for delivering complex knowledge. Falah (2018) stresses the contribution of cooperations with academia and industry, which allow students practical experiencing and the opportunity to contend with real challenges. Nevertheless, Blass and Kraus (2009) note that social and economic disparities still limit the ability to realize students’ full potential and emphasize the need for continued government investment to promote equal opportunities.

2.4.4. STEM Teaching Methods in Druze Schools

The teaching methods of STEM subjects in Druze schools combine several innovative approaches. Weiser et al. (2018) stress the importance of using advanced technologies and practical experiencing, which help the students understand complex concepts. Cohen and Shkedi (2018) indicate the importance of cooperation between teachers through shared learning and staff workshops, which make it possible to develop teaching methods adapted to students’ needs.

Blass and Adler (2009) emphasize the contribution of group projects to developing teamwork competencies, communication, and critical thinking. Falah (2018) adds that inquiry-based learning encourages independent creative thinking and increases learning motivation. Finally, Weiser et al. (2018) note that the integration of advanced technologies such as virtual reality and interactive tools enhances student engagement and improves their achievements in science studies.

2.4.5. Disparities Between the Druze and Jewish Sectors in Teaching STEM Subjects

The gaps in STEM teaching between the Druze and Jewish sectors derive from several major causes. Blass and Kraus (2009) point to disparities in resources and infrastructure, where the Jewish sector enjoys wider access to advanced technologies and laboratories. Cohen and Shkedi (2018) stress gaps in teacher training, where teachers in the Jewish sector have wider access to designated training in STEM disciplines. As a result, teachers in the Druze sector sometimes lack the necessary tools for effective teaching.

Falah (2018) identifies another element—cultural differences in access to science studies. In the Druze sector, there is a tendency to see STEM studies as secondary to traditional values, and this affects student motivation. RAMA (2019) data confirm this and show significant disparities in the proportions of those taking scientific matriculation exams between the sectors. To reduce the disparities, Falah (2018) suggests integrating Druze cultural contents within the scientific curricula to arouse students’ interest and a sense of belonging.

2.4.6. The Progress and Challenges of Education in the Druze Sector in Recent Years

Educational reforms enforced in Israel in recent years are aimed at reducing disparities between sectors, including the Druze sector. A program designated “Science and Technology for All” managed to improve scientific literacy among Druze students, but according to Blass and Adler (2009), the disparities versus the Jewish sector remain significant due to a dearth of infrastructure and expert teachers. The “Scientific-Technological Reserve” (2019) program led to a general rise in the number of students taking scientific matriculation exams, but Weiser et al. (2018) note that the shortage of certified teachers in the Druze sector constitutes an ongoing challenge.

Cohen and Shkedi (2018) emphasize that despite efforts to improve teacher training in the Druze sector, the disparities in technological disciplines remain significant. Falah (2018) notes that the combination of advanced teaching approaches and project-based learning has contributed to improved achievements, but there is a need for cultural adaptation of contents. Blass and Adler (2009) indicate the importance of financial incentives for outstanding students but stress that they have limited efficacy in the absence of concurrent investment in infrastructure and in the professional development of teachers.

2.5. Professional Development and Its Impact on Excellence in Education

2.5.1. Professional Development Among Teachers in the Druze Education System

CBS (2024) data indicate an improvement in the integration of Druze faculty in academia; these included 185 faculty members in 2022/3, including 126 in universities. An average annual rise of 14.2% was evident from 2014 to 2023, higher than the Jewish sector but lower than other Arab sectors.

The professional development of teachers in the Druze sector faces unique challenges. Blass and Adler (2009) indicate disparities in teacher training between sectors, resulting from budgetary discrepancies. Cohen and Shkedi (2018) show that teachers who participate in professional training courses manage to implement advanced teaching methods and contend with cultural and social challenges. Ben Horin (2009) stresses that focused professional training courses help improve teaching abilities and student achievements. Weiser et al. (2018) note the importance of cooperation between teachers from STEM disciplines, which allows them to share their knowledge and experience. According to Blass and Kraus (2009), professional development programs must include continuous accompaniment and guidance that allow for the gradual assimilation of changes in teachers’ practices. International studies confirm that continuous professional development significantly improves teachers’ abilities and helps reduce disparities in STEM education (Nkundabakura et al. 2024).

