Integrating Inclusive Practices in Science, Technology, Engineering, and Mathematics Education: Rethinking the Curriculum for Teachers’ Professional Development

Abstract

Despite the global emphasis on Science, Technology, Engineering, and Mathematics (STEM) education, the field is still marked by systemic disparities that restrict the participation of underrepresented groups. While the necessity of inclusive practices is widely recognized, European educators frequently lack context-specific professional development (PD) tailored to their unique educational landscapes. This study explores how STEM teachers reflect on their identities, classroom practices, and school environments in relation to inclusion. Data were collected from 63 STEM teachers across 16 European countries who participated in a targeted blended training program, using a questionnaire-based self-reflection tool adapted from the American Psychological Association’s (2021) considering diversity self-reflection tool and comprising Likert-scale items on teacher identity, classroom practices, curriculum/materials, and school environment. The study employed descriptive statistics to assess teacher perceptions and Kruskal–Wallis tests to examine the impact of training duration. Key findings indicate that while teachers hold strong positive beliefs regarding the importance of inclusion (M = 4.6), they report significantly lower confidence in practical applications, such as constructively addressing diversity-related conflicts (M = 3.9) and selecting inclusive curriculum materials. Crucially, the analysis revealed that the duration of training significantly impacts teachers’ self-awareness, specifically regarding how their own cultural identities influence their professional judgment (p = 0.008). These results highlight a critical gap between inclusive intent and pedagogical practice. The study concludes that to move beyond superficial awareness, future STEM PD curricula in Europe must be redesigned to prioritize sustained, critical reflection and provide concrete strategies for conflict resolution and material adaptation.