Green Technology Literacy and STEM Teaching Practice Needs of Primary School Teachers in The Context of Sustainable Education
Keywords:
green technology literacy, STEM education, primary school teachers, sustainable educationAbstract
This study aims to identify the needs of primary school teachers regarding green technology literacy and the practice of STEM (Science, Technology, Engineering, Mathematics) teaching in the context of sustainable education. A descriptive qualitative approach was used, involving 10 teachers from four primary schools in Tangerang. Data were collected through in depth interviews, analysis of instructional documents, and field notes. The results show that teachers' understanding of green technology concepts remains general and is mostly limited to simple practices such as recycling and energy conservation. STEM teaching practices are unstructured and generally not explicitly integrated with sustainability issues. Teachers expressed the need for practical training, simple thematic teaching modules, and school policy support to implement contextual and environmentally oriented learning. These findings provide a foundation for the development of teacher training programs and green STEM based curricula at the primary education level.
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