The integration of the STEM approach into education represents a key component in the efforts to modernize the teaching and learning process and to prepare students for the challenges of contemporary age. Regardless of institutional policies and the availability of educational resources, the teacher remains the central figure in the practical implementation of this approach.

The attitude of the teacher directly influences students’ motivation and engagement. An inspired and confident educator who believes in the benefits of STEM can spark students with enthusiasm. When the teacher approaches the integrated teaching of science, technology, engineering, and mathematics with interest and assurance, they create an environment in which students feel encouraged to explore, ask questions, and seek solutions – skills that are fundamental to STEM education.

A positive attitude is closely associated with the teacher’s willingness to experiment with new methods and technologies. The STEM approach requires innovation, flexibility, and interdisciplinary thinking. Teachers who maintain a positive view of this type of instruction are more likely to implement project-based learning, incorporate technologies into the classroom, collaborate with colleagues across disciplines, and apply unconventional educational strategies.

This article is part of a larger scientific study aimed at developing an adaptive STEM metric. The paper presents the results of a pilot study on teachers’ attitudes toward the implementation of the STEM approach in educational practice. The analysis of teachers’ attitudes toward the application of the STEM approach in education necessitates the systematization and investigation of various dimensions of perception, readiness, and overall orientation toward this instructional model.

For the purposes of empirical research, these attitudes can be categorized into several key dimensions, encompassing cognitive, behavioral, and emotional components:
1. Level of Awareness and Knowledge of the STEM Approach
This category reflects the extent to which teachers are familiar with the philosophy, principles, and objectives of STEM education.
2. Perceived Benefits of Implementing STEM
This category explores teachers’ beliefs regarding the effectiveness and impact of STEM on students. The analysis includes perceptions of anticipated benefits such as increased motivation for learning, development of critical and logical thinking, stimulation of creativity, and preparation for future professional realization.
3. Self-Assessment of Competence and Readiness for Implementation
This dimension addresses how prepared and confident teachers feel in their ability to apply the STEM approach effectively in their teaching practice.
4. Openness to Professional Development
The analysis here focuses on teachers’ attitudes toward participation in training, seminars, professional communities, and other forms of continuing professional development related to STEM.
5. Barriers and Challenges
This category examines the extent to which teachers encounter difficulties in implementing the STEM approach.
6. Attitude Toward Collaboration and Interdisciplinary Cooperation
The STEM approach requires collaborative efforts among teachers from different subject areas. This category evaluates the extent to which teachers are willing to engage in joint planning and interdisciplinary instruction.

Keywords: STEM education, Teacher attitudes, Student motivation, Interdisciplinary teaching, Teaching innovation, Collaboration in education.