The study’s methodological inconsistencies, particularly the small and incomplete sample, weaken its claims about broad educational impact. The reliance on self-reported data without external validation introduces bias, making the reported improvements in pedagogy questionable. Additionally, the application of theoretical frameworks like TPACK and Rogers’ Diffusion of Innovations theory is superficial, lacking critical analysis of their effectiveness in this context. I encourage the authors to address the mentioned issues to strengthen the study’s rigor and improve the clarity and reliability of its conclusions.
Could the authors elaborate on whether teaching experience or school location (urban vs. rural) influenced teachers’ ability to adopt STEAM methodologies? Additionally, while the thematic analysis is well-structured, were any measures taken to assess intercoder reliability? Regarding sustainability, did the study evaluate whether teachers continued using GeoGebra after the intervention, or were any follow-up assessments conducted?