Discovering Early Childhood Educators’ Perceptions of STEAM Education in the Saudi Context: A Qualitative Study

Abstract

This qualitative study investigates attitudes toward Science, Technology, Engineering, Arts, and Mathematics (STEAM) education among early childhood educators in Saudi Arabia, in order to assess the strengths and obstacles to its implementation in this specific early learning context. STEAM education has gained global prominence for fostering creativity, critical thinking, and innovation—attributes that contribute significantly to the contemporary workforce and align closely with Saudi Arabia’s goals for Vision 2030. Despite its acknowledged importance, the integration of STEAM into early childhood education is under-researched in the context of Saudi Arabia. Drawing on semi-structured interviews with six early childhood teachers from diverse regions, the study focuses on three areas of investigation: the factors that influence educators’ perspectives on STEAM, how their knowledge of it influences their work, and the obstacles to effective implementation. To achieve these research goals, six early childhood educators were selected for participation in semi-structured interviews. Subsequent thematic analysis identified the crucial factors for successful STEAM education, including teacher preparedness, access to resources, professional development opportunities, and culturally relevant curricula, and the main obstacles, including time limitations, insufficient training, lack of administrative and parental support, and educational and infrastructural inequity between regions. The results demonstrate the necessity of continual, contextual professional learning; prioritization of interactive and innovative teaching methods; and enhanced co-operation between students and relatives, education professionals. And policymakers. This study contributes to the research by demonstrating the necessity for culturally responsive STEAM practices that are appropriate for early education. It also contributes by suggesting the following practical strategies for educational innovation in the Saudi context: differentiated teacher training; localized resource development; and systemic curriculum reform, for holistic implementation of STEAM from the early years onward.