Primary School Teachers’ Attitudes Towards STEM Education

This study examines Victorian primary teachers’ perceptions, confidence, and planning practices in relation to engineering integration within STEM education. Findings show that teacher confidence is shaped more by access to targeted STEM professional learning and explicit planning support than by years of experience alone. While most teachers value engineering, many report difficulty articulating engineering intent, practices, and skills within integrated lessons. The study demonstrates that engineering problem contexts (product, process, system) act as critical planning anchors and proposes an evidence-based framework and planning tools to support generalist teachers in implementing engineering-rich STEM lessons effectively.