2.5.2. The Effect of Professional Development on Student Achievements

Teachers’ professional development affects various aspects of student achievements. Cohen and Shkedi (2018) show that high standard professional training helps teachers in the Druze sector deal with the dearth of resources and infrastructure and thus improve the quality of teaching and student achievements. Rachmel and Zohar (2010) found that teachers who participate in professional training courses manage to raise students’ motivation, manifested in active participation in class and improved achievements. Furthermore, Blass and Kraus (2009) indicate an improvement in students’ performance on international tests such as the PISA and TIMSS following teacher training, while reducing intersectoral disparities.

UNESCO (2017) stresses the importance of integrating technology in teaching. Teachers trained in this field manage to increase students’ engagement and produce more thorough understanding of the material. Notably, despite the progress, there are still significant disparities between the Druze and Jewish sectors in STEM education.

Recent studies emphasize the importance of professional development for contending with educational challenges. Cohen and Shkedi (2018) note that training courses adapted to the Druze sector help cope with cultural and social differences, and Ben Horin (2009) stresses their contribution to improving the quality of education within the sector.

Accordingly, the current study poses two major research questions:

• What are the main challenges and barriers encountered by teachers in Druze junior high schools when attempting to promote excellence in STEM disciplines?
• How does the process of promoting excellence in STEM disciplines, described in the intervention model, affect teachers in Druze junior high schools?

Based on the research literature, two research hypotheses were formulated:

Hypothesis 1.

Druze teachers in junior high schools contend with major barriers to promoting excellence in STEM disciplines, which include limited access to advanced equipment and resources, and a lack of sufficient opportunities for professional development. These barriers limit their ability to implement innovative teaching methods and promote excellence among their students.

Hypothesis 2.

There is a significant disparity between STEM education in the Druze and Jewish sectors, stemming from insufficient infrastructure and a lack of institutional support. The intervention program, which combines professional development and providing access to resources, is anticipated to reduce these disparities and improve teachers’ ability to produce high achievements in STEM disciplines.

3. Methodology

3.1. Research Aims

The aim of this study is to examine the barriers to promoting excellence in STEM disciplines in the Druze sector, to evaluate the effects of the intervention model on junior high school teachers, and to assess disparities compared to the Jewish sector.

It was anticipated that the intervention would lead to improvements in teachers’ pedagogical practices, greater use of technology and project-based learning, enhanced teacher motivation, and increased student engagement and interest in STEM subjects. In addition, it was expected that teachers would develop more effective strategies to overcome cultural barriers and resource limitations.

While previous studies have explored disparities in STEM education between different sectors in Israel and emphasized the challenges faced by minority groups, there has been limited in-depth qualitative research focusing specifically on the Druze sector at the junior high school level. Existing studies often highlight resource gaps and cultural barriers but do not sufficiently examine teachers’ perspectives on promoting excellence through targeted interventions. Given the increasing importance of STEM education in fostering social mobility and economic opportunity, there is a need for a deeper understanding of the unique challenges and opportunities within the Druze educational context. The current study seeks to address this gap by providing a detailed thematic analysis of teachers’ experiences before and after an intervention aimed at enhancing STEM teaching. By doing so, it offers practical insights for developing culturally sensitive educational strategies and contributes to broader efforts to reduce educational disparities in Israel.

3.2. Research Questions

• What are the main barriers encountered by teachers in Druze junior high schools when attempting to promote excellence in STEM disciplines?
• How does the intervention model for promoting excellence in STEM disciplines affect teachers in Druze junior high schools?

3.3. Research Method

3.3.1. Research Sample

This study included 25 teachers of STEM subjects from eight Druze junior high schools. The participants included 14 women and 11 men, with teaching experience ranging from 3 to 15 years. The schools were located in various Druze towns and villages in northern Israel. The eight schools were selected through purposeful sampling to reflect a range of educational settings, based on recommendations from regional educational supervisors.

The sample size of 25 teachers was deemed appropriate for qualitative thematic analysis, allowing for in-depth exploration of experiences while maintaining manageability of data. However, as the sampling was purposive and not random, the findings should be interpreted with caution regarding their generalizability to the broader Druze education sector.

3.3.2. Research Tool

This study was based on semi-structured interviews as a qualitative method that facilitates a deep understanding of teachers’ experiences and views. This method combines a defined structure with sufficient flexibility to explore unanticipated topics while maintaining a focus on the major research questions, as described by Creswell and Poth (2016). This study is based on a qualitative thematic analysis, with comparative elements. Although the study structure includes pre- and post-intervention data collection, no statistical tests were applied; instead, thematic content was analyzed and compared across two time points.

