The STEAM educational approach

STEAM is an approach to learning that uses science, technology, engineering, arts, and mathematics as access points to guide student inquiry, dialogue, and critical thinking. This method fosters creativity and problem-solving abilities by encouraging students to participate in inquiry, discussion, and critical thinking. STEAM education aims to prepare students for the complexity of the modern world by making STEM subjects more approachable and engaging through the use of the arts (Institute for Arts Integration and STEAM, n.d.). 

The term goes back to the early 2000s, when the STEM (Science, Technology, Engineering, and Mathematics) educational framework was first developed and implemented in the United States by Dr. Judith A. Ramaley, former head of the Education and Human Resources Division of the National Science Foundation (NSF). Dr Ramaley used the phrase to support an integrated approach to teaching these subjects to prepare students for future innovation and global competitiveness (American Association for the Advancement of Science, 2001).

The inclusion of Arts emerged later as an evolution of STEM, which aimed to emphasise creativity, innovation, and the humanistic aspects of problem-solving. The Rhode Island School of Design (RISD) was a significant force behind the promotion of STEAM. They argued that incorporating the arts into STEM subjects encourages a more creative, well-rounded approach to practice and instruction. They made STEAM more widely known in K–12 and higher education (RISD, 2010).

Transdisciplinarity in higher education greatly depends on the context, the leadership and the politics, providing significant potential in learning (McGregor & Volckmann, 2013):

• It connects communities, private industry, and advanced institutions (such as colleges and universities). 

• It brings together people from a wide range of academic fields with members of the public and business sectors to tackle issues that cut across all academic fields. 

• The university can act as an integrator to (re)establish a dialogue with other knowledge sources.

• Transversities solve humanity's many complex issues through dialogue by combining corporate and community viewpoints with various disciplinary perspectives.

Transdisciplinarity in the STEAM framework comes from its thorough integration of these domains to address complex, practical problems that cannot be sufficiently handled by a single discipline (Takeuchi et al., 2020). Transdisciplinarity fosters an all-encompassing approach to learning and problem-solving by overcoming conventional disciplinary boundaries, unlike interdisciplinarity, which combines approaches from various fields (Jensen, n.d).

The STEAM approach is an example of how to break down or transcend disciplinary boundaries and establish a new interface between theory and practice (Connor et al., 2015).

By integrating the following elements, educational institutions can create a dynamic and engaging learning environment that prepares students for the complexities of the modern world (Carter, 2021):

• one or more cultures that value the arts and sciences equally,

• operating within a paradigm that is process-driven, student-centred, holistic, accepts failure and is at ease with ambiguous outcomes,

• being collaborative,  embracing diversity, and providing safe spaces,

• establishing a mindset of radical openness, flexibility, reflection, experimentation and curiosity,

• generating qualities that promote learning, cooperation and multi-modality,

• encouraging transdisciplinary practices that prioritise making and prototyping while taking assessment methods into account,

• cultivating critical thinking, creativity, and communication skills while researching how to use them to produce solutions.

The literature analysis of STEAM learning concepts identified three sub-constructs under the prospects section: the STEAM movement’s priorities, the purpose of STEAM education, and its benefits (Belbase et al., 2022). Initially, the sub-constructs under priorities of STEAM education are curriculum integration in STEAM and STEAM education as a curriculum reform. The second set of sub-constructs of STEAM education as a process is the pedagogical process and assessment in STEAM education. Lastly, the sub-constructs of the problems in STEAM education are critiques of STEAM education and its challenges.

The pedagogical process in STEAM could employ various modern teaching techniques, such as Problem-based Learning (PBL) and other similar practices (project-based learning, inquiry-based learning, and engineering design processes), which are widely used to challenge twenty-first-century learners (Quigley, & Herro, 2019). Research suggests that the development of problem-solving skills a vital component of STEAM, and therefore, teaching in this context requires the cultivation of the following (Quigley et al., 2017): 

• cognitive skills, including abstracting, analysing, applying, classifying, formulating, interpreting, perceiving, modelling, synthesising, and questioning, 

• interactional skills consisting of communication and collaboration, and 

• creative skills focusing on designing, patterning, playing, performing, modelling, and connecting ideas.

As part of the methodology, assessment in STEAM is the measurement of growth that focuses on the process towards the result and could be a blend of diagnostic, formative and summative activities (Institute for Arts Integration and STEAM, n.d.).

The advancement of technologies such as Artificial Intelligence (AI) and the Internet of Things (IoT) has highlighted the importance of technology in STEAM, which also provides new opportunities for improving the educational experience (Zhan et al., 2023).

Also, the use of Extended Reality (XR), which includes Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), in STEAM education is growing in popularity because it provides engaging and dynamic learning opportunities.

