Pedagogical Conditions for Developing Core Competencies in School Students Through the Integration of Physics and Technical Knowledge

This study examines the pedagogical conditions necessary for developing core competencies in school students through the integration of physics and technical knowledge within a STEM education framework. Through a quasi-experimental design involving 120 secondary school students (experimental group n=60, control group n=60), the research investigated the effectiveness of integrated physics-technology instruction over one academic semester. Pre-test and post-test assessments measured students' competency development in problem-solving, critical thinking, and practical application skills. Results demonstrated that the experimental group showed significantly higher competency gains (M=78.4, SD=6.2) compared to the control group (M=64.7, SD=7.1), t(118)=10.83, p<0.001, d=2.08. Five essential pedagogical conditions were identified through mixed-methods analysis: interdisciplinary curriculum design, laboratory infrastructure adequacy, teacher professional development in integrative approaches, project-based learning methodologies, and motivation-enhancing learning environments. Qualitative data from student interviews and classroom observations revealed increased engagement and deeper conceptual understanding in the integrated approach. The findings suggest that successful competency development requires systematic integration of these pedagogical conditions within institutional frameworks. This research contributes to the growing literature on STEM education and provides practical implications for curriculum designers and educators implementing integrated science-technology programs.

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