3.3.3. Research Procedure

The research procedure was carried out by the researcher by directly contacting Druze schools that specialize in STEM subjects. When contacting the school principals, the research aims were presented, emphasizing the importance of understanding the challenges of teaching and promoting excellence in STEM subjects within the Druze sector.

Participants were selected based on specific criteria, including years of experience, specialization in STEM subjects, professional evaluation, and motivation to participate. The interviews followed a pre-designed guide with semi-structured questions, and each interview lasted between 45 and 60 min.

All interviews were conducted in person in a comfortable, open environment, with participants’ full consent. The interviews were audio-recorded with permission and later transcribed verbatim for analysis. The interviews provided the teachers with an opportunity to share their experiences openly and fully, contributing to a deeper understanding of the research questions.

3.3.4. Semi-Structured Interviews Prior to Applying the Intervention Model

Before initiating the intervention model, semi-structured interviews were held with STEM teachers in Druze junior high schools. The aim of the interviews was to identify and analyze the main challenges and barriers to promoting excellence in STEM subjects. This research method facilitated a deep understanding of reality in the field, while allowing teachers to relate to the unique cultural and social context of the Druze sector. The flexibility of the semi-structured interviews facilitated a thorough exploration of topics that arose in the conversation and allowed for direct feedback from the teachers. This information served as a foundation for adapting the intervention model to the specific needs of the Druze sector.

4. The Findings of the Semi-Structured Interviews Held Prior to Initial Implementation of the Intervention

4.1. Theme 1: Challenges to Promoting Excellence in STEM Subjects

4.1.1. Lack of Resources and Outmoded Equipment

A lack of resources and outmoded equipment constitutes a major challenge to promoting excellence in STEM subjects at Druze junior high schools. One interviewee noted “limited resources and outmoded equipment”, while another emphasized “limited access to modern laboratories”.

This condition limits the ability to carry out practical experiments and integrate new technologies in teaching. The teachers noted “resource limitations that limit practical experiments” and “inadequate infrastructure for integrating technology”. In addition, the “lack of extra-curricular science programs” makes it hard to expand students’ horizons beyond the regular curriculum. As a result, “we can’t offer many interactive learning opportunities”, impairing the ability to promote excellence in these fields.

4.1.2. Cultural Challenges and Limited Community Support

The cultural challenges and the limited community support have significant effects on promoting STEM education in the Druze sector. One interviewee noted “cultural expectations that give preference to traditional subjects”, while another stressed “little awareness of the significance of science education”.

Traditional Druze outlooks prefer careers that are perceived as more stable, where “parents might not understand the value of a scientific education”. Another challenge is gender bias, as mentioned: “cultural bias against women in science”. The result is “limited communal support for scientific education”, which makes it hard for teachers to promote excellence in these subjects.

4.1.3. The Effect of the Limitations on the Quality of Teaching

The resource-related limitations in the Druze education system create a significant challenge to teaching STEM subjects. The lack of suitable equipment limits the ability to conduct practical experiments and leads to relying on theoretical learning. As stated by one of the interviewees, “It limits the type of experiments that we can conduct”, while another emphasized, “We are forced to rely on theoretical more than practical learning”.

This results in harm to the learning experience and to student engagement. As the teachers attested: “The students miss out on practical experiences” and “it makes it hard to maintain students’ interest”. Moreover, the limitations harm the ability to illustrate complex concepts and to connect the learning to the real world, as “the students can’t see how their studies are applied in the real world”.

4.2. Theme 2: Pedagogic Adaptations for Improving Engagement in STEM Subjects

4.2.1. Integrating Practical Projects and Experiments

The teachers stress the importance of practical experiences when studying STEM subjects. As noted by one interviewee: “I shall integrate more practical experiments”. And, another added: “I shall integrate project-based learning”. These methods allow the students to see how science is applied in practice and to improve their understanding.

The intervention model also includes the use of innovative technology, as attested by the teachers: “I shall use interactive technology in class” and “I shall use technology for personally adapted teaching”. In addition, the teachers encourage active engagement of the students through “student-led projects” and “interdisciplinary approaches” that develop critical and creative thinking.

4.2.2. Use of Technology to Improve the Learning Experience

The teachers emphasize the importance of integrating technology in teaching to make the lessons more interesting and interactive. As noted by one interviewee: “I shall use tablets for interactive lessons”. And, another stressed: “I shall integrate virtual labs”.

