Can Scientific Literacy Boost Early Childhood Special Education Teachers' Competencies Through STEAM-Based?

To enhance teacher proficiency, this study explores the possible effects of integrating STEAM (science, technology, engineering, arts, and mathematics) principles into the early childhood special education (ECSE) curriculum. The present study centers on science literacy’s function in enhancing educators’ competencies working with young children. A growing number of people are realizing the significance of STEAM education for the storytelling of the future as the field of education advances. This mixed-methods study assesses ECD instructors’ existing scientific literacy level and the efficacy of STEAM-based interventions in enhancing their competencies through quantitative surveys and qualitative interviews. This study aimed to identify key issues and opportunities associated with incorporating STEAM components into ECSE programs and provide insights into the benefits that can accrue to teachers and students. This study describes the relationship between scientific literacy, STEAM education, and ECSE teacher proficiency. The findings will teach educators, policymakers, and curriculum developers about the benefits that STEAM principles can bring to ECSE organizations. Ultimately, this will promote a more inclusive learning environment.