Greek Preschool and Primary Teachers' Perceptions, Readiness and Challenges in Teaching Magnetism through Technology-Enhanced Inquiry-Based Science Education, as STEM, Robotics, and AI

This article reviews the preschool and primary teachers' perceptions, readiness, challenges, and professional needs in relation to teaching magnetism through Technology-Enhanced Inquiry-Based Science Education, as STEM integration, educational robotics, and AI. Magnetism is a conceptually demanding domain in early physics education due to its invisible, non-contact, and relational nature, and its effective teaching depends critically on teachers' epistemic confidence, pedagogical reasoning, and technological preparedness. Drawing on studies from the Greek educational context and the international literature, the article synthesizes empirical findings on how teachers interpret and enact innovation, highlighting the interplay of beliefs, professional identity, self-efficacy, and institutional context. The analysis reveals that while teachers generally recognize the motivational and pedagogical potential of STEM, robotics, and AI, they also confront significant barriers related to limited content knowledge, insufficient training, time constraints, resource availability, and emotional insecurity. Teachers' experiences are characterized by a productive tension between enthusiasm for innovation and anxiety about competence, control, and developmental appropriateness. The article argues that meaningful transformation of magnetism teaching in the early years requires more than technological provision or curricular mandates; it demands sustained investment in teacher education, coherent professional development, collaborative cultures, and institutional support. By centering teachers as active agents of change, the article contributes to broader debates in physics education and teacher education about the human dimensions of pedagogical innovation and the conditions under which early science education can become epistemically rich, inclusive, and sustainable.