Teacher Readiness and Pedagogical Competence for Implementing STEAM Education in Indian Classroom

In recent years, the educational landscape in India has undergone a paradigm shift toward multidisciplinary, inquiry based, and competency driven learning. The integration of Science, Technology, Engineering, Arts, and Mathematics, collectively referred to as STEAM Education, has gained prominence as a holistic approach to prepare learners for the challenges of the 21st century. Rooted in the vision of the National Education Policy NEP 2020, STEAM education aspires to cultivate creativity, problem solving, and innovation by blending analytical and artistic thinking. However, the success of STEAM education in Indian classrooms depends significantly on teachers' readiness and pedagogical competence. This paper critically examines the role of teacher preparedness in implementing STEAM pedagogy, explores the challenges faced by Indian educators, and proposes actionable remedies to strengthen instructional capacity. The discussion emphasizes that teacher readiness involves not only the mastery of interdisciplinary content but also the ability to design experiential, student centered, and culturally relevant learning experiences. The paper concludes that empowering teachers through continuous professional development, curriculum redesign, and assessment reform is indispensable for embedding STEAM education meaningfully into Indian schools. Zonaira Minhaji | Dr. Smita Srivastava | Dr. Asha Pal "Teacher Readiness and Pedagogical Competence for Implementing STEAM Education in Indian Classroom" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-9 | Issue-6 , December 2025, URL: https://www.ijtsrd.com/papers/ijtsrd99898.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/99898/teacher-readiness-and-pedagogical-competence-for-implementing-steam-education-in-indian-classroom/zonaira-minhaji