STEM education is changing due to immersive technologies that improve performance and engagement. The educational benefits of integrating VR and AR are promising and include enhanced collaborative learning opportunities, better understanding of complex concepts, and increased student motivation. Nonetheless, the field needs a globally inclusive and flexible framework to accommodate varied educational contexts and the quick advancement of technology (Tene et al., 2024).

Another area of interest is Educational Robotics.  

A multilevel analysis examined the overall effect size of using educational robotics in STEM education under K-16 education, which included higher education (Ouyang & Xu, 2024). 

• Educational robotics applications were more effective in the technology and cross-disciplinary fields but less practical in science and mathematics.

• Higher education is better suited for implementing educational robotic techniques than other education levels.

• When teachers supported students, the benefits of robot-assisted STEM education were more significant than when teachers were absent.

• When combined with project-based and game-based learning, educational robotics had comparatively more impact on STEM learning than other teaching methods.

• In the context of STEM education, group-level student interaction produced better learning outcomes than one-on-one interaction. 

• The best intervention duration for robot-assisted STEM education was over one month.

• Educational robotics in STEM learning had a greater effect size than other technologies when the control group condition was established as traditional instruction without technological assistance.

For example, Pepper and NAO, two social humanoid robots, have been found to be the most effective and mainly used in higher education contexts, among others (Kalaitzidou & Pachidis, 2023). They can recognise and respond to emotion, becoming an effective solution for the inclusion of all students, including those with special education needs (i.e. teaching communication and behaviour skills for students on students on the autism spectrum). They also can allow individuals (or small groups) to be introduced to new and engaging pedagogical topics and apply project-based Learning approaches (Aldebaran United Robotics Group, n.d.). 

An experiential study in Social Science on evaluating the acceptance of Pepper in the context of an academic writing course used the unified theory of acceptance and use of technology (UTAUT) (Guggemos, Seufert, & Sonderegger, 2020). The study demonstrates that, at the current level of state-of-the-art technology, students do not intend to rely on social robots for learning purposes; behavioural intention only reaches 36.6% of the theoretical maximum.

Further research is recommended to determine whether robots can enhance STEM/STEAM education for higher education students and teachers professionally (Darmawansah et al., 2023).

Immersive Storytelling: At Kennesaw State University, projects like "Extended Reality (XR) and Storytelling for STEAM Education" use XR to develop experiential learning frameworks. These initiatives make subjects more relatable and memorable for students by creating engaging narratives that weave together complex STEM concepts. 

Reference/Link: https://www.kennesaw.edu/research/undergraduate-research/students/vertically-integrated-projects/teams/extended-reality-storytelling-steam-education.php 

Virtual Laboratories:  XR enables the creation of virtual labs where students can conduct experiments in a controlled, simulated setting. This approach is especially useful in disciplines such as chemistry and biology, where physical lab resources may be limited. A systematic review focuses on using immersive technologies in STEM education, emphasising their ability to improve learning experiences.

Reference/Link: Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309-327. 

Design and Prototyping: The University of the Sunshine Coast has teamed up with HavenXR to help students enter the XR industry by providing facilities for creating XR experiences. In engineering and architecture programs, XR makes it easier to visualise and manipulate 3D models, allowing students to engage more effectively in design and prototyping processes. 

Reference/ Link: https://www.usc.edu.au/about/unisc-news/news-archive/2024/november/design-students-fast-tracked-into-80-billion-industry-via-on-campus-studio 

Artistic Expression:  The Rochester Institute of Technology Frameless Labs XR showcase includes virtual, augmented, and mixed reality demos, installations, and performances highlighting XR's interdisciplinary applications in art and technology. As XR introduces new mediums for artistic exploration, art students can create immersive installations and performances that combine the physical and digital worlds. This fusion of technology and art enhances the STEAM learning experience.

Reference/Link: https://www.rit.edu/framelesslabs/2024-frameless-xr-showcase 

Project-based educational activities: The STEAM Institute at Jacksonville University is a cutting-edge, interdisciplinary, project-based educational centre that combines technology, arts, sciences, business, and health education. Its goal is to prepare higher education students to address complex global issues through critical thinking and collaboration. The Institute boasts cutting-edge facilities such as animation and film studios, cybersecurity labs, and design thinking spaces. 

Reference/Link: https://www.ju.edu/steam/ 

This section provides three practical learning scenarios supporting STEAM integration into the teaching practice.

1. Sustainable Urban Design Project

Scenario: Students from environmental science, engineering, architecture, and art programs work together to design a sustainable urban neighbourhood. The project entails assessing environmental impact, designing sustainable infrastructure, developing architectural models, and creating visually appealing public areas.

Objectives:

• Assess environmental factors affecting urban planning.

• Design energy-efficient infrastructure.

• Create architectural models using CAD software.

• Incorporate artistic elements to enhance community engagement.

This scenario is consistent with project-based learning approaches in STEAM education, which emphasise real-world problem-solving and transdisciplinary collaboration. 

