The Context and Factors of Secondary School Teachers' Practice of Convergence Education: A Grounded Theory Approach

This qualitative study examines the context, implementation process, and influencing factors of convergence education practices among secondary school teachers using a grounded theory approach. The study focuses on teachers’ experiences to identify the conditions affecting convergence education, barriers to its implementation, and strategies for overcoming challenges. Data were collected through in-depth interviews and open-ended surveys with 13 secondary school teachers who had implemented convergence education for at least one semester. Analysis followed Strauss and Corbin’s grounded theory methodology, including open coding, axial coding, and selective coding. The central phenomenon identified was ‘implementation and practice of integrated education,’ influenced by intrinsic motivation, external stimuli, school culture, peer support, teacher professionalism, and past experiences. Key barriers included limited teacher competency due to insufficient training, rigid curricula, exam-focused education, and lack of collaboration. Successful cases were linked to creative approaches, peer collaboration, administrative support, and active student participation. The study highlights convergence education’s positive impact on both teachers and students. Students developed problem-solving skills and career awareness, while teachers gained confidence and refined their teaching philosophies.