Lukman Nul HakimDestina Wahyu WinartiAlam, Md. Efta Khirul2023-11-072023-11-0720232023-08-29https://hdl.handle.net/20.500.14576/99The purpose of this study is to look into the state of STEAM education implementation in Bangladeshi secondary schools at the moment together with challenges and opportunities associated with implemetion of STEAM education, and the attitudes and preceptions of teachers and students towards implemention of STEAM education in Bangladesh. This study employs a qualitative research methodology, utilizing three distinct methods of data collection: focused group discussions, interviews, and observations. Triangulation techniques are employed in the process of data collection and sourcing to enhance the validity and reliability of findings, thereby bolstering the credibility and trustworthiness of the research. For the observational component of this case study, a private English-medium school located in Dhaka, Bangladesh, was chosen. The present study recruited a sample size of 21 participants. The participants of the interview comprised a District Education Officer and two school principals, one from a public secondary school and the other from a private secondary school situated in Bogura, Bangladesh. A series of focus group discussions were undertaken, involving a total of six teachers and twelve students who were selected as representatives from the aforementioned schools not having a STEAM curriculum. The findings indicates that 1) STEAM education is not currently offered in secondary schools throughout Bangladesh. Principals and teachers of secondary schools believed that integrating STEAM education into Bangladesh's educational system will help students in developing skills like problem- solving, critical thinking, and teamwork. To the contrary, more teacher development programs and policy implementation would be needed to properly implement STEAM education. 2) The implementation of STEAM education will provide learners and teachers with both possibilities and challenges. The study discovered that teacher training, a limited budget, and STEAM lab accessories can be a challenge for secondary school teachers. Teachers, on the other hand, would benefit from increased professional development opportunities, the establishment of strong cross-disciplinary collaborations, and the efficient use of educational technology. 3). Secondary school teachers and students both perceived STEAM education as offering real-world experiments and inquiry-based learning. Teachers felt that professional development was necessary before STEAM was put into effect in Bangladeshi classrooms. The study sheds important light on the function of secondary school STEAM programs in defining future options for students by examining the post-secondary routes of STEAM-educated students. The research findings will not only enrich the dialogue on STEAM education in Bangladesh but also serve as a foundation for policy reform aimed at modernizing and enhancing the country's educational system for a better future. Keywords: STEAM Education, Secondary Schools, Educational Policy, Learning Strategies, Educational ReformenAll Rights ReservedSTEAM EducationSecondary SchoolsEducational PolicyLearning StrategiesEducational ReformThesis