Abstract

This study evaluates the current implementation of the STEM model in teaching the subject of Technology at primary schools, with a focus on developing students’ engineering design competency. An online questionnaire survey was administered to 41 teachers and 439 students in Can Tho City. The findings reveal that although both teachers and students recognize the importance of STEM education, a substantial gap remains between awareness and classroom implementation. Lessons in the subject of Technology are often reduced to craft-based activities because of constraints such as the limited duration of each lesson (35 minutes) and large class sizes. Students mainly observe and reproduce models, with few opportunities to participate fully in the engineering design process, particularly the testing and evaluation stages. The study therefore recommends scheduling double periods and developing standardized banks of STEM topics and assessment rubrics to improve the effectiveness of STEM-based teaching and foster primary school students’ engineering design competency.

Keywords: Engineering design competency, primary school students, STEM model, Technology subject.