Qubahan Academic Journal | 2026
Authors: Bawaneh A.K.; Al-Hattami A.; Alghazo Y.M.; Al-Salman S.M.; Abusini B.S.
DOI: 10.48161/qaj.v6n1a2296
Journal: Qubahan Academic Journal
Year: 2026
Publisher: Qubahan
Document Type: Article
Open Access: All Open Access; Gold Open Access; Green Open Access
Cited by: 0
This study assessed Jordanian public-school teachers perceived awareness of how integrated STEM pedagogy can support students’ social and emotional learning (SEL) competencies and examined whether this awareness differs by teacher characteristics (gender, specialization, teaching experience, grade level taught, and school location). A researcher-developed 24-item questionnaire aligned to the five CASEL competencies was administered online using a non-probability snowball approach (N = 114 valid responses). Internal consistency was acceptable (Cronbach’s alpha = 0.863). Descriptive statistics indicated uniformly high perceived awareness across items (overall M = 4.96/6), suggesting strong perceived alignment between STEM practices (for example, inquiry, design thinking, collaboration, and reflection) and SEL principles. One-way ANOVA indicated no statistically significant differences by gender, specialization, grade level, or school location; a significant omnibus difference emerged across teaching-experience groups (p = 0.018; η² = 0.087), with the highest mean observed among teachers with less than five years of experience. Given the restricted variance (ceiling tendency) and non-probability sampling, results are interpreted as exploratory evidence of perceived awareness rather than demonstrated effectiveness or student outcomes. Implications are discussed for professional development that explicitly connects STEM instructional design to SEL competencies. © 2026, Qubahan. All rights reserved.
integrated pedagogy; Jordan; social and emotional learning (SEL); STEM; teacher perceived awareness