Abstract This study investigates Romanian teachers’ perceptions of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education using cross-sectional survey data collected in 2020 and 2024. As part of a broader effort to strengthen STEAM teacher training in Romania, it examines changes in educators’ familiarity, confidence, and perceived value of STEAM, set against ongoing structural challenges such as underfunded schools and limited curricular innovation. The sample included 634 teachers from 32 counties. Findings indicate increased awareness of STEAM’s relevance for developing twenty-first-century competencies, but teacher confidence in applying STEAM practices remained moderate. Participation in professional development programmes remained limited, with minimal differences across gender or teaching level—though female teachers valued STEAM more highly. Key needs included STEAM-aligned curricula, pedagogical training, and accessible assessment tools. Barriers evolved from technological scarcity to a lack of time for collaborative planning. Teachers consistently endorsed partnerships with science centres and nonformal institutions to support both student learning and professional growth. This study offers one of the first comparative analyses of STEAM education in an underrepresented Eastern European context, highlighting the importance of context-sensitive training, nonformal partnerships, and systemic policy support for STEAM integration in resource-constrained environments.
Tordai et al. (Thu,) studied this question.