Teachers' Views and Lived Experiences on Lifelong STEAM Learning in Philippine Higher Education
Main Article Content
Keywords
interpretative, lifelong learning phenomenology, STEAM teachers
Abstract
This study explored how Filipino higher education STEAM (Science, Technology, Engineering, Agriculture, and Mathematics) educators interpret their lived experiences of lifelong STEAM learning. In-depth interviews were conducted with nine STEAM educators from public and private universities, with varying years of experience. Using Interpretative Phenomenological Analysis (IPA), the study revealed four overarching themes: (1) lifelong STEAM learning as a catalyst for individual competitiveness; (2) STEAM knowledge, skills, and attitudes as foundations for sustainable communities; (3) STEAM educators and scientists as drivers of creativity and innovation; and (4) advancing lifelong STEAM learning through collaborative synergies in Philippine higher education. The findings underscore the role of lifelong learning in fostering professional growth, innovation, and societal contribution. The study enriches the literature on lifelong STEAM learning and provides insights for policy development, resource allocation, and teacher professional development in higher education.
References
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Anito Jr., J.C., & Morales, M.P.E. (2019). The pedagogical model of Philippine STEAM education: Drawing implications for the reengineering of Philippine STEAM learning ecosystem. Universal Journal of Educational Research, 7(12), 26622669. https://doi.org/10.13189/ujer.2019.071213
Billett, S. (2023). Learning across working life: Educative experiences and individuals' participation. Studies in Continuing Education, 46(2), 143-159. https://doi.org/10.1080/0158037X.2023.2221650
Boice, K.L., Jackson, J.R., Alemdar, M. Rao, A.E., Grossman, S. & Usselman, M. (2021). Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program. Education Sciences, 11(3), 105. https://doi.org/10.3390/educsci11030105
Bolat, Y. & Kiyak, A. N. (2024). How do teachers perceive lifelong learning and adult education? International Journal on Lifelong Education and Leadership, 10(2), 16-30. https://doi.org/10.25233/ijlel.1421542
Cheng, Y.-P., & Huang, Y.-M. (2025). LUPDA: A comprehensive rubrics-based assessment model for STEAM education. International Journal of STEM Education, 12, Article 45. https://doi.org/10.1186/s40594-025-00570-2
Denovan, A. & Macaskill, A. (2013). An interpretative phenomenological analysis of stress and coping in first year undergraduates. British Educational Research Journal, 39(6), 1002-1024. https://doi.org/10.1002/berj.3019
De Vera, J. L., Castulo, N. J., Sebial, S. C. L., Aliazas, J. V. C., Pelgone, A. J. O., Gonong, D.M., Pastor, C. J. M., & Ramos-Butron, B. (2025). Integrating AI in STEM education: Exploring future STEM competencies of pre-service science teachers in the Philippines. Disciplinary and Interdisciplinary Science Education Research, 7, Article 22. https://doi.org/10.1186/s43031-025-00143-x
Du Plessis, A., Gillies, R., & Carroll, A. (2014). Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa. International Journal of Educational Research, 66, 90-102. https://doi.org/10.1016/j.ijer.2014.03.002
Ejiwale, J. (2014). Facilitating collaboration across Science, Technology, Engineering and Mathematics (STEM) fields in program development. Journal of STEM Education: Innovation and Research, 15(2), 35-39.
European Commission. (2001). Making a European area of lifelong learning a reality. Commission of the European Communities. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52001DC0678
Gadamer, H.G. (1975). Hermeneutics and social science. Philosophy and Social Criticism, 2(4), 307-316. https://doi.org/10.1177/019145377500200402
Given, L. M. (2008). The Sage encyclopedia of qualitative research methods. Thousand Oaks, CA: Sage.
Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of Science teachers' development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45. Retrieved July 6, 2025 from https://www.learntechlib.org/primary/p/29293/.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. London: Routledge.
Herro, D., Quigley, C., & Jacques, L. A. (2018). Examining technology integration in middle school STEAM units. Technology, Pedagogy, and Education, 27(4), 485498.
Khatoon, K., & Gewi, S. M. (2025). Empowering the future workforce: Strategies, challenges, and innovations in promoting STEAM education for holistic skill development and global competitiveness. Journal of Informatics Education and Research, 5(1), 3139-3149.
