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<p>The impact of educational e-textiles on student outcomes in STEAM education programs is a growing area of interest. Despite the potential of e-textile projects to enhance STEAM education, their effect on K-12 teachers’ professional development remains underexplored. This study investigates middle school teachers’ perceptions of their experiences with wearable e-textile-supported STEAM projects, their ability to translate those experiences into classroom practices, and their attitudes toward integrating these projects into the curriculum. Mixed-methods research with a convergent design was employed in two e-textile-supported STEAM teacher training camps, involving 20 and 19 in-service science teachers, respectively. Qualitative and quantitative data were collected using post-intervention surveys, semi-structured interviews, and a follow-up survey. The findings revealed that the program increased teachers’ confidence in STEAM project design, fostered creativity and interdisciplinary learning, and improved STEAM knowledge and skills. In addition, teachers reported being well-equipped to integrate the learned practices in their classrooms, with a positive shift in their attitudes toward integrating such interdisciplinary approaches into the curriculum. The findings also revealed high teacher satisfaction with the program and a sustained interest in STEAM practices. This research provides valuable insights for future efforts to support the adoption of e-textiles in STEAM science classrooms by highlighting their role in teacher professional development.</p>

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Weaving STEAM with threads: teacher professional development with e-textile projects

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月17日

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  • Mustafa Sat ,
  • Kursat Cagiltay

摘要

The impact of educational e-textiles on student outcomes in STEAM education programs is a growing area of interest. Despite the potential of e-textile projects to enhance STEAM education, their effect on K-12 teachers’ professional development remains underexplored. This study investigates middle school teachers’ perceptions of their experiences with wearable e-textile-supported STEAM projects, their ability to translate those experiences into classroom practices, and their attitudes toward integrating these projects into the curriculum. Mixed-methods research with a convergent design was employed in two e-textile-supported STEAM teacher training camps, involving 20 and 19 in-service science teachers, respectively. Qualitative and quantitative data were collected using post-intervention surveys, semi-structured interviews, and a follow-up survey. The findings revealed that the program increased teachers’ confidence in STEAM project design, fostered creativity and interdisciplinary learning, and improved STEAM knowledge and skills. In addition, teachers reported being well-equipped to integrate the learned practices in their classrooms, with a positive shift in their attitudes toward integrating such interdisciplinary approaches into the curriculum. The findings also revealed high teacher satisfaction with the program and a sustained interest in STEAM practices. This research provides valuable insights for future efforts to support the adoption of e-textiles in STEAM science classrooms by highlighting their role in teacher professional development.