Given the importance of the STREAM (science, technology, reading, engineering, art and mathematics) approach in modern teaching, the goal of this research was to examine the perception of specific characteristics of the STREAM approach – requirements and contributions, as well as the relationship between these specifics from the teachers’ point of view. Differences in the perception of specific characteristics of the STREAM approach were also examined, considering socio-demographic variables: gender, work environment, type of school where respondents are employed, region, level of education, current educational status and years of work experience. The sample included 253 teachers from state and private elementary schools. The results showed that teachers have a fairly balanced perception regarding the requirements and contributions of the STREAM approach - they are aware of the advantages, but also of the complex implementation requirements. Teachers believe that the STREAM approach is suitable for use in classroom teaching. Of the requirements, they mostly emphasize significant time resources needed for preparation, and among the advantages they most often perceive the contribution of students’ innovation. Region, level of education and work experience proved to be relevant socio-demographic variables that shapes teachers’ perceptions of STREAM in this context. Improvement of teachers’ knowledge, practice and motivation in the field of application of the STREAM is singled out as an important guideline to more effectively implement the STREAM approach in the teaching process.

Keywords: STREAM approach, perception, requirements and contributions, teachers.