ABSTRACT

STEM education plays a vital role in 21st-century learning. However, studies on Thai preschool teachers’ experiences in implementing STEM-based learning remain limited. This qualitative case study aimed to investigate the experiences of preschool teachers participating in STEM learning initiatives organized by the Institute for the Promotion of Teaching Science and Technology (IPST). The primary participants were ten preschool teachers purposively selected to capture diversity in school affiliation, region, and teaching experience. Secondary participants included three school administrators and three parents of preschool children, who provided contextual and supporting perspectives. Data were collected through in-depth individual interviews, a focus group interview with teacher participants, interviews with secondary participants, and document analysis. Data were analyzed using qualitative content analysis and coding. The findings revealed three key themes: (1) the value of STEM-based learning, encompassing benefits for children, teachers, and schools; (2) challenges in implementation, including children’s readiness, teacher abilities, resource allocation, and workload; and (3) success factors, including key characteristics of preschool STEM teachers, as well as cooperation and support both within and outside the school. The context-bound findings suggest the need for sustained teacher development, school support, and family-community collaboration.

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