Fostering Mathematics Teaching Competence Through STEM-Oriented Education for General School Teachers in The Era of Digital Transformation: Theoretical Foundations and Framework Proposal

Abstract

STEM-oriented instruction has become a core mandate for school teachers, especially mathematics teachers, whose subject plays a foundational role in developing students’ logical reasoning and problem-solving capacity. This paper examines the theoretical foundations of STEM-based mathematics teaching competence among school teachers in the digital era and proposes a conceptual framework for mathematics teacher professional development aligned with current educational reform trends. By synthesizing and analyzing contemporary theoretical approaches such as the Technological Pedagogical and Content Knowledge (TPACK) framework, Professional Learning Communities (PLC), and the Digital Competence Framework for Educators (DigCompEdu) proposed by Redecker (2017) this study develops a professional development model for mathematics teachers comprising: (1) core competencies integrating disciplinary knowledge, pedagogy, and technology; (2) experiential, collaborative, and practice-oriented learning processes; and (3) supportive conditions shaped by digital transformation and school learning cultures. In the proposed framework, TPACK is used to describe the knowledge base that mathematics teachers need for STEM-oriented teaching. DigCompEdu further clarifies how digital competence is involved in designing, organizing, and assessing learning activities. PLC provides the professional setting in which teachers collaboratively plan lessons, examine classroom evidence, receive feedback, and adjust their teaching practices. The proposed framework clarifies the relationship between teachers’ STEM-teaching competence and their digital competence, while suggesting a development pathway that integrates pedagogical innovation grounded in STEM, TPACK, and PLC approaches with digitally enhanced instructional practices. The findings offer both theoretical and practical implications for improving professional development, strengthening mathematics teachers’ competencies, and fostering a digitally responsive STEM education ecosystem.