Journal of Mathematics and Science Teacher

• AlAli, R., Alsoud, K., & Athamneh, F. (2023). Towards a sustainable future: Evaluating the ability of STEM-based teaching in achieving sustainable development goals in learning. Sustainability, 15(16), Article 12542. https://doi.org/10.3390/su151612542
• Anning, A. S. (2024). The interconnections between STEM teacher educators’ self-efficacy, job satisfaction and work engagement in Ghana. Cogent Education, 11(1), Article 2385121. https://doi.org/10.1080/2331186X.2024.2385121
• Arnado, A. A., Pene, A. J. P., Fuentes, C. J. F., & Astilla, K. M. (2022). Fostering sustainable STEM education: Attitudes and self-efficacy beliefs of STEM teachers in conducting laboratory activities. International Journal of Studies in Education and Science, 3(1), 54-74.
• Bakker, A. B., & Demerouti, E. (2007). The job demands-Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328. https://doi.org/10.1108/02683940710733115
• Bandura, A. (1997). Self efficacy: The exercise of control. W. H. Freeman.
• Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21^st century skills (pp. 17-66). Springer. https://doi.org/10.1007/978-94-007-2324-5_2
• Blackley, S., & Sheffield, R. (2017). Environment: Re-negotiating the E in STEM education. Eco-Thinking, 1(1).
• Borda, E., Haskell, T., & Boudreaux, A. (2020). Cross-disciplinary learning: A framework for assessing application of concepts across STEM disciplines. arXiv. https://doi.org/10.48550/arXiv.2012.07906
• Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
• Campbell, C., & Speldewinde, C. (2022). Early childhood STEM education for sustainable development. Sustainability, 14(6), Article 3524. https://doi.org/10.3390/su14063524
• Carpenter, J. P., & Pease, J. S. (2013). Preparing students to take responsibility for learning: The role of non-curricular learning strategies. Journal of Curriculum and Instruction, 7(2), 38-55. https://doi.org/10.3776/joci.2013.v7n2p38-55
• Chai, C. S., Jong, M., Yin, H., Chen, M., & Zhou, W. (2019). Validating and modelling teachers’ technological pedagogical content knowledge for integrative science, technology, engineering and mathemat-ics education. Journal of Educational Technology & Society, 22(3), 61-73.
• Cheng, L., Antonenko, P. D., Ritzhaupt, A. D., Dawson, K., Miller, D., MacFadden, B. J., Grant, C., Sheppard, T. D., & Ziegler, M. (2020). Exploring the influence of teachers’ beliefs and 3D printing integrated STEM instruction on students’ STEM motivation. Computers & Education, 158, Article 103983. https://doi.org/10.1016/j.compedu.2020.103983
• Cheng, Q., Zhang, S., Shi, Q., & Shen, J. (2024). Comparing STEM and non-STEM teachers’ self-efficacy in multicultural classrooms: Insights from talis 2018 U. S. data. Journal for STEM Education Research, 8, 303-329. https://doi.org/10.1007/s41979-024-00126-z
• Chiu, T. K. F., & Li, Y. (2023). How can emerging technologies impact STEM education? Journal for STEM Education Research, 6(3), 375-384. https://doi.org/10.1007/s41979-023-00113-w
• Dewey, J. (2015). Experience and education. Free Press.
• Diana, N., Yohannes, & Sukma, Y. (2021). The effectiveness of implementing project-based learning (Pjbl) model in STEM education: A literature review. Journal of Physics: Conference Series, 1882, Article 012146. https://doi.org/10.1088/1742-6596/1882/1/012146
• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge. https://doi.org/10.4324/9780429494673
• Erduran, S. (2020). Science education in the era of a pandemic. Science & Education, 29(2), 233-235. https://doi.org/10.1007/s11191-020-00122-w
• Erol, A., & Canbeldek Erol, M. (2024). The relationship between attitude towards STEM education, self-efficacy in STEM education, and constructivist beliefs of early childhood teachers. Journal for STEM Education Research, 7(1), 12-28. https://doi.org/10.1007/s41979-023-00111-y
• Fu, Y., & Weng, Z. (2024). Navigating the ethical terrain of AI in education: A systematic review on framing responsible human-centered AI practices. Computers and Education: Artificial Intelligence, 7, Article 100306. https://doi.org/10.1016/j.caeai.2024.100306
• Gavrilas, L., & Kotsis, K. T. (2024). Investigating perceptions of primary and preschool educators regarding incorporation of educational robotics into STEM education. Contemporary Mathematics and Science Education, 5(1), Article ep24003. https://doi.org/10.30935/conmaths/14384
• Gavrilas, L., & Kotsis, K. T. (2025a). Development and validation of a survey instrument towards attitude, knowledge, and application of educational robotics (Akaer). International Journal of Research & Method in Education, 48(1), 44-66. https://doi.org/10.1080/1743727X.2024.2358780
