Perceptions, Opportunities, and Challenges of STEM Integration in Secondary Science Education to Facilitate TVET in Karachi, Pakistan: A Qualitative Thematic Analysis

Mehak Javed; Dr. Syeda Nazish Hasan

doi:10.71146/kjmr938

Authors

Mehak Javed Department of Education, Institute of Business Management, Karachi, Pakistan Author https://orcid.org/0009-0002-8524-5113
Dr. Syeda Nazish Hasan Department of Teacher Education, University of Karachi, Pakistan Author

DOI:

https://doi.org/10.71146/kjmr938

Keywords:

Curriculum reform, qualitative thematic analysis, STEM, TVET, vocational education, workforce readiness

Abstract

The increasing need for technically competent workers in the 21st century has resulted in the need to integrate secondary science education with Technical and Vocational Education and Training (TVET) through Science Technology Engineering and Mathematics (STEM) approaches. However, in Pakistan, the gap between academic science education and vocational education, with poor teaching methodologies, institutional limitations, and social stigma associated with technical education, continues to hamper the preparation of an adequately skilled workforce. In this context, the current study aimed at investigating the perceptions, prospects, and challenges related to STEM integration in secondary science education to enhance TVET in Karachi, Pakistan. A qualitative descriptive methodology was adopted, consisting of semi-structured interviews of 30 in-service science teachers from secondary schools and colleges affiliated with Sindh Board of Technical Education. The data was analyzed using Braun and Clarke’s (2006) thematic analysis approach via the use of NVivo software, with four major themes emerging: understanding and preparedness for STEM; STEM-TVET connection for workforce development; institutional support; and career preparation, industry collaboration, and educational equity. The findings showed that there were generally favorable views about the integration of STEM, with teachers acknowledging that it has the capability of improving employability skills, problem-solving skills, and technical skills while narrowing the gap between academic and vocational education. Nonetheless, there were many obstacles, among them inadequate preparation of the teachers, weak infrastructure, disconnect between policy and practice, and sociocultural problems like gender disparity and stigma associated with vocational education. The findings point out the need for contextualized and staged reforms based on professional development, inclusive curricula, institutionalization, and industry involvement.

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Author Biographies

Mehak Javed, Department of Education, Institute of Business Management, Karachi, Pakistan

Mehak Javed is an academic administrative professional serving as Editorial Secretary for the Department of Education at the Institute of Business Management (IoBM), Karachi. She manages the Journal of Education and Educational Development (JoEED) and is a licensed educator recognized by STEDA. She holds an MPhil in Education from the University of Karachi.
Dr. Syeda Nazish Hasan, Department of Teacher Education, University of Karachi, Pakistan

Dr. Syeda Nazish Hasan is an academician and researcher serving as Assistant Professor in the Faculty of Education at the University of Karachi. She holds a PhD in Education and specializes in teacher education, training, and educational development. Her research focuses on teaching practicum challenges, opportunities, and improving educational practices in schools.

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