RESEARCH ON TEACHERS’ ATTITUDES TOWARDS THE USE OF TECHNOLOGY IN STEM EDUCATION

In today’s world of transformation and rapidly evolving technologies, teachers are also required to respond to innovations by transforming their teaching methods and tools. This is particularly important in the context of STEM education, where the skillful use of AI should not be overlooked. In recent years, our focus has shifted towards what knowledge, skills, and where possible-competencies we should pass on to students, seemingly neglecting the teachers themselves. Yet, in order to educate competent students, teachers must be at least twice as competent. This article presents a study conducted with a sample of 50 teachers from various subjects and educational levels, making the research relatively representative. We examine how teachers are being prepared, the main challenges they face, and most importantly, their attitudes toward the integration of innovations in education. Teachers express expectations for systemic solutions and the effective integration of STEM and AI into the daily educational process – not only in terms of material resources, but also through methodological guidance and training. The study reveals that teachers often feel uncertain when using technological innovations. A prevailing opinion is that they do not receive the necessary support, and they share a lack of clarity regarding a coherent educational policy or a long-term strategy for digitalization and the implementation of AI in schools.