Exploring the Readiness and Perception of B.Ed. and M.Ed. Students toward STEM Education in Lahore: A SWOT Analysis

Abstract

This mixed-method study examines the preparedness and perceptions of B.Ed. and M.Ed. students regarding STEM education in Lahore, utilizing a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis framework. The research seeks to examine how prospective teachers comprehend and react to the incorporation of Science, Technology, Engineering, and Mathematics (STEM) in educational practices, along with their readiness to apply these methodologies in Pakistani classrooms. A sequential explanatory design was utilized, integrating both quantitative and qualitative methodologies. The quantitative phase utilized a structured questionnaire distributed to 80 participants, comprising 40 B.Ed. and 40 M.Ed. students from teacher education institutions in Lahore. The qualitative phase comprised semi-structured interviews with a chosen cohort of students to obtain more profound insights into their perceptions and experiences. Descriptive statistics were used to look at quantitative data, and thematic analysis was used to look at qualitative responses. The results showed that both groups had positive views of STEM education and recognized its role in promoting creativity, teamwork, and problem-solving skills. The results also showed that students were only somewhat ready, which was due to not enough exposure to STEM-based teaching methods, not enough support from their schools, and not enough access to technology. The SWOT analysis highlighted significant strengths, including students' motivation and curiosity; notable weaknesses, such as inadequate training; potential opportunities for curriculum innovation; and critical threats, including insufficient infrastructure and gaps in policy implementation. The study suggests that STEM elements be incorporated into teacher education programs and that professional development workshops be held to better prepare teachers for effective STEM integration.