• Gavrilas, L., & Kotsis, K. T. (2025b). Integrating learning theories and innovative pedagogies in STEM education: A comprehensive review. Eurasian Journal of Science and Environmental Education, 5(1), 11–17. https://doi.org/10.30935/ejsee/16538
• Gavrilas, L., & Kotsis, K. T. (2025c). The evolution of STEM education and the transition to STEAM/STREAM. Aquademia, 9(1), Article ep25002. https://doi.org/10.29333/aquademia/16313
• Gavrilas, L., Kotsis, K. T., & Papanikolaou, M.-S. (2024). Assessing teacher readiness for educational robotics integration in primary and preschool education. Education, 3-13, 1-17. https://doi.org/10.1080/03004279.2023.2300699
• Gavrilas, L., Papanikolaou, M.–S., & Kotsis, K. T. (2025). Exploring electricity in early childhood education: A 5E-based learning approach. Science Activities, 62(1), 53-94. https://doi.org/10.1080/00368121.2024.2406208
• Giddings, B., Hopwood, B., & O’Brien, G. (2002). Environment, economy and society: Fitting them together into sustainable development. Sustainable Development, 10(4), 187-196. https://doi.org/10.1002/sd.199
• Gontas, P., Gavrilas, L., & Kotsis, K. T. (2021). Prospective teachers’ perceptions of renewable energy sources. Science and Technology Issues in Education, 14, 37-48.
• Hallström, J., & Schönborn, K. J. (2019). Models and modelling for authentic STEM education: Reinforcing the argument. International Journal of STEM Education, 6(1), Article 22. https://doi.org/10.1186/s40594-019-0178-z
• Hammack, R., Yeter, I. H., Pavlovich, C., & Boz, T. (2024). Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: Exploring the impacts of efficacy source experiences through varying course modalities. International Journal of STEM Education, 11(1), Article 4. https://doi.org/10.1186/s40594-024-00464-9
• Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B., Santos, O. C., Rodrigo, M. T., Cukurova, M., Bittencourt, I. I., & Koedinger, K. R. (2022). Ethics of AI in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, 32(3), 504-526. https://doi.org/10.1007/s40593-021-00239-1
• Huang, B., Jong, M. S.-Y., King, R. B., Chai, C.-S., & Jiang, M. Y.-C. (2022). Promoting secondary students’ twenty-first century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.903252
• Huang, X., Erduran, S., Luo, K., Zhang, P., & Zheng, M. (2024). Investigating in-service teachers’ STEM literacy: The role of subject background and gender. Research in Science & Technological Education, 42(3), 867-887. https://doi.org/10.1080/02635143.2022.2153243
• Kalliontzi, M. (2022). Teachers’ attitudes towards S.T.E.M. in secondary education. Advances in Mobile Learning Educational Research, 2(2), 389-400. https://doi.org/10.25082/AMLER.2022.02.007
• Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), Article 11. https://doi.org/10.1186/s40594-016-0046-z
• Kotsis, K. T. (2024). Integrating artificial intelligence in science education: Benefits and challenges. International Journal of Education Innovation, 6(3), 39-49. https://doi.org/10.69685/ICAS1772
• Kotsis, K. T. (2025). Optimal stem educators for elementary school: Students from the primary education vs. Science department. EIKI Journal of Effective Teaching Methods, 3(1). https://doi.org/10.59652/jetm.v3i1.360
• Kotsis, K. T., & Gavrilas, L. (2025). Review of scientific literacy of pre-service teachers on electromagnetic radiation. European Journal of Contemporary Education and E-Learning, 3(1), 55–64. https://doi.org/10.59324/ejceel.2025.3(1).05
• Kruskopf, M., Abdulhamed, R., Ranta, M., Lammassaari, H., & Lonka, K. (2024). Future teachers’ self-efficacy in teaching practical and algorithmic ICT competencies–Does background matter? Teaching and Teacher Education, 144, Article 104574. https://doi.org/10.1016/j.tate.2024.104574
• Leung, A. (2020). Boundary crossing pedagogy in STEM education. International Journal of STEM Education, 7(1), Article15. https://doi.org/10.1186/s40594-020-00212-9
• Lipscomb, S. T., Chandler, K. D., Abshire, C., Jaramillo, J., & Kothari, B. (2022). Early childhood teachers’ self-efficacy and professional support predict work engagement. Early Childhood Education Journal, 50(4), 675-685. https://doi.org/10.1007/s10643-021-01182-5
• Liu, S.-H., & Tsai, H.-C. (2017). Teachers’ experiences of collaborating in school teaching teams. Asian Social Science, 13(2), Article 159. https://doi.org/10.5539/ass.v13n2p159
• Mandrikas, A., Stefanidou, C., Skordoulis, C., & Kyriakou, K. (2023). Scientific practices in the context of STEM education: A case study in primary education. Journal of STEM Education: Innovations and Research, 24(3).
