The research aims to provide actionable strategies for educators and policymakers to facilitate the integration of STEAM practices in mathematics education, ultimately improving student outcomes.

A recent study employs the Theory of Planned Behavior and the Technology Acceptance Model to investigate how teachers' perceptions, attitudes, and social influences shape their intentions toward STEAM education.

STEAM education, which integrates science, technology, engineering, arts, and mathematics, aims to enhance critical thinking and problem-solving skills, leading to improved educational outcomes and increased student engagement.

Data was collected from 1,173 mathematics teachers across various regions in China, utilizing a questionnaire to assess factors influencing their intentions and actual implementation of STEAM education.

The study highlights that teachers are more likely to embrace STEAM methodologies when they observe tangible benefits, underscoring the need for practical examples during training sessions.

Despite the recognized benefits of STEAM education, challenges remain due to varying levels of preparedness and willingness among teachers to adopt these innovative approaches.

Subjective norms, influenced by social pressures from peers and administrators, play a significant role in shaping teachers' openness to adopting new strategies like STEAM.

Creating conducive environments for mathematics teachers is essential for effectively implementing STEAM education, which is crucial for preparing future generations of innovative thinkers.

Recommendations from the study include increasing access to professional development on STEAM, fostering collaborative school cultures, and ensuring adequate resources and infrastructure for teachers.