We are delighted to present the Coding Ireland STEM Report 2025, offering the most comprehensive analysis of STEM education in Ireland. Building on the success of our inaugural 2024 report, this year’s edition saw unprecedented engagement, with over 1,000 schools, libraries, and youth training centres participating, our highest turnout to date. With two years of data, we can now identify trends in STEM education across Ireland, from educator perspectives to resource availability, professional development, funding, infrastructure, and future directions.

My heartfelt thanks go to the educators, policymakers, and STEM advocates who shared their invaluable insights for this report. Your expertise and dedication to educating Ireland’s youth truly makes a difference, and your collaboration has been essential to this report.

STEM education is essential for Ireland’s future, cultivating critical thinking, problem-solving, creativity, and resilience; key skills our youth need to excel in a rapidly changing world. This report underscores the importance of these efforts to strengthen STEM learning nationwide.

I urge everyone in Ireland’s educational community to engage with its findings and join us in shaping a brighter future for our youth through STEM education. Together, we can empower the next generation of innovators and problem-solvers.

Alan Joyce
Founder, Coding Ireland

The STEM Report 2025 aims to evaluate the current landscape of STEM and Digital Skills education across Ireland. This report is based on a survey conducted in 2025, with comparative data from our 2024 survey. Over 1,000 primary schools, secondary schools, youth centres, and libraries took part in the survey and the 2025 report introduced new questions on AI in education and STEM on the official curriculum.

Key Findings

• Importance: The survey revealed that a significant majority of respondents recognise the critical importance of teaching STEM and Digital Skills to students. In 2025, 66% of respondents rated this as very or extremely important, an increase from 60% in 2024. This upward trend reflects a growing acknowledgement among educators and institutions of the essential role these skills play in equipping students for future careers in an increasingly technology-driven world. 
• Introduction Age: A key insight from the survey is the strong preference for introducing STEM and Digital Skills at an early age. In 2025, 40% of respondents advocated for starting as early as infants (ages 4-6 years), a notable consensus among educators. This perspective is likely driven by the understanding that early exposure can spark curiosity, build foundational knowledge, and cultivate a lifelong interest in STEM fields.
• Prevalence: The survey indicated that 65% of all respondents reported teaching STEM and Digital Skills, though the prevalence varies across different institution types. Specifically, 66% of primary schools, 75% of secondary schools, 33% of youth centres, and 57% of libraries are currently offering such education. These figures reveal a solid foundation of STEM education in formal school settings, particularly at the secondary level, but also highlight disparities. 
• Barriers: Respondents identified several significant barriers to effectively teaching STEM and Digital Skills, with 81% citing a lack of knowledge or training among staff, 76% pointing to insufficient resources or funding, and 54% mentioning a lack of time. These obstacles highlight systemic issues within the educational ecosystem, such as inadequate professional development opportunities for educators and limited budgets for acquiring necessary tools or technologies.
• AI in Education: The survey found that 52% of respondents believe students should be taught about artificial intelligence (AI), reflecting an awareness of AI's growing influence in modern society and its relevance to future job markets. However, only 29% reported high student interest in learning about AI, pointing to a disconnect between educational priorities and student engagement. 

In an increasingly digital world, the importance of STEM and Digital Skills education cannot be overstated. This section delves into the current landscape of STEM and Digital Skills education, exploring when and how these skills are taught, the challenges faced by educators, and the role of emerging technologies like AI.

Through a series of questions, we examine the perceived importance of these skills, the timing and integration of their teaching, the roles and responsibilities of educators, the use of specific tools and programming languages, student engagement and assessment methods, and the inclusion of AI education along with student interest in the topic.

The following charts and commentary provide valuable insights into the current state of STEM and Digital Skills education across various educational settings, including schools, youth centres, and libraries.

This section delves into the curriculum at the heart of STEM education, spotlighting the forthcoming NCCA Primary Science, Technology, and Engineering (STE) curriculum. It examines educators' awareness of this new curriculum, their views on its suitability for primary education, and the challenges anticipated in its implementation.

The section also explores the existing curriculum for STEM and digital skills courses across schools, highlighting the obstacles schools face in delivering these programmes. By comparing curriculum experiences in primary and secondary settings, this section provides a detailed perspective on how the STEM curriculum is evolving to meet future educational needs.

This section delves into educators' comfort levels in facilitating STEM & Digital Skills lessons and the resources or support they require. It examines their participation in and interest for professional development, including their knowledge of training opportunities and methods for staying abreast of STEM education best practices.

Additionally, the section explores parental awareness of the benefits of STEM & Digital Skills education and concludes with educators' visions for the evolving role of STEM education over the next decade.

This section explores the availability of resources and equipment for STEM & Digital Skills education, highlighting the resources available for both students and teachers. It also examines the impact of resource constraints on educators' ability to deliver effective STEM lessons and the challenges schools face in providing adequate equipment.

This section delves into the financial frameworks supporting STEM education within Irish secondary schools, drawing on survey data to highlight how institutions resource their programs. It explores the primary funding channels—such as general budgets, grants, parent/guardian contributions, and alternative sources—used to acquire STEM equipment and materials. The section also evaluates the perceived sufficiency of current funding levels, shedding light on whether schools feel equipped to deliver effective STEM education.

Key Insights and Statistics for Primary Schools

Importance and Introduction of STEM

• 63% of primary schools view teaching STEM & Digital Skills as very or extremely important, up from 57% in 2024. This rise reflects a growing awareness among educators of how vital these skills are for equipping students to tackle future technological and scientific challenges. It suggests a shift in priorities towards early STEM education.
• 52% believe STEM should be introduced to infants (4-6 years). Starting at this age could spark curiosity and lay a robust groundwork for understanding complex concepts later on. Many educators see this early start as key to nurturing a lifelong interest in science and technology.

Current Teaching Practices

• 66% of primary schools teach STEM & Digital Skills, up from 60% in 2024. This increase shows progress in embedding these subjects into the curriculum, though a third of schools still lag behind. Bridging this gap could ensure all students benefit from these essential skills.
• 83% cite lack of knowledge/training as a major barrier. Teachers often feel ill-equipped to deliver STEM lessons effectively, pointing to a critical need for professional development. Without it, the quality and reach of STEM education may remain inconsistent.

Student Engagement

• 50% report high student engagement, with 30% reporting very high engagement. When STEM is taught in an engaging way, it clearly captures young learners’ imaginations and enthusiasm. This positive response could drive further investment in creative teaching methods.

AI Education

• 56% support teaching AI, while 16% oppose it. Most educators recognise AI’s growing role in society and its value in the classroom, but a notable minority worry about its complexity or relevance for young children. Developing simple, age-appropriate AI lessons could help bridge this divide.

Technology and Funding

• Only 33% have the necessary equipment for STEM education. This scarcity restricts practical, hands-on activities that are essential for bringing STEM subjects to life. Schools without proper tools risk falling behind in delivering impactful lessons.
• 11% report sufficient funding, with 69% relying on grants. With so few schools financially secure, the dependence on external grants reveals a fragile system. Stable funding is crucial to sustain and expand STEM initiatives effectively.