Technology also allows individual adaptation of the learning, as well as imparting competencies that are vital for the modern world. As attested by the teachers: “I shall integrate coding and programming” and “I shall use educational games”. The integration of “educational software” and “online resources and guides” enriches the learning experience and helps the students develop technological skills essential for their future.

4.2.3. Creative Strategies for Dealing with the Limitations

Teachers in the Druze sector have developed creative strategies for coping with the resource and equipment limitations. As stated by one of the teachers, “I shall use common items for scientific experiments”, and another added, “I shall form virtual labs using free online tools”.

The solutions also include the use of open code programs and developing lab equipment using do-it-yourself methods. As the teachers attested: “I shall develop do-it-yourself lab equipment” and “I shall use recycled materials for projects”. In addition, the teachers enlist the community in their efforts: “I shall use community resources and volunteers” and “I shall cooperate with local businesses to receive resources”. These approaches allow the students to experience practical and interactive learning also in conditions that involve a lack of resources.

4.3. Theme 3: Professional Training and Support for Teachers

4.3.1. Participating in Professional Development Workshops

Participating in professional development workshops constitutes a major element in improving teachers’ teaching competencies. Through these guidance sessions, teachers acquire innovative tools and updated techniques for dealing with pedagogic challenges. As one of the interviewees noted, “They provided new teaching strategies”, and another added, “I learned innovative methods”.

The guidance sessions contribute not only to professional knowledge but also to the teachers’ self-confidence and class management competencies. As the participants attested: “They strengthened my confidence” and “they improved my class management”. In addition, the workshops help integrate technology in teaching and adapt it to students’ personal needs, as noted by another teacher: “They helped me with individually adapted teaching”.

4.3.2. Support by the School Management

The support of the school management constitutes a critical component in teachers’ successful teaching of STEM subjects, although the level of support varies by institution. One interviewee noted “limited support, mainly moral encouragement”, further emphasizing “moral support but limited practical assistance”.

In most cases, the support includes “incidental funding for specific projects” and “access to professional development workshops”. The teachers receive “encouragement to participate in training programs” and “help with connections to external resources” but the financial support remains limited, as noted by one teacher: “minimal financial support for new equipment”.

4.4. Theme 4: Cultural Influences on the Teaching of STEM Subjects

4.4.1. Cultural and Family Expectations

The Druze community has cultural expectations that normally prioritize traditional subjects such as math and literature or family career paths. As noted by one interviewee, “There is a strong emphasis on traditional topics and subjects”, and another added, “Parents often prefer subjects such as math and literature over science”. These cultural views affect the status of STEM subjects in the community, where “some families see science and technology as less important”. In addition, traditional gender roles affect students’ choice of these subjects, particularly among girls. As one teacher explained, “Traditional gender roles can affect students’ interest in science”, while another noted, “There is pressure to succeed in subjects perceived as more prestigious”.

4.4.2. Challenges to the Integration of Science and Technology in the Local Culture

Beyond the cultural expectations, significant challenges derive from stigma and stereotypes within the Druze community regarding STEM subjects. Common views include the idea that science is “too hard” or that it will not result in a stable and respectable career. As one interviewee noted, “Technology is not perceived as a respectable career”, while another stressed, “a belief that traditional careers are more prestigious”.

Gender stereotypes constitute another barrier, particularly for girls. “Stereotypes about boys being better than girls in science” and “the view that technology is a male-dominated discipline” are evident from the interviews. These views, together with the belief that “science is perceived as irrelevant for daily life” require systemic attention and wide community support to allow students a more positive approach to STEM subjects (Nastasi and Hitchcock 2016).

4.4.3. The Intervention Model—“Mada Kadima: Model for Promoting Druze Excellence in the Technological Era”

The model intends to improve the professional skills and teaching methods of STEM teachers in Druze junior high schools. The program includes an initial needs assessment, ten individual guidance sessions throughout the year, and monthly workshops focusing on recent developments in STEM disciplines.

At the same time, a professional learning community is established, allowing sharing of knowledge and resources between teachers through digital platforms. The model is accompanied by regular support and concludes with a comprehensive evaluation to examine its effectiveness. Its overall aim is to cultivate a culture of excellence and innovation in the Druze education system and produce long-term systemic change that will lead to improvement of students’ achievements and of the quality of education in STEM subjects.

Figure 1 presents a summary of the intervention model.

5. Data Analysis

The data were analyzed using a qualitative content analysis, based on the model devised by Forman and Damschroder (2007). The process focused on identifying main themes and patterns from teachers’ experiences and perspectives. Each transcript was thoroughly examined for main concepts and significant repetitions, which were then divided into subthemes.

