New report shows that Tipperary schools show strong STEM engagement

A new report published by Coding Ireland has revealed that Tipperary schools show strong engagement when it comes to STEM subjects.

The group recently published the Coding Ireland STEM Report 2025, the largest national survey and analysis of STEM and Digital Skills education in Irish schools, libraries, and youth centres.

This year’s report includes county-level insights, offering a more detailed picture of how different regions are progressing—including a closer look at Tipperary’s schools, libraries, and youth services.

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The report, including charts, statistics and commentary can be viewed here.

The report focuses on the following areas: 

• Current Practices: Investigating how STEM and Digital Skills are currently being integrated into school curriculums, youth centres, and library programs.
• Resource Availability: Assessing the availability and adequacy of equipment and materials for effective STEM education.
• Teacher Training: Evaluating the level of professional development and training that teachers and educators have received in coding and robotics.
• Barriers to Implementation: Identifying the obstacles that schools, youth centres, and libraries face in adopting and implementing coding and robotics programs.
• AI and Early Years STEM: Exploring new trends in early introduction of STEM and growing awareness of Artificial Intelligence in education.

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Key Findings of the report are:

• National Integration of STEM & Digital Skills: STEM teaching has increased in Tipperary, with 70% of primary schools (up from 60%) and 50% of secondary schools (up from 40%) now actively delivering STEM and Digital Skills education. Libraries in Tipperary have seen 45% engagement (up from 35%).
• Growing Importance: The importance of STEM is increasingly recognised in Tipperary, with 70% of primary school educators rating it as "Very Important" or "Extremely Important" (up from 60%) and 100% of secondary school educators rating it as "Very Important" or "Extremely Important" (up from 85%).
• Early Introduction Support: In Tipperary, 70% of primary school educators believe STEM should be introduced in the infant years (ages 4–6). Secondary school educators advocate for a balanced approach, with approximately 17% each supporting the infant years, 1st/2nd class (ages 6–8), 3rd/4th class (ages 8–10), 5th/6th class, and Junior Cycle, reflecting a broad developmental focus.
• Target Age Groups: In Tipperary, 90% of primary schools focus STEM education on 5th/6th classes, with substantial provision in earlier grades. Secondary schools target Junior Cycle (100%), Transition Year (100%), and Senior Cycle (100%). Libraries primarily target children aged 6–10 (65%).
• Barriers and Supports Needed: Professional development is a priority, with 84% of primary schools and 67% of secondary schools identifying it as a key need. Primary schools also highlight curriculum guides (88%) and preparation time, while secondary schools emphasize curriculum guides (83%) and preparation time (83%). Primary school educators note moderate comfort levels, with 36% feeling "moderately comfortable" teaching STEM, while secondary educators report 67% feeling "very or extremely comfortable."
• AI in the Classroom: Tipperary educators are beginning to explore Artificial Intelligence in education, though student enthusiasm is still developing, mirroring national trends.