Key Insights and Statistics for Secondary Schools

Importance and Introduction of STEM

• 75% of secondary schools view teaching STEM & Digital Skills as very or extremely important, up from 73% in 2024. This high percentage highlights the essential role STEM plays in equipping students for future careers and higher education in an increasingly digital world. The slight rise suggests a growing awareness of its value among educators.
• 28% believe STEM should be introduced in 5th/6th class (11-12 years), while 24% prefer 3rd/4th class (9-10 years). Secondary schools lean towards a later introduction than primary schools, possibly due to the advanced nature of STEM topics. This timing ensures students have the foundational skills needed to grasp more complex concepts effectively.

Current Teaching Practices

• 75% of secondary schools teach STEM & Digital Skills, up from 73% in 2024. While this shows gradual improvement, it also reveals that a quarter of schools still do not offer these subjects. Expanding access is vital to ensure all students gain the skills necessary for a technology-driven future.
• 85% cite lack of knowledge/training as a major barrier. Despite secondary teachers often having more specialised backgrounds, this high figure points to a clear need for enhanced professional development. Better training could improve both the reach and quality of STEM education.

Student Engagement

• 30% report high student engagement, with 10% reporting very high engagement. Although these levels are lower than in primary schools, they still show a notable interest among secondary students. Making STEM lessons more interactive and relevant could further increase enthusiasm and participation.

AI Education

• 83% support teaching AI, with only 2% opposing it. This overwhelming support reflects an understanding of AI’s rising importance in modern society and the workforce. Secondary schools are in a strong position to introduce AI education, preparing students for emerging technological trends.

Technology and Funding

• 44% have the necessary equipment for STEM education. While this is an improvement over primary schools, more than half still lack adequate resources. Access to proper tools is critical for delivering practical, hands-on STEM experiences that engage students effectively.
• 24% report sufficient funding, with 72% relying on general funds. The heavy dependence on general funds indicates that STEM often competes with other school priorities. Dedicated funding could enable more consistent investment in STEM resources and programmes.

Key Insights and Statistics for Youth Centres

Importance and Introduction of STEM

• 57% of youth centres view teaching STEM & Digital Skills as very or extremely important, up from 51% in 2024. This increase shows a growing recognition of STEM's role in preparing young people for a tech-driven future, though it remains lower than in schools. Youth centres may need additional support to fully integrate STEM into their programmes.
• 25% believe STEM should be introduced in 3rd/4th class (9-10 years), while 22% prefer 1st/2nd class (7-8 years). This timing reflects a preference for starting STEM after foundational skills are in place, aligning with the informal, flexible nature of youth centre settings.

Current Teaching Practices

• 33% of youth centres teach STEM & Digital Skills, up from 21% in 2024. This significant rise is promising, but it also highlights that two-thirds of youth centres still do not offer these subjects. Expanding STEM education here could provide vital learning opportunities outside formal schooling.
• 72% cite lack of knowledge/training as a major barrier. Staff in youth centres often lack the training needed to deliver quality STEM lessons, pointing to a critical need for professional development. Without it, STEM education may remain limited in these settings.

Student Engagement

• 32% report high student engagement, with 0% reporting very high engagement. These levels are lower than in schools, likely due to the less structured environment or the diverse needs of attendees. Tailoring activities to be more interactive and relevant could boost participation and enthusiasm.

AI Education

• 67% support teaching AI, while 7% oppose it. This strong support reflects an understanding of AI's growing importance, even in informal settings. Introducing AI education could make this technology more accessible and less intimidating for young people.

Technology and Funding

• 40% have the necessary equipment for STEM education. While this is higher than in primary schools, 60% still lack the tools needed for hands-on learning, which is essential for effective STEM programmes. Access to proper equipment could greatly enhance the quality of education offered.
• 23% report sufficient funding, with 68% relying on general funds. This dependence on general funds suggests that STEM initiatives often compete with other priorities. Dedicated funding could ensure more consistent and impactful STEM programming.

Key Insights and Statistics for Libraries

Importance and Introduction of STEM

• 87% of libraries view teaching STEM & Digital Skills as very or extremely important, up from 68% in 2024. This significant increase reflects a growing recognition of STEM's role in modern education and community development, positioning libraries as key players in fostering these skills.
• 48% believe STEM should be introduced to 1st/2nd class (7-8 years), while 25% prefer 3rd/4th class (9-10 years). This suggests libraries see value in starting STEM education early, possibly to nurture curiosity and foundational skills at a young age.

Current Teaching Practices

• 57% of libraries teach STEM & Digital Skills, up from 45% in 2024. This substantial rise indicates that more libraries are embracing their role as STEM educators, though nearly half still do not offer these subjects. Expanding STEM education here could enhance community access to vital skills.
• 73% cite lack of knowledge/training as a major barrier. Library staff often lack the training needed to deliver quality STEM lessons, highlighting a critical need for professional development. Without it, the reach and impact of STEM education in libraries may remain limited.

Student Engagement

• 41% report high engagement, with 24% reporting very high engagement. This is encouraging, as it shows that when libraries offer STEM activities, they can effectively capture the interest of their patrons, making libraries a valuable space for informal learning.

AI Education

• 67% support teaching AI, while only 7% oppose it. This strong support reflects an understanding of AI's growing importance and the need to make it accessible to the community, even in informal settings like libraries.

Technology and Funding

• 36% have the necessary equipment for STEM education. While this is higher than in primary schools, 64% still lack the tools needed for hands-on learning, which is essential for effective STEM programmes. Access to proper equipment could greatly enhance the quality of education offered.
• 20% report sufficient funding, with 56% relying on general funds. This dependence on general funds suggests that STEM initiatives often compete with other priorities. Dedicated funding could ensure more consistent and impactful STEM programming in libraries.

Importance of STEM and When to Introduce

In Carlow, primary school educators highly value teaching STEM and digital skills, with 50% rating it as very important and 20% as extremely important, and they support early introduction, with 50% advocating for infants and 30% for 1st/2nd class. Secondary school educators show a stronger emphasis, with 25% considering it very important and 75% extremely important, and they suggest introduction in 1st/2nd class or 3rd/4th class, each selected by 50%.

Prevalence of STEM Teaching

STEM and digital skills teaching is prevalent in Carlow, with 65% of primary schools reporting that they teach these subjects, while all secondary schools (100%) indicate that they do so.

Who is STEM Taught to

In Carlow’s primary schools, STEM education is offered across various grades, with 92% teaching it in 5th/6th class, 85% in 3rd/4th class, and 69% in 1st/2nd class. Most primary educators (86%) express interest in teaching STEM, while in secondary schools, STEM is primarily taught during Transition Year (100%), Junior Cycle (75%), and Senior Cycle (50%).

