In 2011, South Korea introduced the Science, Technology, Engineering, Arts, and Mathematics (STEAM) education policy in line with the worldwide emphasis on Science, Technology, Engineering, and Mathematics (STEM) education. This study aims to examine the perspectives of the stakeholders involved in the implementation of the STEAM education policy. To accomplish this, a qualitative research design was utilized, and inductive analysis was employed to collect and interpret the viewpoints of 13 stakeholders. These stakeholders encompassed policymakers, national institution directors, regional supervisors, administrators, principals, STEAM lead teachers, and mathematics teachers who created the STEAM-based curriculum in South Korea. Our findings reveal conflicting perspectives among the stakeholders regarding STEAM education. Our analysis also suggests that stakeholders’ participation in STEAM education is discontinuous and driven by the policy wave. Several impediments faced by mathematics teachers were also recognized, including obstacles in aligning STEAM-incorporated mathematics instruction with assessments, inadequate financial and curriculum assistance, and complications within the school climate. We discuss potential components that could affect the success of STEAM education and the conditions necessary for its successful implementation: (1) the need for consensus on the level of policy support; (2) the need for sustainable policy support; and (3) the need for policymakers’ consideration to connect the STEAM education policy with real mathematics classrooms.

2011年，韩国推出了科学、技术、工程、艺术和数学（STEAM）教育政策，与世界范围内对科学、技术、工程和数学（STEM）教育的重视相一致。本研究旨在探讨参与 STEAM 教育政策实施的利益相关者的观点。为了实现这一目标，我们采用了定性研究设计，并采用归纳分析来收集和解释 13 位利益相关者的观点。这些利益相关者包括政策制定者、国家机构负责人、地区主管、行政人员、校长、STEAM 首席教师以及在韩国创建基于 STEAM 课程的数学教师。我们的研究结果揭示了利益相关者之间关于 STEAM 教育的相互矛盾的观点。我们的分析还表明，利益相关者对 STEAM 教育的参与是不连续的，并且受到政策浪潮的推动。数学教师面临的一些障碍也得到了认可，包括将 STEAM 数学教学与评估相结合的障碍、财政和课程援助不足以及学校氛围的复杂性。我们讨论了可能影响STEAM教育成功的潜在组成部分及其成功实施的必要条件：（1）需要就政策支持水平达成共识；(2)需要可持续的政策支持；(3)政策制定者需要考虑将STEAM教育政策与真实的数学课堂联系起来。数学教师面临的一些障碍也得到了认可，包括将 STEAM 数学教学与评估相结合的障碍、财政和课程援助不足以及学校氛围的复杂性。我们讨论了可能影响STEAM教育成功的潜在组成部分及其成功实施的必要条件：（1）需要就政策支持水平达成共识；(2)需要可持续的政策支持；(3)政策制定者需要考虑将STEAM教育政策与真实的数学课堂联系起来。数学教师面临的一些障碍也得到了认可，包括将 STEAM 数学教学与评估相结合的障碍、财政和课程援助不足以及学校氛围的复杂性。我们讨论了可能影响STEAM教育成功的潜在组成部分及其成功实施的必要条件：（1）需要就政策支持水平达成共识；(2)需要可持续的政策支持；(3)政策制定者需要考虑将STEAM教育政策与真实的数学课堂联系起来。以及学校氛围中的复杂情况。我们讨论了可能影响STEAM教育成功的潜在组成部分及其成功实施的必要条件：（1）需要就政策支持水平达成共识；(2)需要可持续的政策支持；(3)政策制定者需要考虑将STEAM教育政策与真实的数学课堂联系起来。以及学校氛围中的复杂情况。我们讨论了可能影响STEAM教育成功的潜在组成部分及其成功实施的必要条件：（1）需要就政策支持水平达成共识；(2)需要可持续的政策支持；(3)政策制定者需要考虑将STEAM教育政策与真实的数学课堂联系起来。