The Shortage of Qualified STEM Teachers in Iceland: A Growing Concern
Iceland is facing a significant challenge in its education system—an alarming shortage of professionally trained educators, particularly in essential subjects like mathematics and other STEM disciplines. Currently, only about 15% of upper secondary school mathematics teachers in Iceland possess a university degree in mathematics. In certain schools, this figure dips to zero, raising urgent questions about the quality of education students receive.
Freyja Hreinsdóttir, a mathematician and professor at the School of Education at the University of Iceland, highlights a troubling trend: each year, a little over 80 teachers graduate with a focus on academic subjects, yet very few of these are specialized in mathematics. Despite this shortage, mathematics remains a fixture in upper secondary education—prompting the question: Who is instructing our students?
Freyja further elaborates that a diverse array of graduates enters the teaching field, with the majority hailing from social sciences—many aspiring to teach subjects like history. The cohort of would-be science and math teachers typically comprises only 15 to 25 students annually, and frequently, these individuals lack formal training in mathematics. Instead, many come from backgrounds in engineering or business rather than pure mathematical disciplines.
The statistic is stark: roughly 15% of those teaching mathematics in upper secondary schools hold a BSc or MSc in the subject. While some educators may have transitioned from compulsory education—with additional mathematics qualifications—they may not necessarily possess robust foundational knowledge.
Atli Harðarson, also a professor at the University of Iceland’s School of Education, has called for a reevaluation of admission criteria for teacher education programs. He points out significant gaps in the academic backgrounds of incoming teacher candidates, many of whom enter with matriculation exam results that reflect minimal exposure to key subjects like mathematics, science, and English.
“There’s a concerning disconnect between the background of our teacher cohort and the demands of the subjects they’re tasked to teach,” he notes. Atli stresses the importance of rigorous preparation, arguing that those aspiring to teach STEM subjects should possess comprehensive upper secondary educational experiences aligned with traditional science tracks.
The implications of this shortage are profound. Atli argues that society requires foundational knowledge across all educational levels to foster an informed citizenry. He believes it is crucial for young learners to cultivate an interest in diverse subjects, from mathematics and science to the arts. “Teachers who are passionate about their subjects are vital in igniting curiosity in students,” he insists, drawing a parallel to the effectiveness of sports and music education, which thrive under the guidance of enthusiastic experts.
However, the dialogue surrounding teaching often leans toward negativity, which Freyja acknowledges. Society’s discourse around the challenges faced by teachers—compounded by an influx of students with special needs—creates a perception problem. “If we treat teaching as a lesser pursuit compared to professions in STEM, we risk undermining the vital role educators play,” she remarks.
Freyja advocates that teachers should have at least three years of dedicated study in their subject area before entering the classroom. Yet many skilled mathematics teachers prefer to work at a select few prestigious upper secondary schools, leaving a broader need unmet.
The situation is dire, not only in mathematics but across all STEM-related subjects. Less appeal for young individuals to enter these fields hampers the recruitment of future educators. Challenges also arise in smaller institutions, often struggling to offer specialized courses due to insufficient enrollment numbers. This leads to a cycle of educators being assigned subjects outside their preferred expertise.
Recent data reveals a troubling trend: only half of newly graduated teachers feel adequately prepared to teach their subjects, a significant drop from 65% in 2018. In a recent debate in Alþingi, the Minister of Higher Education emphasized the need for a thorough review of teacher education to ensure educators in STEM fields possess the necessary professional qualifications.
Despite a lack of prospective candidates for teaching roles, Atli argues that the system is currently failing to attract qualified individuals into teaching. The competitive funding model for secondary schools often overlooks societal needs for professionals in niche subjects, favoring larger classes and more generic courses.
Statistics from Hagstofa Íslands indicate that a significant proportion of upper secondary teachers are nearing retirement age, with 53% over fifty. Guðjón Hreinn Hauksson, chair of the Upper Secondary Teachers’ Union, highlights the precarious position of the education sector, especially with fewer younger educators entering the field.
The challenges extend to administrative pressures as well. Teachers increasingly find themselves overwhelmed by administrative duties, complicating their primary role of education. Gender dynamics are also shifting, with a notable decline in male teachers over the past two decades—a trend that may impact classroom dynamics.
Gunnlaugur Magnússon, an associate professor at Uppsala University, suggests that the current educational framework places significant responsibility on students to choose the right school for themselves, often leading to misaligned expectations between students and the institutions available.
As discussions around the educational landscape continue, it’s evident that Icelandian society must prioritize wellness and support for both teachers and students alike. Without substantial changes to teaching recruitment, university admissions, and societal perceptions of education, the future of STEM education in Iceland hangs in the balance.
