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  • Документ
    Readiness And Resource Needs of Teachers for Stem Project-Based Learning in an Inclusive Classroom
    (СумДПУ імені А. С. Макаренка, 2026) Babenko Olena Mykhailivna; Hlotova N. S.; Materiienko Anna; Бабенко Олена Михайлівна; Глотова Н. С.; Матерієнко Анна
    The purpose of the article is to investigate the level of readiness of teachers in general secondary education institutions to organise STEM project-based learning in an inclusive classroom and to identify the key resource needs that hinder the full participation of learners with special educational needs in STEM-oriented project activities. The empirical basis of the study consists of the results of a questionnaire survey conducted by academic staff and students of Sumy State Pedagogical University named after A. S. Makarenko. The survey involved 23 teachers from general secondary education institutions representing different subject specialisations and varying lengths of teaching experience, all of whom had practical experience of working in an inclusive classroom. Quantitative data analysis methods were employed in combination with a qualitative interpretation of the identified trends. The findings revealed a pronounced asymmetry between teachers’ conceptual openness to STEM project-based learning in an inclusive classroom and their operational readiness to implement it in practice. More than 86% of respondents acknowledged the potential of the STEM approach for learners with special educational needs; however, only 8.7% reported feeling fully confident in organising such learning activities. The main barriers identified were the lack of specialised equipment (65.2%), the shortage of adapted instructional materials (39.1%), and insufficient instructional time (34.8%). The study established that these barriers are systemic rather than individual in nature and cannot be reduced to a lack of teachers’ personal competence. The practical significance of the study lies in the fact that the obtained data may serve as a foundation for the development of adapted instructional materials for STEM projects in inclusive classrooms, as well as for improving pre-service and in-service teacher education programmes in the field of inclusive education. It is argued that teachers’ readiness for inclusive STEM project- based learning requires systematic enhancement through targeted methodological support, the development of a team-teaching model, and the provision of appropriate instructional resources. Promising directions for further research include the development and experimental validation of a system of adapted STEM projects for learners with different categories of special educational needs, as well as a comparative analysis of the effectiveness of various models of methodological support for teachers in inclusive education settings.