Abstract
Abstract This study explored the paradigm shift in STEM education focusing on the perception of teachers and students towards this shift vis-à-vis the challenges and strategies employed to sustain engagement in both instructional modes. An explanatory mixed method approach was employed involving 300 students and 40 STEM teachers. Data were collected through surveys and semi-structured interview with the instrument demonstrating a good reliability coefficient of 0.80. The results revealed notable differences in the perception of instructional effectiveness with distance learning being linked to reduced interaction and challenges such as technological barriers and limited access to resources. The findings further emphasized teacher adaptability and the use of various strategies to sustain students’ interest including interactive digital platforms.