In contrast to a quantitative analysis, where the categories are predetermined, in this method, the categories were formed from the data themselves, carefully reading and forming internal links between the findings. This approach allowed for thorough understanding of the unique challenges and experiences of Druze teachers of STEM subjects.

6. Ethical Considerations

This study was carried out while maintaining strict rules of ethics. All the participants received a detailed explanation of the research aims and the process of the interviews and signed an informed consent form confirming their willing participation. Their privacy was maintained by using letters instead of names (A, B), and all the data were kept in complete confidence, with access limited to the researcher. The information collected was used only for the purposes of this study, as part of the researcher’s studies.

7. Findings of the Semi-Structured Interview After Implementing the Intervention Model

7.1. Theme 1: Challenges and Barriers to Promoting Scientific and Technological Excellence

7.1.1. Technological and Resource Constraints

A significant challenge identified by teachers was the difficulty in integrating technology into teaching due to outdated infrastructure and insufficient access to the internet and computers. One teacher noted, “The technology was a nightmare at the beginning. Half the students have no internet at home”, highlighting the disparities in access to technology that created substantial obstacles to implementing innovative teaching methods and delayed learning processes. Another teacher emphasized, “The infrastructure at the school is a little outdated”, underscoring the need for investment in infrastructure and technological support to equitably promote excellence in STEM subjects.

The lack of resources further limited teachers’ ability to realize the full potential of innovative teaching methods. One teacher stated, “The lack of materials is a constant battle”, indicating that the shortage of advanced labs, state-of-the-art technological equipment, and digital learning resources constituted a significant barrier to providing students with rich, relevant, and practical learning experiences. This situation directly impacted the quality of teaching and the students’ ability to engage in advanced practical learning.

7.1.2. Cultural and Community Engagement Challenges

A significant challenge identified during the intervention was the resistance from parents and the broader community to the introduction of innovative teaching methods. Teachers reported that they often had to act as mediators between the school system and the families, functioning not only as educators but also as counselors advocating for the value of STEM education. As noted by one interviewee: “The lack of parental support obligates us to take on the role of counselors”.

Parental resistance was particularly strong regarding technological innovations and new pedagogical approaches. Some parents viewed these methods skeptically, believing they detracted from more traditional and stable educational pathways. As one teacher reported, “Parents thought that all these new methods are a waste of time”, highlighting the need for teachers to dedicate significant efforts to explaining the benefits of STEM education and securing parental support: “The greatest challenge was to convince some of the parents of the importance of the new methods”.

At the cultural level, teachers faced additional barriers stemming from traditional Druze views on education and technology. Integrating modern scientific approaches sometimes clashed with conservative expectations about appropriate fields of study. As one interviewee explained, “Integrating advanced technology was challenging at first”, adding that “Convincing some of the parents regarding the importance of the new methods was a big challenge”.

Participants stressed the necessity of adapting educational programs to align more closely with the community’s cultural values without compromising academic rigor. As emphasized by one teacher: “There is need for more adaptation to the specific needs of the Druze sector”.

Overall, the findings highlight that overcoming resistance required proactive engagement with parents and the community, culturally sensitive communication strategies, and the gradual introduction of new educational practices.

7.1.3. Time Management and Implementation of New Teaching Methods

Time management and implementing new teaching methods constituted a major challenge for the teachers, particularly when combining traditional approaches with advanced technology. The teachers contended with difficulties in managing tasks and organizing teaching time, affecting their ability to assimilate innovations in class. As noted by one interviewee: “Time management was a challenge, but I found a solution by setting priorities”.

Another major challenge was managing groups and ensuring active participation of students in the lessons. One teacher stressed: “Managing groups and ensuring active participation was hard”. These findings emphasize the need to develop time management skills and to provide applied tools that will help teachers deal with the overload created by implementing the new methods.

7.1.4. Student Resistance and Adjustment

Student resistance to the new teaching methods constituted a significant challenge for the teachers. This resistance was manifested in concerns regarding change and lack of interest in the new contents. As noted by one interviewee, “Resistance by the students was a challenge”, and another teacher shared, “I had a student who was certain that science is boring”.

The teachers had to develop strategies for dealing with resistance and to introduce the changes gradually. This encompassed forming positive learning experiences that include interactive activities, with the aim of changing students’ views and connecting them to STEM subjects. As emphasized by one of the teachers: “The main challenge was resistance to changes in the teaching methods”.