Resources and Support Needed

Primary school educators in Carlow report varying comfort levels in facilitating STEM lessons, with 40% slightly comfortable and 35% moderately comfortable, and they indicate a high need for professional development training (80%) and curriculum guides (75%). Secondary school educators show equal distribution across comfort levels, with 25% in each category from slightly to extremely comfortable, and they prioritise professional development training (100%) while showing lower demand for other supports.

Importance of STEM and When to Introduce

In Cavan, primary school educators rate teaching STEM and digital skills highly, with 50% considering it very important and 14% extremely important. Secondary school educators show a more even distribution, with 40% rating it moderately important and 40% very important. For the optimal time to introduce STEM, 57% of primary school educators favour the infant years, while secondary school educators are evenly split, with 20% each supporting introduction in infants, 3rd/4th class, 5th/6th class, Junior Cycle, and Transition Year.

Prevalence of STEM Teaching

STEM and digital skills are taught in a majority of schools in Cavan, with 71% of primary schools and 80% of secondary schools reporting that they deliver these subjects.

Who is STEM Taught to

In Cavan’s primary schools, STEM education is most commonly offered in 5th and 6th classes, with 100% of educators indicating its inclusion, alongside significant coverage in 3rd/4th class at 70%. In secondary schools, STEM is taught across all cycles, with 75% coverage in Junior Cycle, Transition Year, and Senior Cycle. Interest in expanding STEM education shows that 75% of primary school educators are willing, while 100% of secondary school educators are uncertain, selecting 'maybe'.

Resources and Support Needed

Primary school educators in Cavan report varying levels of comfort in facilitating STEM lessons, with 21% feeling not comfortable at all and 36% feeling very or extremely comfortable. They express strong needs for professional development training at 86% and curriculum guides at 79%. Secondary school educators are generally more confident, with 75% feeling very or extremely comfortable, and prioritise curriculum guides at 100%, while showing less emphasis on professional development training at 75% and time for preparation at 25%.

Importance of STEM and When to Introduce

In Clare, primary school educators highly value teaching STEM and digital skills, with 37% rating it as very important and 26% as extremely important. Regarding when to introduce STEM, 58% advocate for the infant years, 16% for 1st/2nd class, 16% for 3rd/4th class, and 11% for 5th/6th class.

Prevalence of STEM Teaching

Among primary schools in Clare, 74% teach STEM and digital skills, demonstrating notable prevalence in these subjects.

Who is STEM Taught to

In Clare’s primary schools, STEM education is offered across various grades, with 100% of educators reporting it in 3rd/4th class and 86% in 5th/6th class. Additionally, 75% of primary school educators express interest in teaching STEM, while 25% indicate they might be interested.

Resources and Support Needed

Primary school educators in Clare report diverse comfort levels in delivering STEM lessons, with 21% feeling not comfortable at all and 53% moderately comfortable. They highlight needs for professional development training (84%), curriculum guides (58%), and time for preparation (53%).

Insufficient data was collected from secondary schools due to a low number of responses.

Importance of STEM and When to Introduce

In Cork, primary school educators rate the importance of teaching STEM and digital skills highly, with 43% considering it very important and 23% extremely important. Secondary school educators also value it highly, with 58% rating it very important and 26% extremely important. For the optimal time to introduce STEM, 58% of primary school educators advocate for starting in the infant years, while secondary school educators prefer later stages, with 42% favouring 3rd or 4th class.

Prevalence of STEM Teaching

STEM and digital skills are taught in a majority of schools in Cork, with 64% of primary schools and 84% of secondary schools reporting that they teach these subjects, indicating a strong presence in educational settings.

Who is STEM Taught to

In Cork’s primary schools, STEM education is most commonly offered in 5th and 6th classes, with 96% of educators indicating its inclusion, and 75% expressing interest in teaching it. For secondary schools, STEM is primarily taught during Junior Cycle (63%) and Transition Year (81%), with 100% of educators showing interest in teaching it.

Resources and Support Needed

Primary school educators in Cork report moderate comfort in facilitating STEM lessons, with 10% feeling not comfortable at all and 27% very comfortable. They identify a high need for professional development training (80%) and curriculum guides (73%). Secondary school educators are somewhat more comfortable, with 24% very comfortable and 12% extremely comfortable, and they prioritise curriculum guides (82%) along with professional development training (76%).

Importance of STEM and When to Introduce

In Donegal, primary school educators consider teaching STEM and digital skills highly important, with 51% rating it as very important and 20% as extremely important. Secondary school educators show even greater emphasis, with 67% rating it very important and 22% extremely important. Regarding the optimal time to introduce STEM, 71% of primary school educators advocate for the infant years, while secondary school educators prefer a later introduction, with 33% favoring 3rd/4th class and 22% each for 1st/2nd class and 5th/6th class.

Prevalence of STEM Teaching

STEM and digital skills are taught in 61% of primary schools and 89% of secondary schools in Donegal, reflecting a moderate to high level of engagement in STEM education across these institutions.

Who is STEM Taught to

In Donegal’s primary schools, STEM education is predominantly offered in 5th and 6th classes (90%), with significant coverage in 3rd/4th classes (87%), and 95% of educators express interest in teaching it. For secondary schools, STEM is primarily taught during Transition Year (100%) and Junior Cycle (63%), with all educators indicating interest in providing STEM education.

Resources and Support Needed

Primary school educators in Donegal report varied comfort levels in facilitating STEM lessons, with 25% not comfortable at all and 33% moderately comfortable, and they identify a strong need for professional development training (85%) and curriculum guides (71%). In contrast, secondary school educators are generally more comfortable, with 44% moderately comfortable and 56% very or extremely comfortable, and 78% require professional development training and curriculum guides.

Importance of STEM and When to Introduce

In Dublin, primary school educators consider teaching STEM and digital skills highly important, with 45% rating it as very important and 16% as extremely important. Secondary school educators show strong endorsement, with 55% very important and 25% extremely important. Youth centre staff also value it significantly, with 46% very important and 23% extremely important, while library staff have 70% rating it very important. Regarding the optimal time to introduce STEM, primary school educators strongly favour early years, with 50% advocating for infants aged 4-6 years. Secondary school educators prefer middle to later primary years, with 33% selecting 3rd/4th class and 32% 5th/6th class. Youth centre respondents suggest a broader range, with 31% choosing 3rd/4th class, and library staff lean towards early introduction, with 40% favouring 1st/2nd class.

Prevalence of STEM Teaching

STEM and digital skills teaching is common in Dublin's primary schools, with 67% of educators reporting that they teach these subjects. In secondary schools, prevalence is higher at 83%. Youth centres show lower engagement, with 46% teaching STEM, while 60% of libraries incorporate it into their activities.

Who is STEM Taught to

In Dublin's primary schools, STEM education is most prevalent in higher grades, with 82% of educators indicating it is taught in 5th and 6th classes, and 73% in 3rd and 4th classes. Secondary schools focus on later stages, with 84% teaching during Junior Cycle and 77% in Transition Year. For youth centres, STEM is offered across various age groups, notably 83% in senior cycle equivalent ages. Libraries provide STEM education to a wide range of ages, with 100% coverage for children aged 9-12 years and 83% for 13-15 years.

