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This study examines how school administrators in Turkey view STEM education across three dimensions: their understanding of STEM, their experiences implementing it, and how they perceive their own roles. Design/Approach/Methods: A phenomenological analysis captures perceptions of principals in prominent high schools in Turkey. Findings: Gaps appear at conceptual and school levels, including epistemological, infrastructural, organizational culture, and skills deficits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/stem-education-as-a-concept-borrowing-issue-perspectives-of-school-administrators-in-turkey/601390/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/stem-education-as-a-concept-borrowing-issue-perspectives-of-school-administrators-in-turkey/601390.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study on STEM education in Turkey?","Question",{"text":112,"@type":113},"It investigates how school administrators in Turkey view STEM education as a borrowed concept, focusing on understanding, implementation experiences, and perceptions of their roles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research method is used to study administrators’ views?",{"text":117,"@type":113},"The study uses a phenomenological design analyzing perceptions of principals working in prominent high schools in Turkey.",{"name":119,"@type":110,"acceptedAnswer":120},"What key problems are reported in STEM implementation?",{"text":121,"@type":113},"The findings point to gaps at both conceptual and school levels, including epistemological issues, infrastructural shortages, misalignment with organizational culture, and knowledge and skill deficits.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601390,1792160798,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","STEM Education as a Concept Borrowing Issue: Perspectives of School Administrators in Turkey  \nBusra Kulakoglu  \nMiddle East Technical University Yasar Kondakci Middle East Technical University  \nECNU Review of Education 2023, Vol. 6(1) 84–104 © The Author(s) 2022 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311221107390](DOI: 10.1177/20965311221107390)[ ](DOI: 10.1177/20965311221107390)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: As a borrowed concept, science, technology, engineering, and mathematics (STEM) education holds limited relevance in many country contexts. This study investigates how school administrators in Turkey view STEM education from three dimensions: (a) their understanding of STEM education, (b) their experiences of STEM implementations, and (c) their perception of their roles in STEM implementation.  \nDesign/Approach/Methods: This phenomenological study analyzes the perceptions of school principals working in prominent high schools in Turkey.  \nFindings: The findings indicate that there are gaps in STEM implementation at both the conceptual level and the school level, including epistemological issues, infrastructural gaps, mismatch with overall organizational culture, and knowledge and skill gaps. Despite efforts to integrate STEM education into educational practices, significant deficiencies are making it an unrealistic practice in Turkey.  \nOriginality/Value: While the literature on STEM education is expanding, a few empirical studies focus on school management in relation to STEM education. Arguably, despite promising to transform science and mathematics teaching, STEM education appears to have limited relevance to  \nCorresponding author:  \nBusra Kulakoglu, Department of Educational Sciences, Middle East Technical University, Ankara, Turkey. Email: [busraku@metu.edu.tr](busraku@metu.edu.tr)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nscience and mathematics teaching in Turkey—rendering it yet another example of concept and policy borrowing in education.  \nKeywords  \nEducational policy, perceptions of school principals, policy borrowing, STEM education Date received: 6 September 2021; revised: 13 December 2021; accepted: 18 April 2022  \nIntroduction  \nWhen Russia launched Sputnik 1 into orbit in 1957, the United States initiated large-scale reforms in science, technology, engineering, and mathematics (STEM) education in an effort to generatescientific innovation, a key factor in maintaining their economic power and status in global relations (Bybee, 2013, p. 13; Fullan, 2009) . The United States subsequently introduced several educational reform movements and initiatives in STEM, including “Nation at Risk” (Gardner, 1983), “Rise Against Gathering Storm” (Augustine, 2008), and “Educate to Innovate” (Office of the Press Secretary, 2009) . Considered the starting point of STEM education, the “Educate to Innovate”movement sought to cultivate individuals with the necessary STEM qualifications (Office of the Press Secretary, 2009) . According to Ng and Tsang (2021), transdisciplinary STEM education can be re-shaped with the help of constructionist learning. Investment in human capital is considered a critical factor in accomplishing economic growth and welfare (Acemoglu et al., 2005; Becker, 1964; Hanushek, 2011) . As a result, the STEM movement served to improve the Uni","cbCaictlMvQ0tUP6","https://ap.wps.com/l/cbCaictlMvQ0tUP6","pdf",638919,21,"English","# Abstract\n# Introduction\n## STEM education origins and reform movements\n## Policy borrowing and local-context limitations\n## Gaps in administration-focused research","[{\"question\":\"What is the main purpose of this study on STEM education in Turkey?\",\"answer\":\"It investigates how school administrators in Turkey view STEM education as a borrowed concept, focusing on understanding, implementation experiences, and perceptions of their roles.\"},{\"question\":\"What research method is used to study administrators’ views?\",\"answer\":\"The study uses a phenomenological design analyzing perceptions of principals working in prominent high schools in Turkey.\"},{\"question\":\"What key problems are reported in STEM implementation?\",\"answer\":\"The findings point to gaps at both conceptual and school levels, including epistemological issues, infrastructural shortages, misalignment with organizational culture, and knowledge and skill deficits.\"}]","STEM Education as a Concept Borrowing Issue - Perspectives of School Administrators in Turkey | PDF",1792092519,53]