Teacher Knowledge and Classroom Practice in Science, Technology, Engineering, and Mathematics (STEM) Education

Dear Colleagues,

Science, technology, engineering, and mathematics (STEM) education has become a global priority as societies increasingly rely on scientific literacy, technological competence, innovation, and problem-solving skills to address complex social, environmental, and economic challenges. Across school and higher education systems, there is growing recognition that the quality of STEM teaching is closely linked to teachers’ professional knowledge, pedagogical expertise, classroom practices, and leadership structures that support effective teaching and learning. At the same time, rapid developments in digital technologies, artificial intelligence, sustainability education, and interdisciplinary learning are reshaping expectations for STEM education worldwide.

Despite increased investment in STEM initiatives, many educational systems continue to face challenges related to teacher preparedness, curriculum integration, equitable access, instructional leadership, and the effective implementation of innovative pedagogies in classrooms. Questions remain regarding how teachers develop and apply disciplinary, pedagogical, and technological knowledge across individual STEM subjects and integrated STEM contexts, as well as how school and instructional leadership can foster teacher learning, professional collaboration, curriculum implementation, and innovative classroom practice.

There is, therefore, a timely need for research that examines how teacher knowledge and instructional leadership inform classroom practice and how teaching and leadership approaches can enhance student engagement, critical thinking, creativity, participation, and achievement in STEM learning. This area of research is significant for both academic and educational practice, as it contributes to teacher education, professional development, curriculum development, leadership practice, policy formation, and improved learning outcomes across diverse educational settings.

This Special Issue aims to present and disseminate recent advances related to teacher knowledge, classroom practice, and instructional leadership in STEM education. We welcome contributions addressing teaching and learning in individual STEM disciplines (science, technology, engineering, and mathematics), as well as integrated and interdisciplinary STEM education approaches. Empirical, theoretical, conceptual, and review studies are welcome from school, higher education, teacher education, and educational leadership contexts.

Topics of interest for publication include, but are not limited to, the following:

1. Teacher knowledge and pedagogical content knowledge (PCK) in STEM education;
2. Classroom practice in science, technology, engineering, and mathematics education;
3. Integrated and interdisciplinary STEM teaching and learning;
4. Teacher professional development in STEM education;
5. School leadership, teacher agency, and STEM classroom innovation;
6. Inquiry-, problem-, and project-based learning in STEM teaching;
7. Equity, inclusion, and culturally responsive STEM education;
8. STEM teaching and diverse, multilingual, and under-resourced contexts;
9. Professional learning communities and collaborative leadership in STEM education;
10. Instructional leadership and leadership practices supporting STEM teaching and learning. 

We look forward to receiving your contributions.

Prof. Dr. Loyiso Currell Jita
Dr. Thumah Mapulanga
Prof. Dr. Ernest Mazibe
Guest Editors

Manuscript Submission Information

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• STEM education
• teacher knowledge
• classroom practice
• pedagogical content knowledge
• STEM pedagogy
• integrated STEM
• teacher professional development
• instructional leadership
• inquiry-based learning
• educational technology
• STEM teacher education