## 5 Discussion
The data collected from SEM indicated that teachers' behavioral intentions to implement STEM education were mainly impacted by their attitudes and perceived behavioral control, with strong positive effects, while subjective norms did not generate prominent effects. Relevant studies have verified that attitudes, subjective norms, and perceived behavioral control are impact factors on behavioral intention [64; 65; 66; 67]. Furthermore, some researchers have also found that subjective norms were normally a weak predictor of behavioral intention [28; 68; 69]. In addition, research by [PERSON] [70] and [PERSON] [71] argued that attitudes and perceived behavioral control were comparatively strong positive impact factors, while subjective norms had no impact on behavioral intention. [PERSON] explained that this was because teachers had a high degree of independence in improving the classroom environment. Negative attitudes may cause teachers to be reluctant to work in STEM education. Three factors, namely ease of use, perceived usefulness, and compatibility, all had impacts on teachers' attitudes, with perceived usefulness having the strongest. Research by [PERSON] [28; 72; 73] and [PERSON] [30] pointed out that perceived usefulness, compared with ease of use and compatibility, exerted the greatest impacts on teachers' attitudes. Consequently, to improve teachers' attitudes towards STEM, corresponding interventions should mainly focus on enhancing teachers' awareness that teachers' actions contribute to results, and on guiding teachers to positively evaluate results. Only when teachers realize that STEM education is helpful to their work and can improve students' abilities in all aspects will they be willing to adopt STEM education. The greater the sense of control teachers have over STEM education, the more willing they are to apply STEM education. This study found that both self-efficacy and facilitating conditions had positive impacts on perceived behavioral control for teachers in STEM education, of which self-efficacy was the strongest impact factor. In previous studies, researchers such as [PERSON] [28; 73], [PERSON] [30], and [PERSON] [31] all confirmed that self-efficacy and facilitating conditions were impact factors of perceived behavioral control, and most of these studies [28; 30; 73] showed that, compared with facilitating conditions, self-efficacy had the most significant impacts on behavioral control, which is consistent with the conclusions drawn in this study. This indicates that if schools can provide effective support with resources, it will be easier and more convenient for teachers to carry out teaching activities, and, more importantly, it will improve teachers' confidence in teaching. Confidence is built on success, and thus, a reliable way to improve self-efficacy is to repeatedly experience a sense of success in the middle of completing a certain task. Therefore, to improve their proficiency in STEM education, teachers should strive for successful experiences and belief in conducting STEM education, and thus believe that they are qualified for success. After that, teachers should have high \"self-efficacy\" with confidence in their capabilities of conducting STEM education and consequently be willing to implement STEM education. The significant impacts of teachers' readiness on their intentions to implement STEM education were tested in the hypotheses established by this model. Currently, there is no research exploring the impacts of teachers' readiness on their intentions to implement STEM education, but some studies have confirmed that teachers' readiness for AI significantly influenced their intentions to implement AI teaching [48]. Highly consistent with other studies [21; 22], this study found that emotional readiness had a significant correlation with teachers' intentions to implement STEM education.