In the country’s journey to improve the quality of life of Filipinos and to establish high economic growth, aspects of science, technology, engineering, agriculture and mathematics (STEAM) may highlight skills to achieve our goals. Apparently, most first world countries adhere to the concept of STEM as the driver of their economy in the 21^st century and their powerful tool for individual and economic success (National Governor’s Association [NGA], 2011; Donovan, Mateos, Osborne & Bisaccio, 2014; Sahin, 2016). They believe that all aspects of the economy are STEM-influenced, in one way or another. STEM provides  a strong human resource or human capital that eventually leads the country to technology-driven state and sustainable growth of resources such as economy-driven biodiversity and ecosystem restoration, enhanced biocapacity and functionality (Donovan, Mateos, Osborne & Bisaccio, 2014); and STEM-triggered research and innovations for improved and probably increased production of goods. In fact, the adherence of the country to STEAM highlights the “AMBISYON NATIN 2040”, themed as, â€œMatatag, Maginhawa, at Panatag na Buhay (Philippine Development Plan [PDP], 2017).” The country believed that the 2040 goal may concretized through the three priority areas of the crafted Philippine Development Plan which includes: 1) malasakit (enhancing social fabric); 2) pagbabago (reducing inequality); and 3) patuloy na pag-unlad (increasing growth potential). These three priority areas emphasize among others promotion and awareness of Philippine culture, acceleration of human capital development, promotion of technology, and stimulation of innovation. Apparently, the make-up of the PDP framework puts STEAM as among the cores to achieving the 2040 goals. Thus, necessitates cross-cutting strategies, which may be derived from quality STEAM education for the Filipinos.

The study aims to explore the Technological-Pedagogical-Assessment-Content-Knowledge (TPACK) of Philippine STEAM Educators geared towards STEAM Quality Education. Specifically, the study intends to develop an emerging TPACK Model or Framework customized to Philippine STEAM Educators competencies, skills, and resources. The project intends to provide framework and models on pedagogy for STEAM, assessment, and technology integration, which may dictate lesson exemplars and direct policy makers to attune guidelines and policies related to STEAM Education for quality STEAM manpower of the country. Participants determined through multistage sampling procedure include all STEAM educators from 330 Higher Education Institutions for components 1 and 6 of the study and 33-focused schools for the remaining phases. The study will utilized several research designs with several components for the data collection. Qualitative and quantitative approaches will be used in collecting pertinent data. These varied approaches include descriptive survey, class observations, interviews and focus-group discussion and stakeholders for a varied and matched data analysis will deduce trends and significant data interpretation. The products and outputs of TPACK Model in STEAM education include: 1) indicators of proficient STEAM educators, 2) database of Philippine STEAM educators, 3) TPACK competencies of the Philippine STEAM educators, 4) technology integration model for STEAM education, 5) pedagogical model for STEAM education, 6) assessment tools for STEAM education by looking into the most appropriate forms of assessment for each of the STEAM component, 7) localized TPACK model for Philippine STEAM education, 8) capacity building programs for STEAM education and lesson exemplars, 9)emerging TPACK model for Philippine STEAM education, and 10) policies for Philippine STEAM Education.