1. Interactive Educational Game Development

Scenario: Students in computer science, education, art, and psychology collaborate to create an interactive educational game for high school students that teaches complex scientific concepts. The project combines coding, instructional design, visual arts, and cognitive psychology principles.

Objectives:

• Develop engaging and educational game content.

• Apply coding skills to create interactive features.

• Design visually appealing graphics and user interfaces.

• Incorporate psychological principles to enhance learning outcomes.

This scenario reflects the integration of arts and technology in STEAM education, which promotes creativity and technical proficiency (Carter et al., 2021).

1. Creative thinking skills

Scenario: Students undertake a creativity training course in which STEAM (science, technology, engineering, arts, and mathematics) activities are incorporated to practice and strengthen the creative thinking skills required across domains. An example of implementation is available here (Gu et al., 2023): https://www.sciencedirect.com/science/article/abs/pii/S1871187123001633 

Objectives:

• Enhance creative problem-solving Skills 

• Integrate artistic and scientific 

• Apply STEAM-Based Creativity in Real-World Contexts 

This scenario applies creative thinking techniques through STEAM-related activities, which can be used in academic, professional, and entrepreneurial contexts.

A useful guide for developing STEAM learning scenario is available here: https://edusimsteam.eba.gov.tr/wp-content/uploads/2022/10/EN-guidance-for-steam-scenarios.pdf 

Aldebaran United Robotics Group (n.d.). https://corporate-internal-prod.aldebaran.com/en/pepper 

American Association for the Advancement of Science (2021).  NSF Names New Education Head. https://www.science.org/content/article/nsf-names-new-education-head 

Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2022). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(11), 2919-2955.

Carter, C., Barnett, H., Burns, K., Cohen, N., Gazulla, E. D., Nack, F., ... & Ussher, S. (2021). Defining STEAM approaches for higher education. European Journal of STEM Education, 6(1), 1-16.

Connor, A. M., Karmokar, S., & Whittington, C. (2015). From STEM to STEAM: Strategies for enhancing engineering and technology education. International Journal for Engineering Pedagogy, 5(2), 37–47. https://doi.org/10.3991/ijep.v5i2.4458 

Darmawansah, D., Hwang, G. J., Chen, M. R. A., & Liang, J. C. (2023). Trends and research foci of robotics-based STEM education: a systematic review from diverse angles based on the technology-based learning model. International Journal of STEM Education, 10(1), 12.

Gu, X., Tong, D., Shi, P., Zou, Y., Yuan, H., Chen, C., & Zhao, G. (2023). Incorporating STEAM activities into creativity training in higher education. Thinking Skills and Creativity, 50, 101395.

Guggemos, J., Seufert, S., & Sonderegger, S. (2020). Humanoid robots in higher education: Evaluating the acceptance of Pepper in the context of an academic writing course using the UTAUT. British Journal of Educational Technology, 51(5), 1864-1883.

Institute for Arts Integration and STEAM (n.d.). What is STEAM education. https://artsintegration.com/what-is-steam-education-in-k-12-schools/ 

Institute for Arts Integration and STEAM (n.d). Assessment Strategies. https://artsintegration.com/assessment-strategies/ 

Jensen. Exploring Transdisciplinary Approaches To STEM Teaching and Learning. https://aaas-iuse.org/resource/exploring-transdisciplinary-approaches-to-stem-teaching-and-learning/

Kalaitzidou, M., & Pachidis, T. P. (2023). Recent robots in STEAM education. Education Sciences, 13(3), 272.

McGregor, S. L., & Volckmann, R. (2013). Transversity: Transdisciplinarity in higher education. Leading transformative higher education, 58-81.

Ouyang, F., & Xu, W. (2024). The effects of educational robotics in STEM education: A multilevel meta-analysis. International Journal of STEM Education, 11(1), 7.

Quigley, C. F., & Herro, D. (2019). An educator’s guide to STEAM: Engaging students using real-world problems. Teachers College Press.

Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a conceptual model of STEAM teaching practices. School science and mathematics, 117(1-2), 1-12.

Rhode Island School of Design https://www.risd.edu/steam

Takeuchi, M. A., Sengupta, P., Shanahan, M. C., Adams, J. D., & Hachem, M. (2020). Transdisciplinarity in STEM education: A critical review. Studies in Science Education, 56(2), 213-253. 

Tene, T., Marcatoma Tixi, J. A., Palacios Robalino, M. D. L., Mendoza Salazar, M. J., Vacacela Gomez, C., & Bellucci, S. (2024, June). Integrating immersive technologies with STEM education: a systematic review. In Frontiers in Education (Vol. 9, p. 1410163). Frontiers Media SA.

Zhan, Z., Hu, Q., Liu, X., & Wang, S. (2023). STEAM Education and the innovative pedagogies in the intelligence era. Applied Sciences, 13(9), 5381.