The impact of STREAM on teaching, learning, and professionalism: investigating teachers’ and lead teachers’ perspectives

STREAM education represents the latest evolution of STEM and STEAM initiatives within K–12 schools in the United Arab Emirates (UAE). This mixed-methods study examined teachers’ and lead teachers’ perceptions of the impact of STREAM on six professional standards: (1) professional knowledge, (2) instructional planning, (3) instructional delivery, (4) the learning environment, (5) student learning assessment, and (6) professionalism. Quantitative data were collected through a survey of 462 participants, while qualitative insights were obtained through interviews with five educators employed in public schools under the Emirates Schools Establishment. Results indicated that participants held generally favorable perceptions of STREAM’s influence across all six standards, with mean scores significantly exceeding the neutral point. Interview findings reinforced the view that STREAM promotes interdisciplinary teaching, collaboration, and innovation, enabling students to make meaningful connections across subjects and engage in real-world, problem-based learning. Additionally, STREAM was found to support the development of critical thinking, creativity, and technological proficiency. Although no significant differences emerged based on gender, academic qualifications, or subject taught, participants from Umm Al Quwain reported higher perceptions of instructional planning than those from Ras Al Khaimah. Teachers with fewer years of STREAM experience reported more favorable perceptions across multiple standards. While regression and multivariate analyses revealed some negative associations between years of experience and perceptions, effect sizes were small, and model explanatory power was limited. The study concludes with implications for policy and practice, highlighting the need for sustained professional development and strategic alignment to enhance STREAM implementation across UAE schools.