Abstract

This research aims to develop and assess the STEM-DT instrument's validity, reliability, and external validity through small-scale implementation. The development process entailed three stages: literature review, expert validation, and small-scale trials. The research sample comprised 603 current and prospective teachers in a teacher professional program. The research findings indicated that the STEM-DT instrument effectively captured three key dimensions: identification and development of learning needs, innovation and collaboration in learning, and implementation and evaluation of integrated learning. These dimensions were supported by both exploratory and confirmatory factor analyses, demonstrating strong construct validity and an overall good model fit. The external validity assessment revealed that the instrument was able to differentiate STEM-DT abilities across diverse demographic groups. Gender differences were observed, with women showing a higher proficiency in STEM-DT abilities than men. Additionally, the study found that STEM-DT abilities varied with age, with older participants exhibiting stronger competencies than their younger counterparts. These findings underscore the instrument's robustness in measuring STEM-DT capabilities and its sensitivity to demographic variations, highlighting its potential utility in diverse educational contexts.

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