Steam Education and Sustainable Development Goals in Anambra State: Teachers’ Perceptions from an Adult Education Perspective

Abstract

This study examined teachers’ perceptions of STEAM education programme and Sustainable Development Goals (SDGs) from an adult education perspective in Anambra State. The study explored how teachers, as adult learners and professional practitioners, perceive STEAM education in relation to poverty reduction (SDG 1), quality education (SDG 4), and gender equality (SDG 5). Three research questions guided the study. The descriptive survey research design was adopted for the study. The population consisted of 14,546 public and public-mission pre-tertiary school teachers across the 21 Local Government Areas of Anambra State. A sample size of 588 respondents was selected using the Taro Yamane formula. Data were collected using a structured questionnaire titled “Teachers’ Perception of STEAM Education Effectiveness and Sustainable Development Goals Questionnaire” (TPSTEAMESDGQ). The instrument was validated by two experts, while reliability was established using Cronbach Alpha with coefficients of 0.78, 0.74, and 0.89 for the three clusters respectively. Mean and standard deviation were used to answer the research questions. Findings revealed that teachers perceived STEAM education as effective in reducing poverty through skill acquisition, entrepreneurship, and employability development. The findings also indicated that STEAM education positively supports quality education through experiential learning, creativity, collaboration, and problem-solving competencies. Furthermore, teachers perceived STEAM education as capable of promoting gender equality in educational participation and learning outcomes. The study concluded that STEAM education aligns with the objectives of adult education by promoting lifelong learning, empowerment, innovation, and sustainable community development. The study recommended continuous professional development for teachers, establishment of community-based STEAM learning centres, and increased investment in technology-driven educational practices.