STEM EDUCATION IN EARLY YEARS: PRACTICES AND PROSPECTS IN SHARJAH SCHOOLS

Abstract

This study explores the current practices, challenges, and prospects of integrating STEM (Science, Technology, Engineering, and Mathematics) education in early childhood classrooms in Sharjah, United Arab Emirates (UAE). Employing a quantitative descriptive design, data were collected from a sample of 350 early years educators using structured questionnaires. The findings reveal that while STEM implementation is gradually gaining momentum, it remains uneven across school types and curricula. Teachers in private schools and those following international curricula demonstrated higher levels of STEM integration compared to their counterparts in public schools. A significant factor influencing implementation was educator preparedness, which strongly correlated with access to STEM-specific professional development. Major challenges identified include a lack of training opportunities, insufficient resources, and restrictive curricula. Despite these barriers, teacher enthusiasm and institutional efforts suggest promising prospects for future STEM growth. The study concludes that enhancing teacher training, aligning curricula, and investing in infrastructure are essential for successful early STEM education, aligning with the UAE’s vision for innovation and knowledge-based development.