7.1.5. The Need for Adapted Professional Development

The teachers stressed the need for professional development adapted to their unique cultural and educational context. As noted by one interviewee, “I would like to see more adaptation to the specific needs of the Druze sector”, and another added, “The guidance sessions should include more culturally relevant examples”.

Infrastructure limitations and lack of resources were presented as major challenges to implementing innovative teaching methods. The teachers contended with outdated infrastructure and a lack of essential equipment, as stressed by one of the teachers: “The lack of resources limits what we can do”. This situation makes it hard to implement pedagogic innovations and limits the ability to provide an optimal learning experience in STEM subjects.

7.2. Theme 2: The Impact of Promoting Scientific and Technological Excellence

7.2.1. Improved Teaching Methods and Student Engagement

Intervention in promoting scientific and technological excellence led to a significant improvement in teaching methods and in student engagement. The teachers reported a shift to more dynamic teaching that integrates practical activities and experiments. As noted by an interviewee, “My teaching became more dynamic”, and another stressed, “I included more practical experiments”. This resulted in forming a live interactive learning environment, where students became active partners in the learning process. As described by one of the teachers: “The students are more engaged, the teachers are more creative”. Integrating practical experiments not only led to more thorough understanding of the material but also encouraged creative and critical thinking among the students.

7.2.2. Professional Growth and Self-Confidence

Professional training within the intervention had a significant contribution to teachers’ professional growth and self-confidence. They reported acquiring new strategies and tools that enhanced their teaching abilities. As noted by one interviewee, “The guidance sessions equipped me with tools and ideas”, and another added, “The monthly guidance sessions were very beneficial for me”.

The continuous training process allowed the teachers to develop an intensive professional approach and to implement the new tools over time. This not only improved their professional abilities but also empowered them personally, as attested by one of the teachers: “These guidance sessions were truly empowering”. Strengthening teachers’ self-confidence contributed to their ability to promote scientific and technological excellence among the students.

7.2.3. Communal and Collaborative Learning

The intervention focused on creating collaborative online learning communities that constituted a central tool for supporting teachers and promoting innovation in teaching. The teachers reported that these communities made it easier to share ideas and resources, where one interviewee described the online community as a “lifeline”.

The positive supportive atmosphere among the teachers created a productive work environment that encouraged cooperation and revitalization. The digital platforms facilitated rapid access to recent information and contents, while creating a space for consulting and for shared problem solving. As one teacher noted, “The atmosphere among the teachers was simply amazing”, attesting to the contribution of the community to professional development and to improving the quality of teaching.

7.2.4. Innovative Teaching Methods in Class

The teachers implemented innovative teaching methods that included community initiatives and activities outside the regular classroom setting. Prominent initiatives were a rural science fair that gave the wide community access to science and a “science club” that operated during lunch breaks. As one teacher noted, “We created a science fair that included the entire village”, and another added, “I opened a ‘science club’ during lunch breaks”.

These activities allowed the students to implement the theoretical knowledge in a practical interactive environment, while developing scientific proficiencies and strengthening the association between learning and everyday life. Involving the community in activities such as the “science marathon” helped boost the students’ engagement and interest in STEM subjects.

7.2.5. Long-Term Educational Impact

Intervention in STEM subjects is perceived as having significant potential for long-term influence on education at schools. The teachers believe that the model will lead to fundamental improvements in teaching and better prepare students for future challenges. As noted by one interviewee, “The model will contribute to significant improvement in the long term”, and another added, “I believe that it will make our school a leader in science education”.

A major plan within the long-term vision is to establish a center for scientific learning in the Druze sector, anticipated to serve as a center for educational innovation and for cultivating excellence. This center will provide students with access to advanced resources and encourage the development of essential competencies for future careers, while creating a culture of innovation and excellence in science education.

7.2.6. Personal and Professional Empowerment

The intervention in STEM subjects contributed significantly to empowering teachers on the personal and professional level. The teachers reported a rise in professional confidence due to the continuous supervision, training workshops, and supportive teacher community. As one interviewee noted: “Continuous supervision reduced the pressure and provided a sense of security”. The unique atmosphere of mutual support and cooperation among the teachers created an empowering environment where it was possible to share knowledge and promote innovative ideas. The increased sense of confidence and the professional tools acquired by the teachers had a positive effect on the quality of teaching, leading to empowerment of the students and improving their achievements.

