Navigating STEAM Education and Inclusive Practices: A Needs Analysis of Primary Educators in Greece

This paper addresses the intersection of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education and inclusive practices in primary education, specifically focusing on the Greek primary schools. Through a needs analysis, the study explores in-service Greek primary teachers' knowledge, attitudes, needs and challenges in effectively implementing STEAM practices and fostering inclusivity within their classrooms. Employing a survey-based approach, the study revealed several key findings: an initial stage of STEAM approach adoption in Greek primary schools, limited teachers' knowledge about the STEAM educational approach, and varied results of teachers’ knowledge regarding Inclusive Education. The findings showed positive attitudes among teachers towards STEAM and Inclusive education but also indicated a range of training needs in the Inclusive STEAM education approach. Additionally, the analysis revealed a lack of support and adequate training for teachers in these areas. Those findings provide insights to enhance pedagogical practices and facilitate effective teachers’ professional development in Greek primary schools.