Integrating STEM+C into Elementary Science Teacher Education: Addressing Challenges with Engineering Design and Computational Thinking

Abstract

This editorial explores how integrating engineering design and computational thinking (CT) into elementary science teacher education can help teachers grapple with limited instructional time and curricular demands. Detailing a STEM+C approach, it emphasizes how engineering design and CT can promote integrated learning, problem-solving, and student engagement. By highlighting examples in preservice teacher contexts, STEM+C integration is positioned as a practical, scalable approach to strengthening elementary science education.