• Mansour, N., Said, Z., & Abu-Tineh, A. (2024). Factors impacting science and mathematics teachers’ competencies and self-efficacy in TPACK for PBL and STEM. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), Article em2442. https://doi.org/10.29333/ejmste/14467
• Mapp, K. L., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. SEDL. https://eric.ed.gov/?id=ED593896
• Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), Article 2. https://doi.org/10.1186/s40594-018-0151-2
• Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development.
• Meletiou-Mavrotheris, M., & Paparistodemou, E. (2024). Sustaining teacher professional learning in STEM: Lessons learned from an 18-year-long journey into tpack-guided professional development. Education Sciences, 14(4), Article 402. https://doi.org/10.3390/educsci14040402
• Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12-21. https://doi.org/10.1016/j.lcsi.2012.03.001
• Miller, M., & Burden, R. (2007). Teacher-teacher collaboration. Electronic Journal for Inclusive Education, 2(1).
• Minghui, L., Lei, H., Xiaomeng, C., & Potměšilc, M. (2018). Teacher efficacy, work engagement, and social support among chinese special education school teachers. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00648
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Ning, Y., Zhang, C., Xu, B., Zhou, Y., & Wijaya, T. T. (2024). Teachers’ ai-tpack: Exploring the relationship between knowledge elements. Sustainability, 16(3), Article 978. https://doi.org/10.3390/su16030978
• Nurhidayah, I. J., Wibowo, F. C., & Astra, I. M. (2021). Project based learning (Pjbl) learning model in science learning: Literature review. Journal of Physics: Conference Series, 2019, Article 012043. https://doi.org/10.1088/1742-6596/2019/1/012043
• O’Dowd, R., & Dooly, M. (2022). Exploring teachers’ professional development through participation in virtual exchange. ReCALL, 34(1), 21-36. https://doi.org/10.1017/S0958344021000215
• Ouyang, F., Dinh, T. A., & Xu, W. (2023). A systematic review of ai-driven educational assessment in STEM education. Journal for STEM Education Research, 6(3), 408-426. https://doi.org/10.1007/s41979-023-00112-x
• Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353. https://doi.org/10.1007/s11165-005-9007-0
• Pangestu, K., Nugroho, I. A., Ambarwati, U., & Lestari, P. (2025). Exploring the relationship between STEM-based learning and tpack: A systematic literature review. Jurnal Penelitian Pendidikan IPA, 11(1), 56-64. https://doi.org/10.29303/jppipa.v11i1.9113
• Papagiannopoulou, T., & Vaiopoulou, J. (2024). Teachers’ attitudes towards STEM education: Exploring the role of their readiness via a structural equation model. European Journal of Investigation in Health, Psychology and Education, 14(11), 2850-2864. https://doi.org/10.3390/ejihpe14110187
• Papanikolaou, M.-S., Gavrilas, L. & Kotsis, K. T. (2023). Enhancing pre-school students’ understanding of water pollution through educational intervention. In G. Stylos, & K. T. Kotsis (Eds.), Proceedings of the 13^th Panhellenic Conference on Education in Natural Sciences and Technology. https://doi.org/10.12681/codiste.5570
• Papanikolaou, M.-S., Plakitsi, K., Gavrilas, L., & Kotsis, K. T. (2021). Investigating preschool students’ ideas for science concepts on understanding modern environmental problems. In Proceedings o the 12^th Panhellenic Conference on the Teaching of Natural Sciences and New Technologies in Education: “The Role of Science Education in 21^st Century Society”. https://doi.org/10.13140/RG.2.2.33312.15369
• Pozas, M., & Letzel-Alt, V. (2023). Teacher collaboration, inclusive education and differentiated instruction: A matter of exchange, co-construction, or synchronization? Cogent Education, 10(2), Article 2240941. https://doi.org/10.1080/2331186X.2023.2240941
• Reychav, I., Elyakim, N., & McHaney, R. (2023). Lifelong learning processes in professional development for online teachers during the COVID era. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1041800
• Roberts, A. M., LoCasale-Crouch, J., Hamre, B. K., & Jamil, F. M. (2020). Preschool teachers’ self-efficacy, burnout, and stress in online professional development: A mixed methods approach to understand change. Journal of Early Childhood Teacher Education, 41(3), 262-283. https://doi.org/10.1080/10901027.2019.1638851
• Sanders, M. (2009). STEM, STEM education, STEMmania. Technology Teacher, 68(4), 20-26.
