2026-05-15T06:02:11Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/116112026-05-14T06:39:15Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146

Toma, Radu Bogdan 551 600 0000-0003-4846-7323 García Carmona, Antonio 5beafdd4-2c2c-4c31-af4f-71b537eae4e9 600 Quílez, Juan 7d9518be-3371-4452-afa7-aefb96b90ce2 García‐Carmona, Antonio 68192a76-e0f3-4d8f-8352-a6cd02957a8a 500 2026-05-13T06:25:27Z 2026-05-13T06:25:27Z 2025-12 0022-4308 https://hdl.handle.net/10259/11611 10.1002/tea.70026 1098-2736 Integrated STEM education (iSTEMe) is increasingly emphasized in educational reforms around the world. These reformsprompted curricular changes in many countries, including Spain. In the Autonomous Community of Valencia, a new curriculummodel was introduced that organized both STEM and non-STEM subjects into broader interdisciplinary domains, designed to betaught through an integrated approach. However, the success of such reforms largely depends on teachers, who are the primaryagents of educational change. This underscores the importance of understanding their motivation and intention to implementiSTEMe. Drawing on the expectancy-value-cost model, this study examined secondary education teachers' motivations towardiSTEMe, with a particular focus on STEM teachers, who comprised 70.2% of the total sample (N = 439). The research addressedfour key questions: RQ1. What are secondary school teachers' expectancies for success, values, perceived costs, and intentions toimplement iSTEMe?; RQ2. How do secondary school teachers' expectancies for success, values, perceived costs, and intentionsto implement iSTEMe vary according to sociodemographic characteristics?; RQ3. To what extent are secondary school teachers'expectancies for success, values, and perceived costs related to their intentions to implement iSTEMe?; and RQ4. To what extentdo sociodemographic characteristics mediate the relationship between teachers' expectancies for success, values, and costs andtheir intention to implement iSTEMe? Multivariate analysis and Partial Least Squares Structural Equation Modeling revealedthat teachers generally feel unprepared to implement iSTEMe, perceive limited pedagogical value in it, and associate it with sig-nificant instructional and learning challenges. Consequently, their intention to adopt iSTEMe was low, and this was associatedwith the perceived lack of pedagogical value. These findings raise concerns about the feasibility of iSTEMe reforms, which maystruggle to succeed without stronger support and greater teacher engagement. Open access funding provided by FEDER European Funds and the Junta De Castilla y León under the Research and Innovation Strategy for Smart Specialization (RIS3) of Castilla y León 2021-2027 application/pdf eng Wiley Journal of Research in Science Teaching. 2025, V.62, n.10, p. 2238-2254. https://doi.org/10.1002/tea.70026 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Integrated STEM education Motivation Secondary teachers Enseñanza técnica Technical education Innovaciones educativas Educational innovations Are Integrated STEM Educational Reforms at Risk? Teachers' Motivations and Perceived Barriers to Integration info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Journal of Research in Science Teaching 62 10 2238 2254 https://ror.org/051jb1k20 Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE) hybrid-oa 1 2488,66 EUR 9100199480 John Wiley & Sons 2025-04-30 2025-11-14 2025-01-01 2028-12-31 10.1002/tea.70026 THUMBNAIL Toma-jrst_2025.pdf.jpg Toma-jrst_2025.pdf.jpg IM Thumbnail image/jpeg 4646 https://riubu.ubu.es/bitstream/10259/11611/4/Toma-jrst_2025.pdf.jpg f4aff43d6dfb8d9d2d268aa6c11c5845 MD5 4 LICENSE license.txt license.txt text/plain; charset=utf-8 1362 https://riubu.ubu.es/bitstream/10259/11611/3/license.txt 5d013bfa6e473ff0db22cd82a4d71a70 MD5 3 CC-LICENSE license_rdf license_rdf application/rdf+xml; charset=utf-8 805 https://riubu.ubu.es/bitstream/10259/11611/2/license_rdf 4460e5956bc1d1639be9ae6146a50347 MD5 2 ORIGINAL Toma-jrst_2025.pdf Toma-jrst_2025.pdf application/pdf 815013 https://riubu.ubu.es/bitstream/10259/11611/1/Toma-jrst_2025.pdf 2b36a55971ab8fa10cf418831d7fc238 MD5 1 10259/11611 oai:riubu.ubu.es:10259/11611 2026-05-14 08:39:15.278 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es 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