Utilization of government grants for funding: insights into STEM education teachers in Taiwan
Over the past three years, Taiwan’s Ministry of Education has established 1300 classrooms for science, technology, engineering, and mathematics (STEM) education nationwide, providing unprecedented budgetary support for the procurement of STEM equipment in junior high schools. This study examines how...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2530904 |
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| author | Jen Chun Wang Chia-Yen Hsieh Tsung-Yeh Tsai Sung-Chin Chung |
| author_facet | Jen Chun Wang Chia-Yen Hsieh Tsung-Yeh Tsai Sung-Chin Chung |
| author_sort | Jen Chun Wang |
| collection | DOAJ |
| description | Over the past three years, Taiwan’s Ministry of Education has established 1300 classrooms for science, technology, engineering, and mathematics (STEM) education nationwide, providing unprecedented budgetary support for the procurement of STEM equipment in junior high schools. This study examines how STEM teachers utilize government grants for equipment procurement and classroom setup, with a particular focus on the key factors that influence their decision-making processes. This study employs descriptive statistics, logistic regression, and multiple-choice analysis of data obtained through surveys of 75 science and technology teachers and expert opinions. The results reveal that teachers have adopted a cautious approach emphasizing simplicity and safey, prioritizing convenience, practicality, and versatility in terms of equipment choices. The logistic regression results indicated a significant correlation between perceived importance and purchasing decisions (ratio = 3.654, explained variance = 23.7%). Multiple-choice analysis found a skewed emphasis on curriculum indicators. The study develops a benchmark table for facilities and equipment, offering insights into resource optimization, educational equality, interdisciplinary integration, and teacher training. Acknowledging the limitations, including sample size constraints and potential biases, the findings serve as a valuable reference for educators and encourage budget adjustments aligned with curriculum guidelines. |
| format | Article |
| id | doaj-art-3e5ec6cc8930471b9cbdddae320f5c85 |
| institution | DOAJ |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-3e5ec6cc8930471b9cbdddae320f5c852025-08-20T02:40:26ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2530904Utilization of government grants for funding: insights into STEM education teachers in TaiwanJen Chun Wang0Chia-Yen Hsieh1Tsung-Yeh Tsai2Sung-Chin Chung3Department of Industry Technology Education, National Kaohsiung Normal University, Yanchao District, Kaohsiung, TaiwanDepartment of Early Childhood Education, National Pingtung University, Pingtung City, Pingtung County, TaiwanDepartment of Industry Technology Education, National Kaohsiung Normal University, Yanchao District, Kaohsiung, TaiwanDepartment of Creative Design, National Yunlin University of Science & Technology, Douliou, Yunlin, TaiwanOver the past three years, Taiwan’s Ministry of Education has established 1300 classrooms for science, technology, engineering, and mathematics (STEM) education nationwide, providing unprecedented budgetary support for the procurement of STEM equipment in junior high schools. This study examines how STEM teachers utilize government grants for equipment procurement and classroom setup, with a particular focus on the key factors that influence their decision-making processes. This study employs descriptive statistics, logistic regression, and multiple-choice analysis of data obtained through surveys of 75 science and technology teachers and expert opinions. The results reveal that teachers have adopted a cautious approach emphasizing simplicity and safey, prioritizing convenience, practicality, and versatility in terms of equipment choices. The logistic regression results indicated a significant correlation between perceived importance and purchasing decisions (ratio = 3.654, explained variance = 23.7%). Multiple-choice analysis found a skewed emphasis on curriculum indicators. The study develops a benchmark table for facilities and equipment, offering insights into resource optimization, educational equality, interdisciplinary integration, and teacher training. Acknowledging the limitations, including sample size constraints and potential biases, the findings serve as a valuable reference for educators and encourage budget adjustments aligned with curriculum guidelines.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2530904Hands-on learningSTEM educationsecondary schoolsequipment procurementteaching aidsquality education |
| spellingShingle | Jen Chun Wang Chia-Yen Hsieh Tsung-Yeh Tsai Sung-Chin Chung Utilization of government grants for funding: insights into STEM education teachers in Taiwan Cogent Education Hands-on learning STEM education secondary schools equipment procurement teaching aids quality education |
| title | Utilization of government grants for funding: insights into STEM education teachers in Taiwan |
| title_full | Utilization of government grants for funding: insights into STEM education teachers in Taiwan |
| title_fullStr | Utilization of government grants for funding: insights into STEM education teachers in Taiwan |
| title_full_unstemmed | Utilization of government grants for funding: insights into STEM education teachers in Taiwan |
| title_short | Utilization of government grants for funding: insights into STEM education teachers in Taiwan |
| title_sort | utilization of government grants for funding insights into stem education teachers in taiwan |
| topic | Hands-on learning STEM education secondary schools equipment procurement teaching aids quality education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2530904 |
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