Students’ Perceptions of Using Interactive Technology in Developing Their Competencies in STEM Classes in an Applied Technology School in the UAE
, Elvira Fernandez-AhumadaThe primary objective of this study is to evaluate students’ perceptions of the impact of interactive technology on developing their competencies in STEM classes at an applied technology school in the United Arab Emirates (UAE). Specifically, the study aims to (i) measure changes in students’ perceptions about their competencies before and after the integration of interactive technology, and (ii) explore in-depth their perspectives of how these technologies influenced specific competencies.
Over two semesters, interactive technologies, such as AI tools, virtual labs, simulations, gamified platforms, and collaborative software, were introduced into daily STEM lessons for the first time. Teachers received training to ensure these tools were used effectively to enhance student competencies through pedagogically grounded integration.
Employing a mixed-methods approach with 126 male students in grades 9-12, the study utilized pre- and post-intervention surveys, as well as focus group discussions. The quantitative component consisted of pre-and post-intervention surveys, while the qualitative component included focus group discussions. This design enabled the study to assess both measurable changes in perceptions and deeper insights into students’ learning experiences.
This study highlights the potential of interactive technology to prepare students for the demands of a technology-driven future, aligning with the UAE’s strategic vision for educational innovation. It contributes actionable evidence on students perceived development in core competencies such as critical thinking, collaboration, and digital citizenship.
Results indicated significant improvements in students’ perceptions about developing their competencies, such as digital citizenship, communication and collaboration, critical thinking, problem-solving, research and information literacy, creativity and innovation, and technology operations.
It is important for educators to integrate interactive technologies into STEM education to promote students’ competencies and their perceptions in developing them. Also, professional development should emphasize equipping teachers with essential skills and strategies in using interactive technology effectively.
Researchers should consider the long-term effect of interactive technology on developing students’ competencies and beyond perceived changes. Accordingly, longitudinal studies should be considered as well as the role of gender differences.
The findings suggest that continued investment in interactive technologies can significantly enhance student engagement and competency development, aligning with the UAE’s vision for educational innovation.
It is important to consider including diverse student populations from both genders and different educational level.
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