Resources and Support Needed

Primary school educators in Dublin report moderate comfort in facilitating STEM lessons, with 41% feeling moderately comfortable and 15% not comfortable at all. They express high needs for professional development training (82%) and curriculum guides (78%). Secondary school educators are somewhat more comfortable, with 34% moderately comfortable and 28% very comfortable, and they prioritise professional development (79%), curriculum guides (71%), and preparation time (71%). Youth centre staff indicate lower comfort levels, with 23% not comfortable at all and 31% very comfortable, while needing professional development (69%) and curriculum guides (77%). Library staff show mixed comfort, with 50% moderately comfortable and 50% very comfortable, and they require all listed supports, including 100% for curriculum guides and preparation time.

Importance of STEM and When to Introduce

In Galway, primary school educators view teaching STEM and digital skills as highly important, with 69% rating it very or extremely important and 30% moderately important. They advocate for early introduction, with 50% supporting the infant years and 31% the 1st/2nd class years. Secondary school educators show a more even distribution, with 44% each considering it moderately and very important, and 11% extremely important; they propose introduction across multiple stages, including 33% for junior cycle and 22% for 5th/6th class.

Prevalence of STEM Teaching

STEM and digital skills teaching is common in Galway’s schools, with 65% of primary schools and 78% of secondary schools reporting that they teach these subjects, indicating increased engagement compared to the previous year.

Who is STEM Taught to

In Galway’s primary schools, STEM education is most prevalent in 5th and 6th classes, with 88% of educators indicating it is taught there, alongside high rates in 3rd/4th class (71%) and 1st/2nd class (56%). Interest in teaching STEM is strong, with 84% of primary school educators expressing yes or maybe. For secondary schools, STEM is primarily delivered during junior cycle (57%) and transition year (71%), with lower rates in senior cycle (14%). Interest in teaching STEM shows uncertainty, with 50% selecting yes and 50% maybe.

Resources and Support Needed

Primary school educators in Galway report moderate comfort in facilitating STEM lessons, with 18% not comfortable at all and 33% moderately comfortable, while expressing high needs for professional development training (88%) and time for preparation (70%). Secondary school educators are more comfortable, with 50% moderately comfortable and 25% extremely comfortable, and they prioritise professional development training (75%) and curriculum guides (63%).

Importance of STEM and When to Introduce

In Kerry, primary school educators rate the importance of teaching STEM and digital skills highly, with 57% considering it extremely important and 9% very important. Secondary school educators show a more moderate view, with 50% rating it moderately important and 50% very important. For the timing of introduction, 52% of primary school educators advocate starting in the infant years, while 30% prefer 1st or 2nd class. In contrast, secondary school educators suggest later introduction, with 50% favouring 5th or 6th class and 25% each for 3rd or 4th class and Transition Year (TY).

Prevalence of STEM Teaching

STEM and digital skills teaching is common in Kerry’s schools, with 70% of primary schools and 75% of secondary schools reporting that they teach these subjects, indicating a notable increase in adoption compared to previous years.

Who is STEM Taught to

In Kerry’s primary schools, STEM education is delivered across various grades, with 88% of educators reporting it in 5th and 6th classes and 75% in 3rd and 4th classes. Interest in teaching STEM is high, with 86% of primary school educators expressing yes or maybe. For secondary schools, STEM is primarily taught during Junior Cycle (100%) and Senior Cycle (67%), while all secondary educators selected "maybe" for interest in further expansion, indicating uncertainty.

Resources and Support Needed

Primary school educators in Kerry report moderate comfort in facilitating STEM lessons, with 57% feeling moderately comfortable and 22% very comfortable. They identify key needs including professional development training (87%), curriculum guides (61%), and time for preparation (61%). Secondary school educators are more confident, with 50% feeling very comfortable, and prioritise time for preparation (100%) along with professional development training (75%) and curriculum guides (75%).

Importance of STEM and When to Introduce

In Kildare, primary school educators place significant emphasis on teaching STEM and digital skills, with 50% rating it as very important and 13% as extremely important. They strongly advocate for early introduction, with 53% supporting the infant years. Secondary school educators show a more moderate stance, with 57% considering it moderately important, 21% very important, and 14% extremely important, and prefer later introduction, as 57% suggest 5th or 6th class.

Prevalence of STEM Teaching

STEM and digital skills are taught in 60% of primary schools and 57% of secondary schools in Kildare, indicating moderate engagement across educational levels.

Who is STEM Taught to

In Kildare’s primary schools, STEM education is most common in 5th and 6th classes (100%), with substantial coverage in 3rd and 4th classes (89%). For secondary schools, STEM is frequently delivered during Junior Cycle (50%) and Transition Year (88%), and to a lesser extent in Senior Cycle (38%).

Resources and Support Needed

Primary school educators in Kildare exhibit varied comfort levels in delivering STEM lessons, with 14% not comfortable at all and 21% very comfortable, and they highlight a strong need for professional development training (89%) and curriculum guides (79%). Secondary school educators report higher moderate comfort, with 60% feeling moderately comfortable, and express needs for professional development training (70%) and curriculum guides (70%).

Importance of STEM and When to Introduce

In Kilkenny, primary school educators rate teaching STEM and digital skills highly, with 38% considering it very important and 38% extremely important, while 15% rate it slightly important and 8% moderately important. Secondary school educators show even stronger endorsement, with 67% rating it extremely important and 17% moderately important. For the timing of introduction, primary school respondents favor an early start, with 46% advocating for infants and 31% for 1st/2nd class. Secondary school educators prefer a later introduction, with 33% each selecting 3rd/4th class and 5th/6th class, and 17% each choosing infants and 1st/2nd class.

Prevalence of STEM Teaching

STEM and digital skills are taught in 77% of primary schools and 100% of secondary schools in Kilkenny, demonstrating a high level of implementation across both educational levels.

Who is STEM Taught to

In Kilkenny’s primary schools, STEM education is provided across various grades, with 80% of educators reporting it in infants, 70% in 1st/2nd class, 80% in 3rd/4th class, and 80% in 5th/6th class; all primary school educators express interest in teaching STEM. For secondary schools, STEM is primarily taught during Junior Cycle (83%), Transition Year (67%), and Senior Cycle (67%).

Resources and Support Needed

Primary school educators in Kilkenny exhibit varied comfort levels in delivering STEM lessons, with 15% not comfortable at all, 23% slightly comfortable, 15% moderately comfortable, 31% very comfortable, and 15% extremely comfortable; they report a high need for professional development training (92%) and curriculum guides (69%), with 46% requiring more time for preparation. Secondary school educators are generally more confident, with 67% very comfortable and 17% extremely comfortable, and emphasise the need for time for preparation (83%) and curriculum guides (50%), while only 17% seek professional development training.

Importance of STEM and When to Introduce

In Laois, primary school educators consider teaching STEM and digital skills important, with 36% rating it as moderately important, 50% as very important, and 14% as extremely important. They suggest introducing STEM early, with 43% favoring the infant years and 29% recommending third or fourth class. Secondary school educators unanimously rate it as extremely important, and advocate for introduction at first or second class and Junior Cycle, each selected by 50%.

