STEM Education–Based Learning Management Strategies of Opportunity Expansion Schools Toward Becoming Innovative Schools

Abstract

This research aimed to (1) analyze the problems and needs of STEM education learning management in opportunity expansion schools transitioning toward innovative schools, (2) develop STEM education learning management strategies appropriate to the context of opportunity expansion schools, and (3) evaluate and validate the proposed strategies by experts. The study employed a sequential mixed methods research design within a research and development framework, conducted in three phases. The sample groups consisted of school administrators, teachers responsible for STEM education learning management, and experts in educational administration and STEM education. The research instruments included interview forms, questionnaires, and strategy evaluation forms. Data were analyzed using descriptive statistics and content analysis.

The results revealed that the overall level of problems in STEM education learning management in opportunity expansion schools was high, with gaps identified between the current conditions and the desirable conditions across all dimensions. Key issues included shortages of scientific and technological resources and learning materials, inadequacy of high-quality STEM instructional units, and limitations in teachers’ knowledge and skills in designing problem-based learning activities. Based on these findings, STEM education learning management strategies for opportunity expansion schools toward innovative schools were developed in four dimensions: (1) STEM policy and vision, (2) teacher and educational personnel development, (3) learning management and classroom innovation, and (4) the development of learning communities and innovation networks. Expert evaluation indicated that the proposed strategies demonstrated a high to highest level of validity, appropriateness, feasibility, and usefulness.