7.2.7. Developing Critical Thinking and Creativity

The educational intervention led to significant development of critical thinking and creativity among the students. The teachers reported a change in students’ approach to learning, manifested in deeper critical thinking and increased inquisitiveness. The unique combination o art and science enhanced creativity, where practical projects such as creating artistic models of scientific processes allowed students to see science from a new angle.

The interviewees emphasized that the students developed improved capability to analyze concepts, raise questions, and offer creative solutions. The new approach encouraged them to take a more active part in the learning process and to develop natural inquisitiveness towards new topics. As one interviewee stated: “Combining art and science aroused creativity” and “the students are more inquisitive and eager to explore”.

7.2.8. Reinforcing Teacher–Student Relations

The intervention led to significant improvements in teacher–student relations in several main aspects:

• Improving communication and trust: The teachers reported that the new methods taught in the training sessions allowed them to develop open communication and build trust relations with their students. As one interviewee stated: “The training helped improve relations with the students”.
• Enhancing engagement: A rise in student engagement in learning was observed, where one interviewee noted that “The students feel more connected and engaged” following the new methods.
• Creating a supportive environment: The improved relations led to creating an educational environment where students feel confidence and belonging, contributing to increased motivation to learn and to succeed academically.

To better visualize the observed changes,

Table 1. Thematic developments before and after the intervention.

Aspect	Before Intervention	After Intervention
Resources and infrastructure	Limited resources, outdated equipment, lack of laboratories	Improved resourcefulness, creative use of available materials, partial technological integration
Teaching practices	Predominantly theoretical, limited practical activities	Practical projects, technology-enhanced lessons, interactive learning
Student engagement	Low motivation, theoretical focus, resistance to science	Increased engagement, inquisitiveness, active participation
Community and parental support	Low parental involvement, cultural resistance to STEM	Greater community involvement through events and science fairs
Cultural challenges	Strong adherence to traditional roles, gender biases in STEM	Growing awareness, efforts to adapt curricula to cultural needs

summarizes the thematic developments identified before and after the implementation of the intervention model. The table highlights key improvements across several dimensions, including resources, teaching practices, student engagement, community involvement, and cultural challenges.

7.3. The Research Questions and Hypotheses in View of the Findings

The findings gathered during this study, which included 25 teachers from eight Druze schools in northern Israel, make it possible to address the research questions and hypotheses in a focused and precise manner. This study was based on a qualitative research design, using in-depth interviews and a thematic analysis to strengthen the validity of the findings.

7.4. The First Question and the Associated Hypothesis

The first research question engaged in identifying the challenges and barriers facing teachers in Druze junior high schools when attempting to promote scientific and technological excellence. According to the findings, one of the main challenges is the lack of resources and outdated equipment. Eighty-five percent of the teachers reported a shortage of state-of-the-art technological labs, 78% noted infrastructure limitations, and 92% indicated funding discrepancies that prevent them from affording the students rich practical learning experiences. Other challenges included cultural barriers related to traditional outlooks and lack of awareness as to the importance of scientific and technological education among the parents and community.

The first hypothesis, which expected to find difficulties such as limited access to resources and to professional development, was fully confirmed. The findings clearly showed that the lack of resources, outdated equipment, and financial limitations constitute a significant barrier. In addition, only 35% of the teachers reported sufficient access to opportunities for professional development, where 65% found it hard to learn about new tools and participate in advanced training programs.

7.5. The Second Question and the Associated Hypothesis

The second question involved how the process of promoting excellence in STEM subjects affects the teachers. According to the findings, teachers who participated in training courses (40% of the sample) and integrated technology and innovative pedagogic methods reported a 45% improvement in motivation measures and in their ability to lead change in the classroom. Nevertheless, 70% encountered barriers stemming from limited support by the management and community as well as from cultural expectations that prevent students from progressing in these subjects.

Consistent with the second hypothesis, the disparities between science education in the Druze and Jewish sectors indeed exist and have a negative effect on teachers’ ability to promote excellence. The data show a disparity of 25% in student achievements on standard STEM tests. Despite efforts made in the program, the disparities between the sectors remain significant, but there is a positive effect on teachers who participated in the training courses.

7.6. Associations Between the Questions and the Hypotheses

An analysis of the findings indicates a strong association between the two questions: the lack of resources and infrastructure (Question 1) has a direct effect on teachers’ ability to apply the knowledge and tools acquired in the training courses (Question 2). The teachers who reported a grave shortage of resources showed a more moderate improvement (25%) than those who enjoyed better infrastructure (45%). In light of the findings, it is recommended that designated resources be allocated to upgrading infrastructure, expanding training programs, and developing programs for involving the community and the parents.