• Shahali, E. H. M., & Halim, L. (2024). The influence of science teachers’ beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices. International Journal of Science and Mathematics Education, 22(4), 787-807. https://doi.org/10.1007/s10763-023-10403-9
• Shear, L., Novais, G., Means, B., Gallagher, L., & Langworthy, M. (2010). ITL research design. International SRI. https://www.sri.com/publication/education-learning-pubs/teaching-quality-pubs/itl-research-design/
• Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), Article 13. https://doi.org/10.1186/s40594-017-0068-1
• Shin, D., & Park, Y. J. (2019). Role of fairness, accountability, and transparency in algorithmic affordance. Computers in Human Behavior, 98, 277-284. https://doi.org/10.1016/j.chb.2019.04.019
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
• Simarro, C., & Couso, D. (2021). Engineering practices as a framework for STEM education: A proposal based on epistemic nuances. International Journal of STEM Education, 8(1), Article 53. https://doi.org/10.1186/s40594-021-00310-2
• Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., & Smith, T. (2022). Principles of problem-based learning (PBL) in STEM education: Using expert wisdom and research to frame educational practice. Education Sciences, 12(10), Article 728. https://doi.org/10.3390/educsci12100728
• Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21^st century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), Article 39. https://doi.org/10.1186/s40594-019-0192-1
• Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018). The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education. Teaching and Teacher Education, 71, 190-205. https://doi.org/10.1016/j.tate.2017.12.014
• Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2019). Teachers’ attitudes toward teaching integrated STEM: The impact of personal background characteristics and school context. International Journal of Science and Mathematics Education, 17(5), 987-1007. https://doi.org/10.1007/s10763-018-9898-7
• Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development.
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
• Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17-40. https://doi.org/10.1016/j.edurev.2015.04.002
• Vygotsky, L. S., & Cole, M. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Wahono, B., Hariyadi, S., & Subiantoro, A. W. (2022). The development of an online STEM teacher professional development package with the DECODE model: An innovative teacher’s quality maintenance. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2191. https://doi.org/10.29333/ejmste/12647
• Warin, B., Talbi, O., Kolski, C., & Hoogstoel, F. (2016). Multi-role project (MRP): A new project-based learning method for STEM. IEEE Transactions on Education, 59(2), 137-146. https://doi.org/10.1109/TE.2015.2462809
• Wu, Z. (2022). Understanding teachers’ cross-disciplinary collaboration for STEAM education: Building a digital community of practice. Thinking Skills and Creativity, 46, Article 101178. https://doi.org/10.1016/j.tsc.2022.101178
• Xu, W., & Ouyang, F. (2022). A systematic review of AI role in the educational system based on a proposed conceptual framework. Education and Information Technologies, 27(3), 4195-4223. https://doi.org/10.1007/s10639-021-10774-y
• Yang, K.-L., Wu, H.-K., Wu, J.-Y., Lin, K.-Y., & Hsu, Y.-S. (2025). Identity and experience matter: Differences between secondary STEM teachers’ self-efficacy and commitment in integrated STEM teaching activities. Eurasia Journal of Mathematics, Science and Technology Education, 21(4), Article em2609. https://doi.org/10.29333/ejmste/16082
• Yang, W., Wu, R., & Li, J. (2023). Development and validation of the STEM teaching self-efficacy scale (STSS) for early childhood teachers. Current Psychology, 42(9), 7275-7283. https://doi.org/10.1007/s12144-021-02074-y
• Yildiz Durak, H., Atman Uslu, N., Canbazoğlu Bilici, S., & Güler, B. (2023). Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking. Education and Information Technologies, 28(7), 7927-7954. https://doi.org/10.1007/s10639-022-11505-7
• Zhou, X., Shu, L., Xu, Z., & Padrón, Y. (2023). The effect of professional development on in-service STEM teachers’ self-efficacy: A meta-analysis of experimental studies. International Journal of STEM Education, 10(1), Article 37. https://doi.org/10.1186/s40594-023-00422-x
• Zollman, A. (2012). Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics, 112(1), 12-19. https://doi.org/10.1111/j.1949-8594.2012.00101.x
• Zydney, J. M., McKimmy, P., Lindberg, R., & Schmidt, M. (2019). Here or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learning. TechTrends, 63(2), 123-132. https://doi.org/10.1007/s11528-018-0344-z