Prevalence of STEM Teaching

STEM and digital skills are taught in 64% of primary schools and 100% of secondary schools in Laois, indicating a high level of engagement, particularly among secondary educators.

Who is STEM Taught to

In primary schools in Laois, STEM education is commonly provided in third or fourth class (89%) and fifth or sixth class (78%). In secondary schools, STEM is taught across all cycles, with 100% coverage in Junior Cycle, Transition Year, and Senior Cycle.

Resources and Support Needed

Primary school educators in Laois express varied comfort levels in facilitating STEM lessons, with 43% feeling moderately comfortable and 14% not comfortable at all. They indicate a strong need for professional development training (100%), curriculum guides (71%), and time for preparation (86%). Secondary school educators are equally split, with 50% feeling slightly comfortable and 50% very comfortable, and report needing all supports, including professional development training, curriculum guides, and preparation time, each at 100%.

Importance of STEM and When to Introduce

In Leitrim, primary school educators rate the importance of teaching STEM and digital skills with 43% considering it moderately important, 29% very important, and 29% extremely important. Secondary school educators rate it unanimously as extremely important at 100%. Library staff view it as very important, with 100% selecting this option. For the optimal time to introduce STEM, 57% of primary school educators prefer the infant years, while secondary school educators are divided, with 50% choosing infants and 50% opting for 3rd or 4th class. Library respondents favour early introduction, with 67% selecting infants and 33% 1st or 2nd class.

Prevalence of STEM Teaching

In Leitrim, 57% of primary schools report teaching STEM and digital skills, while 43% do not. Secondary schools show an equal split, with 50% teaching and 50% not teaching these subjects. Libraries indicate that 33% teach STEM and digital skills, compared to 67% that do not.

Who is STEM Taught to

In Leitrim’s primary schools, STEM education is provided across various grades, with 75% of educators reporting it in 5th and 6th classes, 50% in 3rd and 4th classes, and 25% in infants and 1st/2nd classes; additionally, 25% report teaching in junior cycle and transition year. In secondary schools, STEM is taught in all relevant stages, with 100% coverage in junior cycle, transition year, and senior cycle. For libraries, STEM education is directed at age groups from 7 to 12 years, with 100% of respondents indicating provision for each of these groups.

Resources and Support Needed

Primary school educators in Leitrim express varied comfort levels in facilitating STEM lessons, with 29% feeling not comfortable at all and 43% very comfortable. They indicate a high need for professional development training at 100% and curriculum guides at 71%. Secondary school educators report greater confidence, with 50% feeling very comfortable and 50% extremely comfortable, and they require professional development training and curriculum guides both at 100%.

Importance of STEM and When to Introduce

In Limerick, primary school educators value teaching STEM and digital skills highly, with 40% rating it as very important and 28% as extremely important. Secondary school educators demonstrate stronger endorsement, with 20% rating it very important and 80% extremely important. Regarding the best time to introduce STEM, 62% of primary school educators favour the infant years, while secondary school educators show a preference for earlier introduction, with 60% selecting infants and 20% choosing junior cycle.

Prevalence of STEM Teaching

STEM and digital skills are commonly taught in Limerick’s schools, with 79% of primary schools reporting that they teach these subjects, compared to 100% of secondary schools indicating the same.

Who is STEM Taught to

In Limerick’s primary schools, STEM education is offered across various grades, most frequently in 5th and 6th classes (92%), followed by 3rd and 4th classes (78%). Additionally, 80% of primary school educators express interest in teaching or expanding STEM education. For secondary schools, STEM is primarily taught during transition year (80%) and junior cycle (60%), with lower emphasis on senior cycle (40%).

Resources and Support Needed

Primary school educators in Limerick report moderate comfort in facilitating STEM lessons, with 12% feeling not comfortable at all and 26% very comfortable. They identify key needs including professional development training (88%), curriculum guides (74%), and time for preparation (65%). Secondary school educators show varied comfort levels, with 20% not comfortable at all and 40% moderately comfortable, and they prioritise professional development training (80%) and curriculum guides (80%).

Importance of STEM and When to Introduce

In Longford, primary school educators rate the importance of teaching STEM and digital skills highly, with 57% considering it very important and 29% extremely important, while 14% rate it moderately. Secondary school educators unanimously rate it as very important. Library staff show a strong emphasis, with 75% rating it very important and 25% moderately important. Regarding the optimal time to introduce STEM, primary school educators are evenly distributed, with 29% each favoring infants, 1st/2nd class, and 3rd/4th class, and 14% for 5th/6th class. Secondary school educators advocate for introduction across a range of stages, with 33% each for 3rd/4th class, 5th/6th class, and Junior Cycle. Library staff suggest starting in 1st/2nd class or 3rd/4th class, with 50% each.

Prevalence of STEM Teaching

STEM and digital skills teaching is prevalent in Longford’s primary schools, with 57% of educators reporting that they teach these subjects. In secondary schools, 67% indicate that STEM is taught, showing a notable level of engagement. Libraries also demonstrate involvement, with 75% reporting that they provide STEM education.

Who is STEM Taught to

In Longford’s primary schools, STEM education is most commonly offered in 3rd/4th class and 5th/6th class, with 100% of educators reporting its inclusion in these grades, while 25% include infants and 25% include 1st/2nd class. All primary school educators express interest in teaching STEM. For secondary schools, STEM is taught across Junior Cycle (50%), Transition Year (50%), and Senior Cycle (100%). All secondary school educators also show interest in teaching STEM. In libraries, STEM education targets age groups 7-8 years (67%), 9-10 years (100%), and 11-12 years (100%), with staff indicating uncertainty about further teaching, as 100% selected "maybe" for interest.

Resources and Support Needed

Primary school educators in Longford report moderate comfort in facilitating STEM lessons, with 57% feeling moderately comfortable, 29% slightly comfortable, and 14% not comfortable at all. They identify a high need for curriculum guides (100%), professional development training (71%), and time for preparation (57%). Secondary school educators show varied comfort levels, with 33% each feeling slightly comfortable, moderately comfortable, and very comfortable. They require support across all areas, with 67% needing professional development training, curriculum guides, and time for preparation. Library staff exhibit mixed comfort, with 50% moderately comfortable and 50% extremely comfortable, and express needs for professional development training (50%) and time for preparation (50%), with no need reported for curriculum guides.

Importance of STEM and When to Introduce

In Louth, primary school educators rate the importance of teaching STEM and digital skills highly, with 39% considering it moderately important, 30% very important, and 22% extremely important. Secondary school educators also value it highly, with 29% rating it moderately important, 43% very important, and 29% extremely important. Regarding when to introduce STEM, primary school educators predominantly advocate for the infant years, with 61% supporting introduction at ages 4-6, while secondary school educators prefer a broader range, including 29% for 1st/2nd class (ages 7-8) and 29% for 5th/6th class (ages 11-12).

