Managing collaborative work and the teacher's role in implementing STEAM projects
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The implementation of science, technology, engineering, arts, and mathematics projects in Latin America faces limitations associated with curricular fragmentation, insufficient teacher training, and a lack of institutional conditions for collaborative work. This study aimed to analyze the relationship between collaborative work management and the teacher’s role in developing these projects. A qualitative, non-experimental, documentary, and exploratory methodology was applied, based on scientific and institutional publications issued between 2021 and 2026 and examined through reflexive thematic analysis. The results identified joint planning, interdisciplinary coordination, distribution of responsibilities, availability of resources, teacher training, and institutional support as the main dimensions. Although 95 percent of teachers rated the approach favorably, only 50 percent reported having implemented projects, while limited resources, insufficient training, and lack of time hindered their continuity. The interpretation of the findings showed that teachers’ willingness alone did not ensure sustained implementation, as this also depended on organizational conditions and interdisciplinary experience. It was concluded that collaborative management shapes the teacher’s role and supports more coherent implementation, although the relationship should be interpreted without inferring causality.
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