Exploring Teacher Preparedness for STEM Education: A Systematic Literature Review

STEM education (Science, Technology, Engineering, and Mathematics) is essential for preparing students to face 21st-century challenges, which demand critical thinking, problem-solving skills, and innovation. The success of implementing STEM education depends on teachers' readiness, as they play a key role in integrating STEM elements into their teaching. Therefore, understanding the factors that affect teachers' readiness is crucial to ensure the effective delivery of STEM education. This article is a Systematic Literature Review (SLR) analyzing 31 recent research articles to explore the main factors influencing teachers' readiness to implement STEM education. The findings indicate that policy support, continuous professional development, deep pedagogical knowledge, and the use of new technologies like artificial intelligence and robotics are critical. Factors such as self-confidence, attitudes toward STEM education, and teaching competencies also significantly impact teacher readiness. Effective strategies include project-based learning modules and mentoring programs. For Malaysia, the implications suggest that a holistic approach is needed to strengthen teacher readiness and ensure the delivery of high-quality STEM education. Further research is recommended to assess the effectiveness of these strategies within the Malaysian context.