Developing Pre-service Teachers’ Transversal Science, Technology, Engineering, and Mathematics Competencies through Structured Educational Psychology: Evidence from a Module Implementation in Türkiye

Abstract

Educational psychology plays a critical role in preparing future Science, Technology, Engineering, and Mathematics (STEM) teachers by supporting evidence-based instructional practices and the development of transversal competencies. This study evaluates the effectiveness of Educational Psychology in a STEM Fields module developed within the Erasmus+ academy for STEM teachers project for preservice science teachers. A quantitative single-group pre-test–post-test quasi-experimental design is employed with 54 participants. The blended 4-week module integrates face-to-face and online learning activities focusing on educational psychology, teacher proactivity, time management, and collaborative work. The results indicate a statistically significant improvement in participants’ transversal STEM competencies following the intervention, with no significant gender differences observed. Descriptive findings further show notable improvements in inclusive instructional design, educational psychology-based decision-making, and collaborative learning. Participants also report high levels of self-perceived thematic competence and overall satisfaction with the module. Overall, the findings suggest that integrating educational psychology into STEM teacher education can effectively enhance pre-service teachers’ pedagogical competencies, foster essential transversal skills, and support more inclusive and evidence-informed STEM teaching.