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This study aims to explore the integration approach employed by pre-service teachers in their STEM lessons. In-depth interviews with six pre-service mathematics teachers and ten pre-service sciences teachers from Lampang Rajabhat University were employed. The interviews were analyzed using the conceptual framework of the curricula integration model described by Robin Fogarty, focusing on the approaches used by pre-service teachers to STEM education. The study revealed that most participated pre-service teachers use connected and shared approaches to STEM education, and they only appeared if standard textbooks provide a guideline. The use of the integrated approach across disciplines by pre-service teachers is infrequent. This study also revealed that pre-service teachers reject subject-integration in their classroom as well as the necessity of implementing technology in their teaching because of time limitations. The findings of this study possess practical importance that they can be utilized for the modification of teacher education and training programs in Lampang Rajabhat University. Consideration of the findings may contribute to the development of the Thailand National Core Curriculum and its objectives. Additionally, there was a contribution to add literature to STEM education in Thailand.

Pre-service teachers’ integrated curriculum approaches to STEM education in classrooms