The STREAM (Science, Technology, Reading, Engineering, Art, and Mathematics) approach to learning is one of the current trends in modern education. The potential and effects of this approach are the subject of research worldwide. Strategic documents aimed at the development of the educational system in Serbia support contemporary educational approaches, but the STREAM approach is not explicitly mentioned. Research on the state of STEM education and the application of the STREAM approach in Serbia is very rare, and there is no data on the attitudes of the main actors in the educational process: teachers, students, and parents, regarding the STREAM approach in education in Serbia. The results we will present are part of a larger study focused on examining teachers' attitudes towards the application of the STREAM approach from multiple perspectives. For the purpose of this research, we adopted the definition of STREAM as a trans- disciplinary, holistic approach to education that integrates two or more different disciplines from the aforementioned acronym: science, technology, reading and writing, engineering, arts, and mathematics. Here, we will present how teachers perceive the potential of the STREAM approach in relation to other types of teaching, the predicted possible foundations from which the advantages of the STREAM approach arise, teachers' opinions on the contribution of the STREAM approach to certain sciences and arts, as well as additional comments from teachers regarding the contributions and advantages of the STREAM approach. Also, teachers' perceptions were examined in relation to relevant socio-demographic characteristics: gender, work environment, type of school where respondents are employed, region, level of education, current educational status and years of work experience. The sample consisted of 253 teachers working with pupils aged 6.5 to 11 in Serbia. The questionnaire was distributed to all elementary schools across the country through official emails. Participation was voluntary, and the questionnaire was completed via Google Forms. The results showed that teachers reported that the contribution of applying the STREAM approach is the greatest compared to traditional teaching. About half of them stated that the advantages of the STREAM approach derive from practical activities, used materials and technologies, teamwork and the possibility of teaching outside the school. Teachers perceived that the STREAM approach contributes mostly to the sciences. Regarding the independently singled out advantages, they note the possibility of equal representation of all included disciplines. The results of the research have implications in the field of further development of the STREAM approach in lower grades of elementary school.

Keywords: STREAM approach, potentials of STREAM, teachers’ perceptions.