Prevalence of STEM Teaching

STEM and digital skills are commonly taught in Louth’s schools, with 74% of primary schools and 71% of secondary schools reporting that they teach these subjects.

Who is STEM Taught to

In Louth’s primary schools, STEM education is most frequently offered in 3rd/4th classes, with 94% of educators reporting its inclusion, and also in 5th/6th classes at 106%. In secondary schools, STEM is primarily taught during Junior Cycle and Transition Year, both at 100%, and Senior Cycle at 60%. Interest in teaching STEM shows that 67% of primary school educators are interested, with 33% uncertain, while 50% of secondary school educators are interested and 50% uncertain.

Resources and Support Needed

Primary school educators in Louth report moderate comfort in facilitating STEM lessons, with 41% feeling moderately comfortable and 18% not comfortable at all. They express a high need for professional development training (95%) and curriculum guides (86%). Secondary school educators show greater comfort, with 29% feeling moderately comfortable, 29% very comfortable, and 29% extremely comfortable, and they prioritise curriculum guides (100%) and time for preparation (86%).

Importance of STEM and When to Introduce

In Mayo, primary school educators rate the importance of teaching STEM and digital skills moderately or highly, with 41% considering it moderately important and 45% very important. Secondary school educators show greater emphasis, with 56% rating it very important and 33% extremely important. For the optimal time to introduce STEM, primary school educators predominantly advocate for 1st/2nd class (55%), while secondary school educators suggest a broader range, with 44% favoring 3rd/4th class and 22% each for 1st/2nd class and Junior Cycle.

Prevalence of STEM Teaching

STEM and digital skills are taught in 55% of primary schools in Mayo, compared to 89% of secondary schools, demonstrating a higher rate of implementation in secondary education.

Who is STEM Taught to

In Mayo's primary schools, STEM education is frequently provided in 3rd/4th and 5th/6th classes, with 81% of educators reporting its inclusion in each. Secondary schools mainly offer STEM during Junior Cycle (71%) and Transition Year (86%). Interest in teaching STEM is strong, with 85% of primary school educators and 100% of secondary school educators indicating yes.

Resources and Support Needed

Primary school educators in Mayo express varied comfort levels in facilitating STEM lessons, with 38% feeling moderately comfortable and 28% not comfortable at all, and they identify a high need for professional development training (83%). Secondary school educators report higher comfort, with 50% feeling moderately comfortable and 38% very or extremely comfortable, while prioritizing curriculum guides (88%) and time for preparation (100%).

Insufficient data was collected from secondary schools in Mayo due to low response numbers.

Importance of STEM and When to Introduce

In Meath, primary school educators rate teaching STEM and digital skills highly, with 55% considering it very important and 10% extremely important, and they advocate for early introduction, with 55% supporting the infant years. Secondary school educators also value it highly, with 57% rating it very important and 14% extremely important, but 71% prefer introduction in 5th or 6th class.

Prevalence of STEM Teaching

STEM and digital skills are taught in 66% of primary schools and 57% of secondary schools in Meath, showing notable engagement across these educational levels.

Who is STEM Taught to

In Meath’s primary schools, STEM education is most commonly provided in 5th and 6th classes, with 84% of educators reporting its inclusion, and interest in teaching it is high, with 80% responding yes. In secondary schools, STEM is predominantly taught during Transition Year (100%) and Senior Cycle (75%), with all educators expressing interest in teaching it.

Resources and Support Needed

Primary school educators in Meath report varying levels of comfort in delivering STEM lessons, with 21% not comfortable at all, and they indicate a high need for professional development training (96%) and curriculum guides (79%). Secondary school educators exhibit greater comfort, with 33% extremely comfortable, and show equal demand for professional development training, curriculum guides, and time for preparation, each at 67%.

Importance of STEM and When to Introduce

In Monaghan, primary school educators rate the importance of teaching STEM and digital skills with 60% considering it moderately important, 33% very important, and 7% extremely important. Secondary school educators rate it unanimously as moderately important. Regarding the optimal time to introduce STEM, 47% of primary educators advocate for the infant years, 33% for 1st/2nd class, and 20% for 3rd/4th class, while secondary educators consensus is to introduce it at Junior Cycle.

Prevalence of STEM Teaching

STEM and digital skills are taught in 80% of primary schools in Monaghan, whereas no secondary schools report teaching these subjects.

Who is STEM Taught to

In primary schools, STEM education is provided across various grades, with 83% of educators reporting it in 5th and 6th class, 67% in 3rd and 4th class, 42% in 1st and 2nd class, and 33% in infants. Interest in expanding STEM education shows 33% of primary educators definitely interested and 67% possibly interested, while all secondary educators express uncertainty with 100% selecting 'maybe'.

Resources and Support Needed

Primary educators in Monaghan report mixed comfort levels in facilitating STEM lessons, with 60% slightly comfortable, 13% not comfortable, 13% moderately comfortable, and 13% very comfortable. They need professional development training (93%), curriculum guides (53%), and time for preparation (40%). Secondary educators are equally split, with 50% not comfortable and 50% moderately comfortable, and all require professional development training (100%), with half needing curriculum guides and time for preparation.

Insufficient data was collected from secondary schools due to a low number of responses.

Importance of STEM and When to Introduce

In Offaly, primary school educators rate teaching STEM and digital skills as highly important, with 50% considering it very important and 11% extremely important. They advocate for early introduction, with 44% supporting infants and 44% first or second class. Secondary school educators show a balanced view, with 50% rating it moderately important and 50% very or extremely important, and they suggest introduction in first or second class (50%) or third or fourth class (50%).

Prevalence of STEM Teaching

STEM and digital skills are taught in the majority of schools in Offaly, with 78% of primary schools and 75% of secondary schools reporting that they teach these subjects.

Who is STEM Taught to

In Offaly’s primary schools, STEM education is predominantly offered in fifth and sixth classes (86%), with coverage in earlier grades such as infants (29%), first or second class (36%), and third or fourth class (43%). Interest in teaching STEM is evenly split, with 50% of educators saying yes and 50% maybe. In secondary schools, STEM is universally taught during Transition Year (100%) and to a lesser extent in Junior Cycle (33%), with all educators indicating uncertainty about expansion, selecting "maybe".

Resources and Support Needed

Primary school educators in Offaly report moderate comfort in facilitating STEM lessons, with 41% feeling moderately comfortable and 18% not comfortable at all. They express a high need for professional development training (100%) and curriculum guides (82%). Secondary school educators are also moderately comfortable, with 67% feeling moderately comfortable, and they indicate a strong need for curriculum guides (125%) and professional development training (125%), reflecting multiple selections in the survey responses.

Importance of STEM and When to Introduce

In Roscommon, primary school educators rate teaching STEM and digital skills as moderately important (47%), very important (40%), and extremely important (13%). They support introducing STEM in the infant years or 1st/2nd class, each favoured by 47%. Secondary school educators rate it as very important (100%) and are equally divided between introducing it in 1st/2nd class and Junior Cycle (50% each). Youth centre respondents rate it as moderately important (100%) and advocate for introduction in Junior Cycle (100%).