Leavy, A., Dick, L., Meletiou-Mavrotheris, M., Paparestodemou, E., & Stylianou, E. (2022). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer-Assisted Learning, 39(4), 1061-1082. https://doi.org/10.1111/jcal.12806
Martínez-Oquendo, P., VanWyngaarden, K., & Cutucache, C. E. (2022). Lived experiences of former stem undergraduate mentors of an afterschool mentoring program: An interpretative phenomenological analysis. The Qualitative Report, 27(10), 21572173. https://doi.org/10.46743/2160-3715/2022.5674
Martins, I. & Baptista, M. (2024). Teacher Professional Development in Integrated STEAM Education: A Study on Its Contribution to the Development of the PCK of Physics Teachers. Education Sciences, 14(2), 164-195. https://doi.org/10.3390/educsci14020164
Mehddi, F., Kazi, A. S., & Butt, A. I. (2025). From theory to practice: How STEAM professional development shapes teacher beliefs and perceptions about design thinking activities. SAGE Open, 15(3). https://doi.org/10.1177/21582440251355779
Mitchell, I. K., & Walinga, J. (2017). The creative imperative: The role of creativity, creative problem-solving, and insight as key drivers for sustainability. Journal of Cleaner Production, 140(3), 1872-1884.https://doi.org/10.1016/j.jclepro.2016.09.162
Moid, M. Z. I., Buaka, E. S. D., & Link, A. N. (2024). Enhancing the knowledge economy: A cross-country study of knowledge creation. Journal of the Knowledge Economy, 15(3), 11388-11396. https://doi.org/10.1007/s13132-023-01546-9
Morales, M. P. E., Palisoc, C. P., Avilla, R. A., Sarmiento, C. P., Palomar, B. C., & Ayuste, T. O. D. (2020). Self-professed proficiency of Philippine higher education teachers of STEAM disciplines. Philippine Journal of Science, 149(2), 415-426. https://doi.org/10.56899/149.02.16
Morales, M. P. E., Manuel, F. M., Avilla, R. A., Palisoc, C. P., & Palomar, B. C. (2020). Teacher professional development program (TPDP) for teacher quality in STEAM education. International Journal of Research in Education and Science, 6(4), 589600.
Perales, F. J., & Aróstegui, J. L. (2021). The STEAM approach: Implementation and educational, social and economic consequences. Arts Education Policy Review, 122(3), 145-162. https://doi.org/10.1080/10632913.2021.1974997 Pietkiewicz, I., & Smith, J. A. (2014). A practical guide to using interpretative Phenomenological analysis in qualitative research psychology. Czasopismo Psychologiczne -Psychological Journal, 20(1), 7-14. https://doi.org/10.14691/CPPJ.20.1.7
Ramírez-Montoya, M.-S., Zavala, G., Patiño, A., & Ibarra-Vázquez, G. (2025). STEAM education of the future in the framework of complexity: Case of good practice in OER LATAM community. Academic Journal of Interdisciplinary Studies, 14(1). https://doi.org/10.36941/ajis-2025-0054
Sarmiento, C. P., Morales, M. P. E., Elipane, L. E., & Palomar, B. C. (2020). Assessment practices in Philippine higher STEAM education. Journal of University Teaching and Learning Practice, 17(5). https://doi.org/10.53761/1.17.5.17
Sener, S. & Saridogan, E. (2011). The effects of science-technology-innovation on competitiveness and economic growth. Procedia – Social and Behavioral Sciences, 24, 815-828. https://doi.org/10.1016/j.sbspro.2011.09.127
Shabani, K. (2016). Applications of Vygotsky’s sociocultural approach for teachers' professional development. Cogent Education, 3(1), Article 1252177. https://doi.org/10.1080/2331186X.2016.1252177 Shokhida, I. (2016). The importance of lifelong learning in our society. World Science, 1(5), 8-9.
