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| 1 | This research investigates the personnel shortages of specialized STEM subject educators (covering mathematics, computer science, physics, biology, and chemistry) within the general education system. The study pays particular attention to the situation observed in major urban centers, using Moscow as a representative example. The contemporary relevance of this work stems from both a widespread Russian and global challenge: the pressing lack of qualified teaching staff in these specific fields, a deficit that poses a direct risk to the quality of natural science and technical education delivery. For instance, in Croatia, the teacher shortage is attributed to a lack of incentives and excessive workload; in Nigeria, to insufficient funding and overcrowded classrooms; in the United Kingdom, longterm teacher engagement in STEM fields remains low; and in the United States, the issue is addressed through targeted programs. In domestic [or: Russian] research, solving the STEM teacher shortage problem is considered through a systemic redistribution of resources. The authors conducted a comparative analysis, leveraging federal statistics alongside primary data gathered from 12,660 teachers across 477 distinct Moscow schools. Their findings highlight significant regional variance. In Moscow specifically, the purely quantitative deficit (indicated by a very low vacancy rate of 0.3 %) is substantially beneath the average nationwide figure of 1.1 %, a benefit derived from concentrated regional resources. However, a deeper look reveals that the internal structure of this teacher shortage mirrors the broader national pattern: the most problematic disciplines consistently remain physics, chemistry, and computer science. A pivotal conclusion of the paper identifies a transformation occurring in the educational profile of STEM educators in the capital. Despite almost complete staffing by specialists possessing higher education credentials, Moscow is experiencing a decline in the proportion of teaching professionals who hold a foundational teaching degree, particularly notable in computer science (72.3 %) and physics (84.5 %). This emerging gap is actively mitigated by an influx of professionals holding engineering, technical, and scientific backgrounds from leading universities, as well as a high incidence of teachers holding advanced scientific degrees and multiple diplomas. A hybrid teaching model, combining deep subject-matter expertise with effective pedagogical activity, is evolving and is highly in demand for modern pre-professional training systems. Consequently, the urban challenge in Moscow has shifted from addressing quantitative personnel shortages to managing complex qualitative human capital development, necessitating robust methodological support for educators with non-pedagogical backgrounds. Thus, research underscores the necessity for comprehensive systemic measures that extend beyond mere financial incentives. The focus should shift toward enhancing professional status, reducing administrative burdens, and cultivating conditions conducive to long-term personnel retention. Keywords: STEM teachers, school staffing status, metropolis educators, teacher education, staffing shortages | 5 | ||||