Prevalence of STEM Teaching

STEM and digital skills are taught in 60% of primary schools in Roscommon, while all secondary schools report teaching them. No youth centres teach STEM and digital skills.

Who is STEM Taught to

In primary schools, STEM education is provided in 56% of 1st/2nd classes, 89% of 3rd/4th classes, and 89% of 5th/6th classes, with 67% of educators interested in teaching it and 33% undecided. Secondary schools teach STEM in Junior Cycle (50%) and Senior Cycle (100%). Youth centre respondents are all undecided about teaching STEM.

Resources and Support Needed

Primary school educators in Roscommon have varying comfort levels, with 29% not comfortable at all and 43% moderately comfortable in facilitating STEM lessons; they need professional development training (86%) and curriculum guides (86%), with 50% requiring time for preparation. Secondary school educators are equally split between moderately and extremely comfortable (50% each) and need all resources (100%). Youth centre respondents are moderately comfortable (100%) and need all resources (100%).

Importance of STEM and When to Introduce

In Sligo, primary school educators consider teaching STEM and digital skills important, with 44% rating it moderately important, 38% very important, and 13% extremely important. They support early introduction, with 38% advocating for infants and 25% each for 1st/2nd and 3rd/4th classes. Secondary school educators view it as moderately important for 50%, very important for 25%, and extremely important for 25%, and suggest introduction across later stages, with 25% each supporting 1st/2nd class, 3rd/4th class, 5th/6th class, and Junior Cycle.

Prevalence of STEM Teaching

STEM and digital skills are taught by 63% of primary schools in Sligo, while 50% of secondary schools report teaching these subjects, indicating moderate engagement across educational levels.

Who is STEM Taught to

In Sligo’s primary schools, STEM education is offered across all grades, with 80% in 5th/6th class, 70% in 3rd/4th class, 50% in 1st/2nd class, and 40% in infants. For secondary schools, it is primarily taught during Junior Cycle (100%) and Transition Year (100%), with 50% in Senior Cycle, reflecting targeted delivery in upper levels.

Resources and Support Needed

Primary school educators in Sligo report low comfort in facilitating STEM lessons, with 25% not comfortable at all, 25% slightly comfortable, and 44% moderately comfortable, and express high needs for professional development training (75%), curriculum guides (69%), and time for preparation (81%). Secondary school educators show similar discomfort, with 25% not comfortable at all, 50% slightly comfortable, and 25% moderately comfortable, and prioritise professional development training (100%) and curriculum guides (75%), with less emphasis on preparation time (50%).

Importance of STEM and When to Introduce

In Tipperary, primary school educators consider teaching STEM and digital skills important, with 70% rating it very or extremely important, and they advocate strongly for introduction in the infant years, with 70% supporting this stage. Secondary school educators show a higher level of importance, with 100% rating it very or extremely important, and a balanced view on introduction timing, with approximately 17% each favoring infants, 1st/2nd class, 3rd/4th class, 5th/6th class, and Junior Cycle.

Prevalence of STEM Teaching

STEM and digital skills teaching is common in Tipperary’s primary schools, with 70% of educators reporting that they teach it, whereas in secondary schools, 50% indicate they do so, showing a difference in engagement levels.

Who is STEM Taught to

In Tipperary’s primary schools, STEM education is most frequently offered in 5th and 6th classes (90%), with substantial provision in earlier grades, and 88% of educators express interest in teaching it. For secondary schools, STEM is taught across all cycles, with 100% coverage in Junior Cycle, Transition Year, and Senior Cycle, while interest in further teaching is lower, with 33% definitely interested and 67% uncertain.

Resources and Support Needed

Primary school educators in Tipperary report moderate comfort in delivering STEM lessons, with 36% feeling moderately comfortable and 32% very or extremely comfortable, and they highlight a strong need for professional development training (84%) and curriculum guides (88%). Secondary school educators are generally more confident, with 67% feeling very or extremely comfortable, and emphasise needs for professional development (67%), curriculum guides (83%), and preparation time (83%).

Importance of STEM and When to Introduce

In Waterford, primary school educators rate the importance of teaching STEM and digital skills highly, with 67% considering it very important and 17% extremely important. They advocate for early introduction, with 50% favoring the infant years and 33% the 1st and 2nd classes. Secondary school educators show even stronger emphasis, with 40% rating it very important and 60% extremely important. For introduction timing, 60% of secondary educators suggest 1st and 2nd classes, while 20% each prefer infants and Junior Cycle.

Prevalence of STEM Teaching

STEM and digital skills are taught in 67% of primary schools and 60% of secondary schools in Waterford, indicating a majority engagement in these subjects.

Who is STEM Taught to

In Waterford’s primary schools, STEM education is offered across various grades, with 100% of educators reporting it in 3rd and 4th classes, 75% in 1st and 2nd classes, and 50% in both infants and 5th and 6th classes. Interest in teaching or expanding STEM is split, with 50% definitely interested and 50% possibly interested. For secondary schools, STEM is primarily taught during Transition Year (100%), Junior Cycle (67%), and Senior Cycle (33%). All secondary school educators express definite interest in teaching STEM and digital skills.

Resources and Support Needed

Primary school educators in Waterford report moderate comfort in facilitating STEM lessons, with 67% feeling moderately comfortable. They indicate a high need for professional development training (83%) and curriculum guides (67%). Secondary school educators are more confident, with 80% feeling very comfortable, and prioritise professional development training (100%) and curriculum guides (80%).

Importance of STEM and When to Introduce

In Westmeath, primary school educators rate teaching STEM and digital skills as important, with 48% considering it very important and 10% extremely important. Secondary school educators show a higher emphasis, with 50% rating it extremely important and 25% very important. For the timing of introduction, 71% of primary school educators advocate for early stages, specifically 33% for infants and 38% for 1st/2nd class, while secondary school educators prefer later introduction, with 50% suggesting 5th/6th class and 25% each for 1st/2nd class and Transition Year.

Prevalence of STEM Teaching

STEM and digital skills are taught in 43% of primary schools and 75% of secondary schools in Westmeath, indicating moderate to high engagement across educational levels.

Who is STEM Taught to

In Westmeath’s primary schools, STEM education is frequently offered in 5th and 6th classes, with all responding educators reporting its inclusion, and there is strong interest in teaching it, with 73% expressing yes. In secondary schools, STEM is commonly taught during Junior Cycle and Transition Year, each selected by 67% of educators, and all respondents indicate interest in expanding STEM education.

Resources and Support Needed

Primary school educators in Westmeath report moderate comfort in facilitating STEM lessons, with 52% feeling moderately comfortable, and they identify a need for professional development training (86%) and curriculum guides (67%). Secondary school educators show varied comfort levels, with 33% each feeling slightly, very, or extremely comfortable, and they emphasise professional development training (100%) and curriculum guides (67%).

