https://hellenicstem.com/index.php/journal <p><a href="http://www.hellenicstem.com/index.php/journal"><strong>Hellenic Journal of STEM Education (HJSTEM)</strong></a> is an International Journal and aims to increase knowledge and enhance understanding of ways in which STEM epistemology can improve education, through the publication of high-quality peer-review research. The Editorial team welcome research papers on the STEM pedagogy, which combine theory and practice. Hellenic Journal of STEM Education is published online in English by iSER (The International Society of Educational Research) and E3STEM (Hellenic Education Society for S.T.E.M.). Hellenic J STEM Ed aims to become a major outlet for scientific work in the field of STEM education. All manuscripts are published open access and are subject to CC 4.0. Authors retain the copyright for their articles. Issues are published twice a year which make a volume for the journal. We are implementing a strict double blind review process in which authors and reviewers do not identify the other side. Please visit <a style="box-sizing: border-box; background-color: #ffffff; color: #007ab2; font-family: Lato, sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px;" href="http://hellenicstem.com/index.php/journal/about/submissions#authorGuidelines">Author Guidelines</a><span style="color: rgba(0, 0, 0, 0.87); font-family: Lato, sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"> to view the review criteria that form the basis of reviewer evaluation and editor decision.</span></p> iSER (The International Society of Educational Research) and E3STEM (Hellenic Education Society for S.T.E.M.) en-US Hellenic Journal of STEM Education 2832-840X <p>The copyright of articles published in the Hellenic Journal of STEM Education belong to the authors. <br>Published articles are subject to Creative Commons Attribution 4.0 International license.</p> https://hellenicstem.com/index.php/journal/article/view/25 <p>This paper is a quantitative research study of teachers' perceptions and experiences in relation to their training needs and expectations for the improvement of their digital skills, considering the special circumstances due to the COVID-19 pandemic. The research data were gathered in order to design, administer, and evaluate a 15-hour synchronous distance training program. The research tool used was questionnaires, and the research questions were: (1) To what extent do teachers consider that they need training for the development of their digital skills and for their professional empowerment? (2) To what extent did the structure and implementation of the specific program meet their expectations and needs? The findings of the research show that teachers consider their training necessary for the development of their digital skills and that the level of satisfaction of the participants in the program is high.</p> Paraskevi Iatrou Stella Psarrou Gabriela Telekfalvi Renolena Papagiannopoulou Copyright (c) 2024 Paraskevi Iatrou, Stella Psarrou, Gabriela Telekfalvi , Renolena Papagiannopoulou https://creativecommons.org/licenses/by/4.0 2024-12-01 2024-12-01 3 1 1 8 10.51724/hjstemed.v3i1.25 https://hellenicstem.com/index.php/journal/article/view/28 <p>In this study, the literature on Afterschool STEM education was reviewed from the Proquest database. Within the scope of the research, 25 theses and dissertations that met the criteria were examined. The year, type, a method used, data collection tools, study group and number, and keywords of the theses were systematically analyzed. The systematic review method, one of the qualitative research methods, was used to examine the graduate theses on Afterschool STEM. As a result of the findings obtained by examining the theses related to Afterschool STEM; it was found that the first thesis study was a doctoral dissertation in 2003, there was a great increase in the number of theses published in 2015, and no thesis was published between 2004-2013, and most of the published theses were in the doctoral thesis type. In addition, in the distribution of theses according to the fields selected in the Proquest database, it was determined that most theses were published in the field of Science Education, qualitative and mixed research methods were used equally and mostly as research methods, and survey, interviews, and observation were mostly used as data collection tools. In the analyzed theses, data were collected mostly from Middle school students. When the number of participants in the theses was examined, the participants between 31-100 were mostly preferred in the studies. According to the keywords used in the theses, the words "education", "out of school time", "afterschool", "STEM" and "STEM education" were preferred.</p> Mehmet Sogut Mehmet Fatih Taşar Copyright (c) 2024 Mehmet Sogut, Mehmet Fatih Tasar https://creativecommons.org/licenses/by/4.0 2024-12-01 2024-12-01 3 1 9 15 10.51724/hjstemed.v3i1.28