APA

Gavrilas, L., & Kotsis, K. T. (2025). A theoretical framework for the effective STEM educator: Integrating literacy, knowledge, collaboration, and self-efficacy. Journal of Mathematics and Science Teacher, 5(4), em085. https://doi.org/10.29333/mathsciteacher/16857

Vancouver

Gavrilas L, Kotsis KT. A theoretical framework for the effective STEM educator: Integrating literacy, knowledge, collaboration, and self-efficacy. Journal of Mathematics and Science Teacher. 2025;5(4):em085. https://doi.org/10.29333/mathsciteacher/16857

AMA

Gavrilas L, Kotsis KT. A theoretical framework for the effective STEM educator: Integrating literacy, knowledge, collaboration, and self-efficacy. Journal of Mathematics and Science Teacher. 2025;5(4), em085. https://doi.org/10.29333/mathsciteacher/16857

Chicago

Gavrilas, Leonidas, and Konstantinos T. Kotsis. "A theoretical framework for the effective STEM educator: Integrating literacy, knowledge, collaboration, and self-efficacy". Journal of Mathematics and Science Teacher 2025 5 no. 4 (2025): em085. https://doi.org/10.29333/mathsciteacher/16857

Harvard

Gavrilas, L., and Kotsis, K. T. (2025). A theoretical framework for the effective STEM educator: Integrating literacy, knowledge, collaboration, and self-efficacy. Journal of Mathematics and Science Teacher, 5(4), em085. https://doi.org/10.29333/mathsciteacher/16857

MLA

Gavrilas, Leonidas et al. "A theoretical framework for the effective STEM educator: Integrating literacy, knowledge, collaboration, and self-efficacy". Journal of Mathematics and Science Teacher, vol. 5, no. 4, 2025, em085. https://doi.org/10.29333/mathsciteacher/16857