Teachers support interdisciplinary curriculum integration but identify resource limitations, not curricular constraints, as the main barrier¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 88.9% agreed or strongly agreed that limited resources such as time and funding made implementing e-textile-supported STEAM activities difficult, versus 38.9% who cited curriculum standards. → Mustafa Sat 2026 q2 i? Attitudes were broadly positive: 97.2% agreed or strongly agreed an interdisciplinary framework could improve their current curriculum and 94.4% disagreed it would waste instructional time. → Mustafa Sat 2026 (2)

Evidence¶

Mustafa Sat 2026¶

Mustafa Sat, Kursat Cagiltay. (2026). Weaving STEAM with threads: teacher professional development with e-textile projects. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10597-z

q2 · i? · design · r2

Attitude questionnaire (N = 36, 5-point scale) on interdisciplinary integration. The article reports "88.9% agreed or strongly agreed that limited resources (such as time and funding) made it difficult to implement new approaches" versus 38.9% citing curriculum standards; interviews cited inadequate spaces, materials, cost, and exam pressures.

"88.9% agreed or strongly agreed that limited resources (such as time and funding) made it difficult to implement new approaches, like e-textiles-supported STEAM activities."

Mustafa Sat 2026 (2)¶

Mustafa Sat, Kursat Cagiltay. (2026). Weaving STEAM with threads: teacher professional development with e-textile projects. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10597-z

q2 · i? · design · r2

Same attitude questionnaire (N = 36). Participants showed low reform skepticism (94.4% disagreed it was just another failing reform) and 100% willingness to receive training in interdisciplinary curriculum concepts.

"Many agreed or strongly agreed that an interdisciplinary framework could improve their current curriculum (97.2%) and support the school’s learning goals (91.7%)."

Discussion¶

Related Claims¶

• Teachers report high perceived benefits from e-textile-supported STEAM PD, with interdisciplinary learning and creativity most endorsed and Arduino coding least — related
• Teachers report strong perceived ability to transfer e-textile STEAM learning to classrooms, with art integration the weakest dimension — related
• Implementing collaborative argumentation is challenged by time constraints, curriculum fit, teacher training, and system-level support — related
• Competing priorities for instructional time (environmental context) was the most salient barrier to teachers' implementation of a supplemental language curriculum — related
• Resource mismatch, missing incentives, and discontinuous post-training support constrain the sustainability of training transfer — related