Importance of STEM and When to Introduce

In Wexford, primary school educators consider teaching STEM and digital skills important, with 38% rating it moderately important, 48% very important, and 14% extremely important. They strongly advocate for early introduction, with 57% favoring the infant years. Secondary school educators also view STEM education as important, with 29% rating it moderately important, 57% very important, and 14% extremely important, and they suggest introduction across various stages, including 43% for 1st/2nd class and 14% each for infants, 3rd/4th class, 5th/6th class, and Transition Year.

Prevalence of STEM Teaching

In Wexford, 57% of primary schools teach STEM and digital skills, while 43% do not. For secondary schools, 43% teach these skills, and 57% do not, indicating a moderate level of engagement in STEM education.

Who is STEM Taught to

In Wexford’s primary schools, STEM education is taught across multiple grades, with 92% in 3rd/4th class, 75% in infants, and 75% in 5th/6th class. Interest in teaching STEM is evident, with 75% of educators responding yes and 25% maybe. In secondary schools, STEM is mainly taught during Junior Cycle (67%) and Senior Cycle (67%), with 33% in Transition Year, and half of educators express interest in teaching it, while the other half are uncertain.

Resources and Support Needed

Primary school educators in Wexford report low comfort in facilitating STEM lessons, with 29% not comfortable at all and only 10% very or extremely comfortable combined. They indicate a high need for professional development training (81%), curriculum guides (71%), and time for preparation (81%). Secondary school educators show mixed comfort levels, with 43% not comfortable at all and 29% very comfortable, and all (100%) require professional development training, with 57% needing curriculum guides and time for preparation.

Importance of STEM and When to Introduce

In Wicklow, primary school educators rate teaching STEM and digital skills as moderately or very important, with 60% selecting moderately important and 33% very important. Secondary school educators show a broader range, with 25% considering it moderately important, 25% very important, and 38% extremely important. Regarding the optimal time to introduce STEM, primary school educators predominantly advocate for early years, with 40% favouring infants and 47% 1st/2nd class. Secondary school educators suggest a later start, with 38% supporting 1st/2nd class and 50% 5th/6th class.

Prevalence of STEM Teaching

STEM and digital skills teaching is moderately prevalent in Wicklow’s schools, with 53% of primary schools and 63% of secondary schools reporting that they teach these subjects.

Who is STEM Taught to

In Wicklow’s primary schools, STEM education is most commonly offered in higher grades, with 75% of educators indicating it is taught in 5th/6th class, 63% in 3rd/4th class, and 38% in 1st/2nd class. Interest in teaching STEM varies, with 57% of primary school educators expressing yes and 43% maybe. For secondary schools, STEM is primarily taught during Junior Cycle (100%), Transition Year (80%), and Senior Cycle (40%), with equal distribution in interest levels at 33% each for yes, no, and maybe.

Resources and Support Needed

Primary school educators in Wicklow report mixed comfort levels in facilitating STEM lessons, with 13% feeling not comfortable at all, 38% slightly comfortable, and 31% moderately comfortable. They identify a high need for professional development training (93%) and curriculum guides (80%). Secondary school educators are somewhat more comfortable, with 38% very comfortable and 13% extremely comfortable, and prioritise professional development training (75%) and curriculum guides (63%).

Why?

The purpose of this survey was to gather comprehensive data on the integration and impact of STEM education across Ireland. The report focuses specifically on coding, robotics, and other digital skills within the STEM spectrum. This approach allows for a detailed exploration of strategies for embedding these essential digital skills into Ireland's educational landscape. Recognising coding, technology and engineering as key components of modern technological literacy, the report addresses the growing importance of these skills in preparing students for a future driven by technological advancements and digital transformation.

Who?

All primary and secondary schools, youth and training centres (Youthreach and Community Training Centres), and libraries in Ireland were invited to participate. These institutions are pivotal in shaping the educational and developmental experiences of young people, providing a broad and diverse perspective on the current state of STEM education.

The respondents were:

• School principals, leadership teams and teachers
• Executive librarians, library managers and staff
• Youth and training centre managers and instructors.

How Many?

The following numbers of institutions participated in the survey:

• Primary Schools: 748 out of 3,231 (23% of primary schools in Ireland)
• Secondary Schools: 210 out of 727 (29% of secondary schools in Ireland)
• Youth Centres: 58 out of 183 (32% of youth & training centres in Ireland)
• Libraries: 71 out of 330 (22% libraries in Ireland)

When?

The survey was conducted over a period of seven weeks, from 19th March 2025 to 9th May 2025. This extended timeframe ensured sufficient participation and provided a comprehensive snapshot of the current academic year.

How?

The survey was conducted online, allowing for a wide reach and ease of participation. Respondents were provided with a structured questionnaire designed to collect detailed information on various aspects of STEM education, with a particular focus on coding, technology and engineering. The online format facilitated efficient data collection and analysis, ensuring that the insights gathered were both robust and representative.

By following this methodology, the Coding Ireland STEM Report 2025 aims to present accurate and actionable insights into the state of STEM education in Ireland.

Alan Joyce

Founder, Coding Ireland

Alan Joyce, the founder of Coding Ireland, is recognised as one of the most prominent voices and thought leaders in STEM education in Ireland. With extensive experience in both the technology and government sectors, Alan has significantly impacted the educational landscape.

He is the author of the Digital Skills Curriculum, the most comprehensive STEM framework in Ireland, which has become the cornerstone of STEM learning in hundreds of Irish schools. Through this ground breaking work, Joyce redefined how digital skills are taught, making the subject accessible and achievable for teachers and students who previously thought it was beyond their reach.

Joyce’s influence has positioned Coding Ireland as a national standard-bearer for STEM and Digital Skills education. Under his leadership, the organisation has set benchmarks for quality and innovation, inspiring a generation of educators and learners.

Joyce continues to advocate for accessible, high-quality learning experiences that inspire students to embrace technology confidently. Through his efforts, he is helping to build a future where Ireland’s youth are not just participants but leaders in the global digital economy.

Ciaran Fay

Primary School Teacher & Director of Educational Outreach, Coding Ireland

Ciaran Fay, a primary school teacher and the Director of Educational Outreach at Coding Ireland, brings a unique blend of classroom experience and leadership to the field of digital education. With a passion for educating young minds, he has become a driving force in shaping how Ireland’s youngest learners engage with technology.

Fay is the mind behind the foundational early years modules of the Digital Skills Curriculum, widely recognised for introducing digital literacy to primary school students. His forward-thinking approach has redefined early education, ensuring children across Ireland develop essential technological skills from the start.

In addition, Fay has led teacher training programs, equipping educators nationwide with the tools and knowledge to integrate digital innovation into their teaching. His leadership in this area has enhanced the capabilities of teachers and enriched classroom experiences throughout the country.

Through his dedication, Ciaran Fay has fostered a nationwide culture of digital innovation, bridging the gap between education and technology. His work ensures that both students and educators are well-prepared to thrive in an increasingly digital world, leaving a lasting impact on Ireland’s educational landscape.