Page 476 - Vseživljenjsko učenje kot temelj trajnostne družbe

Sanja Partalo, Nevena Vučen Papić, Dragana Malivuk Gak, and Dino Hasanagić

sess comprehensive knowledge and skills across multiple disci-
plines, which can be problematic if they do not have a solid foun-
dation in related scientific fields.’
FG5 ‘A lack of knowledge in other subject areas.’
The main obstacles to the implementation of the STEAM approach
were identified across nearly all focus groups, primarily relating to a
lack of resources, equipment, time, and transdisciplinary knowledge.
Resistance to teamwork and to changes in educational practice was
also noted, along with the rigidity of curricula, which do not encour-
age interdisciplinarity. These findings point to systemic challenges that
would require institutional support and structural reforms.
4. ApplicabilityinFuturePractice(clarityofproposedimplementationsand
subject-specific relevance):
FG1 ‘We must always provide support to educators and teachers, for
example by delivering demonstration lessons.’
FG1 ‘I believe it is no longer sufficient to simply present information to
children – this kind of approach can positively influence students’
motivation.’
FG2 ‘It would be interesting to apply this approach in practice.’
FG2 ‘It is possible to establish a kind of subject-specific team in which
teachers collaboratively address certain topics and areas, sharing
ideas and perspectives.’
FG3 ‘I would be keen to apply the STEAM approach to topics such as
photosynthesis and wastewater.’
FG3 ‘Modifying conditions in drug synthesis or developing a project
on waste management.’
FG3 ‘It would be advisable to combine the STEAM approach with tra-
ditional forms of teaching throughout the academic year, rather
than applying it continuously.’
FG4 ‘There are many opportunities to apply the STEAM approach in
kindergarten. I would be happy to implement it in collaboration
with my colleagues.’
Participants expressed a willingness to apply the STEAM approach,
with students from the natural sciences (FG2 and FG3) providing con-
crete examples of possible integrations into teaching practice. Peda-
gogy students (FG1) demonstrated greater enthusiasm than specific
ideas, while students of fine arts and early childhood education recog-
nised the potential of STEAM in creative and play-based contexts.

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