Factors Influencing STEAM Teaching at Private Schools in Vietnam: A Case Study of Ho Chi Minh City
Factors Influencing STEAM Teaching at Private Schools in Vietnam: A Case Study of Ho Chi Minh City

Summary/Abstract: Background/purpose. STEAM integrates Arts into STEM to foster creativity, critical thinking, and problem‐solving. Private schools in Ho Chi Minh City, Vietnam, have pioneered STEAM; however, the drivers of effective implementation and their impacts on engagement, product quality, and evaluation remain underexplored. This study examines the key inputs that shape STEAM delivery and their impact on program outcomes. Materials/Methods. Using a sequential explanatory mixed-methods design (QUAN → QUAL), we surveyed 480 participants, including 330 teachers, 40 administrators, 50 students, and 60 parents, in ten private schools with a 35-item Likert scale questionnaire (1 = “Strongly Disagree” to 5 = “Strongly Agree”). The questionnaire addressed six factors: five inputs (teacher competence & attitude, infrastructure & tools, curriculum & methods, organizational support & policy, learner & parent engagement) and one outcome (“STEAM implementation level”), with Cronbach’s α ≥ 0.79. Analyses included Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). Follow-up semi-structured interviews with 20 purposively selected participants added contextual insight. Results. All input domains significantly predicted STEAM implementation (p < 0.01). Administrators rated resources, policies, and teacher readiness more positively than teachers and students, exposing gaps in arts integration, collaboration, and digital tool use. Students and parents reported lower engagement and satisfaction. Qualitative themes highlighted the need for sustained professional development, flexible infrastructure, adaptive curricula, transparent policies, and structured parent involvement. Conclusion. While private schools in Ho Chi Minh City have robust STEAM foundations, bridging stakeholder confidence and perception divides is essential. A holistic framework aligning targeted teacher support, dynamic infrastructure, flexible curricula, clear policies, and proactive parent engagement will enhance STEAM’s effectiveness, sustainability, and scalability in Vietnam.

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