Nataliia Soroko, Lorena Mykhailenko


The article is focused on studying teachers’ digital competence as a significant factor for the creation and support of the STEAM-based educational environment. The purpose of the article is to analyze teachers’ experience in using information and communication technology (ICT) for the STEAM-education support in secondary schools and highlight the main problems which may arise during this process. This research explores the following questions: What is the role of the teachers’ digital competence in creating and supporting the STEAM-based educational environment? What are the ways to solve the problem of insufficient teachers’ digital competence for creating and supporting the STEAM-based educational environment?
The teachers’ digital competence development is viewed as the most important for creating and supporting the STEAM-based educational environment in schools.
The main ways to solve the problem of teachers’ insufficient digital compe-tence for creating and supporting the STEAM-based educational environment are as follows: creating ICTs courses for teachers to support STEAM-education and cooperative learning and teaching activities in schools; organizing centers, courses, conferences, trainings, webinars, etc. on STEAM-education for teachers who will coordinate international and national projects; monitoring students’ skills in STEM-education; engaging teachers, students of general education schools and institutions of informal learning, scientists and researchers, etc. to develop the virtual STEAM-based educational environment.

Creating the STEAM-based educational environment in general education schools and other educational institutions is a research perspective, which will contribute to developing the teachers’ digital competence in using ICT in STEAM-education.


information and communication technologies; teachers’ digital competence; secondary school; STEAM-based educational environment; STEAM-education.

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