Smith, J. A., Flower, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. Sage Publications. Spyropoulou, N. & Kameas, A. (2024). Leveraging communities of practice for STEAM education: A study on engagement and professional development. European Journal of Education, 59(4), 1-12, https://doi.org/10.1111/ejed.12806
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wong, J. T., Bui, N.N., Fields, D. T., & Hughes, B. B. (2022). A learning experience design approach to online professional development for teaching science through the arts: Evaluation of teacher content knowledge, self-efficacy and STEAM perceptions. Journal of Science Teacher Education, 34(6), 593-623. https://doi.org/10.1080/10 46560X.2022.2112552
Anito Jr., J.C., & Morales, M.P.E. (2019). The pedagogical model of Philippine STEAM education: Drawing implications for the reengineering of Philippine STEAM learning ecosystem. Universal Journal of Educational Research, 7(12), 26622669. https://doi.org/10.13189/ujer.2019.071213
Billett, S. (2023). Learning across working life: Educative experiences and individuals' participation. Studies in Continuing Education, 46(2), 143-159. https://doi.org/10.1080/0158037X.2023.2221650
Boice, K.L., Jackson, J.R., Alemdar, M. Rao, A.E., Grossman, S. & Usselman, M. (2021). Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program. Education Sciences, 11(3), 105. https://doi.org/10.3390/educsci11030105
Bolat, Y. & Kiyak, A. N. (2024). How do teachers perceive lifelong learning and adult education? International Journal on Lifelong Education and Leadership, 10(2), 16-30. https://doi.org/10.25233/ijlel.1421542
Cheng, Y.-P., & Huang, Y.-M. (2025). LUPDA: A comprehensive rubrics-based assessment model for STEAM education. International Journal of STEM Education, 12, Article 45. https://doi.org/10.1186/s40594-025-00570-2
Denovan, A. & Macaskill, A. (2013). An interpretative phenomenological analysis of stress and coping in first year undergraduates. British Educational Research Journal, 39(6), 1002-1024. https://doi.org/10.1002/berj.3019
De Vera, J. L., Castulo, N. J., Sebial, S. C. L., Aliazas, J. V. C., Pelgone, A. J. O., Gonong, D.M., Pastor, C. J. M., & Ramos-Butron, B. (2025). Integrating AI in STEM education: Exploring future STEM competencies of pre-service science teachers in the Philippines. Disciplinary and Interdisciplinary Science Education Research, 7, Article 22. https://doi.org/10.1186/s43031-025-00143-x
Du Plessis, A., Gillies, R., & Carroll, A. (2014). Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa. International Journal of Educational Research, 66, 90-102. https://doi.org/10.1016/j.ijer.2014.03.002
Ejiwale, J. (2014). Facilitating collaboration across Science, Technology, Engineering and Mathematics (STEM) fields in program development. Journal of STEM Education: Innovation and Research, 15(2), 35-39.
European Commission. (2001). Making a European area of lifelong learning a reality. Commission of the European Communities. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52001DC0678
Gadamer, H.G. (1975). Hermeneutics and social science. Philosophy and Social Criticism, 2(4), 307-316. https://doi.org/10.1177/019145377500200402
Given, L. M. (2008). The Sage encyclopedia of qualitative research methods. Thousand Oaks, CA: Sage.
Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of Science teachers' development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45. Retrieved July 6, 2025 from https://www.learntechlib.org/primary/p/29293/.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. London: Routledge.
Herro, D., Quigley, C., & Jacques, L. A. (2018). Examining technology integration in middle school STEAM units. Technology, Pedagogy, and Education, 27(4), 485498.
Khatoon, K., & Gewi, S. M. (2025). Empowering the future workforce: Strategies, challenges, and innovations in promoting STEAM education for holistic skill development and global competitiveness. Journal of Informatics Education and Research, 5(1), 3139-3149.
