Enhancing STEM Teachers’ Technology Integration Competencies to Support Education for Sustainable Development

Education for Sustainable Development places increasing demands on teachers’ ability to integrate technology into STEM teaching in meaningful and sustainable ways. However, many STEM pre-service teachers struggle to develop transferable technology integration competencies. To address this challenge, this study designed and evaluated a project-based learning and graphical programming training module aimed at enhancing STEM pre-service teachers’ technology integration competencies. Grounded in the Technological Pedagogical Content Knowledge framework, the training module supports practice-oriented learning in authentic instructional contexts. A mixed-methods research design combining design-based research and a quasi-experimental approach was employed. Following the iterative development of the training module, a quasi-experimental study involving 114 STEM pre-service teachers was conducted to examine its effectiveness. The results of independent-samples and paired-samples t -tests indicate statistically significant improvements in most dimensions of technology integration competencies, including pedagogical knowledge, technological knowledge, and overall TPACK. Effect size analysis revealed a moderate effect on technology integration competencies. These findings suggest that embedding graphical programming within project-based learning can effectively support the development of transferable and sustainable technology integration competencies among STEM pre-service teachers, thereby contributing to sustainable STEM teacher education.