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STEAM education, recognised as an innovative model with wide-ranging benefits for students, can be challenging for teachers to implement, impacting their readiness. This study delves into the international experiences related to the preparedness of educators to implement STEAM education at the elementary level, drawing insights from 477 primary school teachers across 30 Vietnamese provinces. Utilising direct and online questionnaires, data was analyzed using linear structural equation modelling. The findings offer valuable insights into the effectiveness of STEAM education, particularly in elementary schools. Additionally, the research explores factors influencing STEAM education implementation in Vietnam, contributing to the global academic community and identifying elements impacting the global trend toward STEM/STEAM education. This study's comprehensive approach sheds light on the challenges faced by teachers and aims to enhance the knowledge base, making a significant contribution to the discourse on STEAM education.
Dương et al. (Thu,) studied this question.