Dynamics of Changes in Teachers’ Perceptions of STEM Coding Robotics: The Importance of a Teacher Professional Development Program

This study aimed to determine significant changes in teachers’ perceptions of science, technology, engineering, and mathematics (STEM) activities (e.g., coding robotics). Although teachers’ perceptions are important in integrating STEM in education, there is still limited understanding of teachers’ perceptions regarding the integration of STEM education, particularly in teaching coding robotics. This study employed a pre-experimental design with a one-group pre-test and post?test. The research sample involved 41 teachers, ranging from elementary to high school level. Teachers’ perception data were analyzed using non-parametric chi-square and the paired samples t-test to assess the impact before and after participating in the training program, while teachers’ recommendations on implementing coding robotics were analyzed using descriptive thematic analysis. The results showed that the STEM coding robotics training program significantly changed teachers’ perceptions of mastering coding robotics skills (p < .001; t = -6.781). The training also significantly changed teachers’ perceptions of coding robotics implemented at elementary school level (p = .001; t = -3.591) and junior high school level (p = .005; t = -2.987), but no significant change in perception was found for senior high school teachers (p = .103; t = -1.672). Other detailed findings that were elaborated in this empirical paper include the association between teachers’ perceptions of coding robotics and their recommendations for implementing coding robotics after attending the program. These findings underscore the value of targeted professional development in fostering teachers’ readiness for 21st?century STEM instruction and advancing Sustainable Development Goals in education.