8. Limitations

This study has several limitations. First, it was conducted solely within the Druze sector in northern Israel, and the findings may not fully capture the diversity of experiences in other Druze communities or other minority groups. Second, the relatively small sample size (25 teachers from eight schools) limits the scope of and variation in perspectives. Third, the data were based on self-reported experiences, which may be subject to bias. Finally, while the intervention model showed promising patterns of improvement, the absence of a control group and the reliance on a thematic analysis without quantitative measures limit the ability to establish causal relationships.

Generalizability

Given the qualitative nature of this study and the specific cultural context, the findings are not intended to be statistically generalizable to all populations. However, the thematic insights provide valuable guidance for designing culturally responsive interventions in minority education systems and can inform similar initiatives in comparable socio-cultural settings.

9. Discussion and Conclusions

This study employed a qualitative thematic design, with data collected at two points: before and after the intervention. Although pre- and post-intervention data were gathered, the analysis focused on thematic patterns and developments rather than statistical tests. Data were collected between 2021 and 2023 from 25 STEM teachers across eight Druze junior high schools in northern Israel using semi-structured interviews.

The research findings portray a complex picture of challenges and opportunities that reflects the multidimensional reality of the Druze education system in the context of promoting advanced education in STEM subjects.

One of the main and most significant findings arising from this study is the continuous lack of resources and modern infrastructure in the Druze education system. This finding corresponds with previous studies, such as those of Blass and Kraus (2009) and Shabib et al. (2013), that emphasize the significant disparities between the Druze and Jewish sectors in this respect. The data show that only 45% of Druze schools are equipped with advanced science labs, versus 78% in the Jewish sector. The shortage of advanced labs, state-of-the-art technological equipment, and digital learning resources constitutes a significant barrier facing teachers who attempt to provide their students with rich, relevant, and practical learning experiences.

Moreover, this study reveals a complex set of cultural barriers that affect the promotion of excellence in STEM subjects in the Druze sector. Traditional views and limited awareness of the importance of STEM education among parents and the wide community constitute another significant challenge, as noted by Herav et al. (2022). A survey conducted among 500 Druze parents showed that only 35% of them give high preference to STEM education for their children. This finding stresses the need for complex mediation between Druze cultural identity and tradition and the demands of modern STEM education.

An international comparison generates interesting insights: parallel studies conducted among minority communities in OECD countries, such as the Turkish community in Germany and the Maghrebi community in France, point to similar challenges in the integration of advanced STEM education while preserving their cultural identity. Nonetheless, focused intervention programs in these communities led to a 25–30% improvement in the rates of those studying STEM majors five years later.

Despite these significant challenges, this study indicates positive and encouraging effects of professional development processes on teachers in the Druze sector. Teachers who participated in advanced training programs (some 150 h a year) and integrated innovative pedagogic methods and technologies in their teaching reported a 40% improvement in their motivation measures and in their ability to lead pedagogic change in their classrooms. This finding is consistent with the study conducted by Nkundabakura et al. (2024), which stresses the critical role of high-quality continuous professional development in improving teaching abilities and promoting educational excellence.

These findings provide practical insights for policymakers and educators seeking to promote STEM excellence in minority sectors. The intervention model and identified challenges can serve as a basis for developing targeted professional development programs, improving infrastructure, and enhancing community involvement in education. Furthermore, this study’s results contribute to the academic literature by offering a detailed exploration of barriers and opportunities in the context of STEM education in the Druze sector, thus supporting future comparative and applied research initiatives.

Applied short-term recommendations include allocating designated funds for upgrading labs and technological infrastructure, developing an intensive training program for teachers in collaboration with top academic institutions, and establishing a teacher–parent forum in each school for advancing a dialogue between tradition and innovation.

Long-term recommendations include developing regional excellence centers for the Druze sector in collaboration with industry, creating designated career tracks for outstanding teachers, and establishing a mentoring program between Druze schools and top educational institutions.

Future Research

Building upon the current study, future research could explore the implementation of the intervention model across diverse regions and minority groups to assess its generalizability. Employing mixed-methods approaches may provide a more comprehensive understanding of the impact of such interventions. Longitudinal studies could offer insights into the sustained effects over time. Comparative analyses with other cultural communities may also reveal unique challenges and effective strategies pertinent to STEM education advancement.