Page 478 - Vseživljenjsko učenje kot temelj trajnostne družbe

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

mentation of the STEAM approach. Particular importance was placed
on professional seminars, demonstration lessons, and the exchange of
practical experiences, creating opportunities to strengthen the capac-
ities of educators and teachers.
7. General Attitude – Conclusion (summary assessment: willingness to im-
plement, recommend, and belief in the approach’s potential):
FG1 ‘I believe this is the future of education – we just need more sup-
port.’
FG1 ‘I would certainly promote this approach in the institution where
Iwillbeworking.’
FG2 ‘This approach is valuable as it enables a problem to be viewed
from multiple perspectives, which is lacking in today’s school sys-
tem.’
FG2 ‘It would be quite a laborious task to fully align everything with
the STEAM model.’
FG3 ‘STEAM could have a positive impact on student motivation, but
it requires greater effort from the teacher.’
FG3 ‘I would gladly recommend the introduction of this practice to my
colleagues, although its success would certainly depend on their
motivation and creativity.’
FG5 ‘I would recommend this approach to colleagues, as it allows us to
work in an unconventional way and fosters stronger connections
with other staff members.’
Participants expressed a predominantly positive attitude towards the
STEAM approach, accompanied by strong enthusiasm for its future
application. However, they also recognised the need for additional
support, training, and systemic solutions to ensure its sustainable and
effective implementation. While participants would recommend the
STEAM approach to their colleagues, they emphasised that its success
depends on the motivation and professional competence of educators
and teachers.

The results of the thematic analysis reveal diverse yet interrelated in-
sights into the awareness, attitudes, challenges, and perceived applicabil-
ity of the STEAM approach among prospective educators and teachers. The
first thematic area, which pertains to awareness and understanding of the
STEAM concept, highlights significant variability among participants. Al-
though pedagogy students (FG1) demonstrated a slightly higher level of

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