Exploring the Challenges of Implementing STEAM Education in Rural Low-Income Schools

Abstract

The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in low-income rural schools holds immense potential for fostering creativity, critical thinking, and innovation among students. However, these schools face significant barriers that hinder effective implementation. This research, rooted in the author’s extensive experience as an educator and administrator in teacher training institutions, explores these challenges in the context of rural government schools in Bhutta, Dehlon, and Gill villages in Punjab. By employing a qualitative approach, including interviews, surveys, and classroom observations, the study identifies critical issues such as inadequate infrastructure, lack of teacher training, socio-economic barriers, and limited exposure to STEAM careers. Insights from interactions with trainee teachers and their field experiences in these villages highlight the nuanced interplay between systemic challenges and the socio-cultural environment. This article concludes with actionable recommendations for policymakers, educators, and community stakeholders to bridge the gaps and create equitable access to STEAM education in low-income rural settings.