FOSTERING STEM TEACHING COMPETENCE AND SOCIAL RESPONSIBILITY AMONG PRIMARY PRE-SERVICE TEACHERS THROUGH THE SERVICE-LEARNING MODEL
DOI:
https://doi.org/10.18173/2354-1075.2026-0071Keywords:
STEM education, STEM teaching competence, social responsibility, service-learning, primary pre-service teachersAbstract
In the context of primary teacher education and ongoing STEM education reform, preparing pre-service teachers for STEM teaching is increasingly important. This study examined the use of a service-learning model to support the development of STEM teaching competence while also exploring its potential to foster students’ social responsibility. This study employed a one-group experimental design with three measurement points involving 25 students from the Department of Primary Education, Ho Chi Minh City University of Education. Participants joined a two-week intervention, including five phases: investigation, preparation, STEM teaching implementation, reflection, wrap-up and sharing. The results showed that students’ self-reported STEM teaching competence increased significantly across the measurement points, and their social responsibility also improved, although to a more modest degree. These findings provide initial empirical evidence of the potential of the service-learning model in primary teacher education and suggest the need for further studies with larger samples and multiple sources of assessment data.
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