Leavy, A., Dick, L., Meletiou-Mavrotheris, M., Paparestodemou, E., & Stylianou, E. (2022). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer-Assisted Learning, 39(4), 1061-1082. https://doi.org/10.1111/jcal.12806
Martínez-Oquendo, P., VanWyngaarden, K., & Cutucache, C. E. (2022). Lived experiences of former stem undergraduate mentors of an afterschool mentoring program: An interpretative phenomenological analysis. The Qualitative Report, 27(10), 21572173. https://doi.org/10.46743/2160-3715/2022.5674
Martins, I. & Baptista, M. (2024). Teacher Professional Development in Integrated STEAM Education: A Study on Its Contribution to the Development of the PCK of Physics Teachers. Education Sciences, 14(2), 164-195. https://doi.org/10.3390/educsci14020164
Mehddi, F., Kazi, A. S., & Butt, A. I. (2025). From theory to practice: How STEAM professional development shapes teacher beliefs and perceptions about design thinking activities. SAGE Open, 15(3). https://doi.org/10.1177/21582440251355779
Mitchell, I. K., & Walinga, J. (2017). The creative imperative: The role of creativity, creative problem-solving, and insight as key drivers for sustainability. Journal of Cleaner Production, 140(3), 1872-1884.https://doi.org/10.1016/j.jclepro.2016.09.162
Moid, M. Z. I., Buaka, E. S. D., & Link, A. N. (2024). Enhancing the knowledge economy: A cross-country study of knowledge creation. Journal of the Knowledge Economy, 15(3), 11388-11396. https://doi.org/10.1007/s13132-023-01546-9
Morales, M. P. E., Palisoc, C. P., Avilla, R. A., Sarmiento, C. P., Palomar, B. C., & Ayuste, T. O. D. (2020). Self-professed proficiency of Philippine higher education teachers of STEAM disciplines. Philippine Journal of Science, 149(2), 415-426. https://doi.org/10.56899/149.02.16
Morales, M. P. E., Manuel, F. M., Avilla, R. A., Palisoc, C. P., & Palomar, B. C. (2020). Teacher professional development program (TPDP) for teacher quality in STEAM education. International Journal of Research in Education and Science, 6(4), 589600.
Perales, F. J., & Aróstegui, J. L. (2021). The STEAM approach: Implementation and educational, social and economic consequences. Arts Education Policy Review, 122(3), 145-162. https://doi.org/10.1080/10632913.2021.1974997 Pietkiewicz, I., & Smith, J. A. (2014). A practical guide to using interpretative Phenomenological analysis in qualitative research psychology. Czasopismo Psychologiczne -Psychological Journal, 20(1), 7-14. https://doi.org/10.14691/CPPJ.20.1.7
Ramírez-Montoya, M.-S., Zavala, G., Patiño, A., & Ibarra-Vázquez, G. (2025). STEAM education of the future in the framework of complexity: Case of good practice in OER LATAM community. Academic Journal of Interdisciplinary Studies, 14(1). https://doi.org/10.36941/ajis-2025-0054
Sarmiento, C. P., Morales, M. P. E., Elipane, L. E., & Palomar, B. C. (2020). Assessment practices in Philippine higher STEAM education. Journal of University Teaching and Learning Practice, 17(5). https://doi.org/10.53761/1.17.5.17
Sener, S. & Saridogan, E. (2011). The effects of science-technology-innovation on competitiveness and economic growth. Procedia – Social and Behavioral Sciences, 24, 815-828. https://doi.org/10.1016/j.sbspro.2011.09.127
Shabani, K. (2016). Applications of Vygotsky’s sociocultural approach for teachers' professional development. Cogent Education, 3(1), Article 1252177. https://doi.org/10.1080/2331186X.2016.1252177 Shokhida, I. (2016). The importance of lifelong learning in our society. World Science, 1(5), 8-9.
Smith, J. A., Flower, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. Sage Publications. Spyropoulou, N. & Kameas, A. (2024). Leveraging communities of practice for STEAM education: A study on engagement and professional development. European Journal of Education, 59(4), 1-12, https://doi.org/10.1111/ejed.12806
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wong, J. T., Bui, N.N., Fields, D. T., & Hughes, B. B. (2022). A learning experience design approach to online professional development for teaching science through the arts: Evaluation of teacher content knowledge, self-efficacy and STEAM perceptions. Journal of Science Teacher Education, 34(6), 593-623. https://doi.org/10.1080/10 46560X.2022.2112552
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Published
Jun 26, 2026
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How to Cite
Mercado, F. (2026). Teachers’ Views and Lived Experiences on Lifelong STEAM Learning in Philippine Higher Education. The Normal Lights, 20(1). https://doi.org/10.56278/tnl.v20i1.4059
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Research Article
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