Factors shaping Vietnamese lower secondary teachers’ perspectives on local-context STEM experiential activities in mathematics education

Abstract

This study investigates Vietnamese lower secondary mathematics teachers’ perspectives on local-context STEM experiential activities and examines the factors shaping those perspectives. A cross-sectional survey was administered to 310 teachers across urban, rural, and mountainous regions from March to June 2025. The 45-item questionnaire, adapted from high-reliability scales, demonstrated strong internal consistency (Cronbach’s α = 0.918–0.956). Exploratory factor analysis indicated sampling adequacy (KMO = 0.962; Bartlett’s test p < 0.001) and extracted four constructs: perceived knowledge (PK), perceived benefits (PB), difficulties barriers (DB), and motivation resources (MR), explaining 60.8% of the total variance. Independent-samples t-tests and ANOVA revealed significant differences based on teaching experience, work region, and knowledge of the local context; novice teachers and those working in mountainous areas reported lower PK and higher DB. PLS-SEM showed that PK positively predicted PB (β = 0.496; R² = 0.446) and MR (β = 0.644; R² = 0.415), and was positively associated with DB (β = 0.324). The most frequently cited barriers concerned limited instructional materials, insufficient training, and inadequate policy support. These findings provide an empirical account of teachers’ perspectives on integrating local contexts into mathematics education through STEM experiential activities and suggest targeted professional development, resource provision, and enabling policies to address implementation challenges.