Quote

There is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. To understand how teachers perceive the pedagogical use of the school’s outdoor space, a study was carried out in a cluster of schools in a Portuguese city, including one middle school and 10 kindergarten and elementary schools. A mixed methods approach was used, combining a questionnaire for teachers (N = 49) with interviews (N = 8). The results indicate that teachers’ perceptions of the characteristics of their school’s outdoor spaces either facilitate or hinder the implementation of outdoor pedagogical activities. Most teachers concur that the outdoors provides contact with nature and encourages interdisciplinary and collaborative activities. However, the teachers surveyed admit to using the school’s outdoor spaces only occasionally, and this use decreases as the educational level at which they teach increases. The most common use of outdoor spaces is for physical and motor activities, promoting the well-being of children and youth. Although interdisciplinary activities in outdoor spaces are recognised, their implementation is limited and hampered by factors such as the length of curricula and the lack of training for teachers in these approaches. In this sense, there is an urgent need to train teachers in the interdisciplinary use of outdoor spaces to promote a solid education in STEAM subjects

This study aimed to identify trends in the research conducted on Artificial Intelligence (AI) in STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. To achieve this goal, a total of 16 articles were reviewed from the Web of Science (WOS) database. The analysis revealed an increase in the number of educational AI studies in 2021 and 2022, with Spain and South Korea emerging as the leading countries in implementing AI technologies in STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. Quantitative research methods were predominantly employed in the reviewed articles, and most of the studies focused on primary and secondary students as the target sample. Among the various AI applications, educational robots were found to be the most commonly utilized in STEAM education. The findings of the study demonstrated that AI technologies contribute to the development of thinking skills, such as computational and analytical thinking, enhance self-confidence, increase satisfaction and enjoyment among students, and also deepen their understanding of STEAM concepts. These insights have important implications for teachers, practitioners, and policymakers in making informed decisions regarding the effective integration of AI in STEAM education. Furthermore, the results obtained in this study are expected to guide future research in this field.

This research is developed by systematizing the literature on STEAM education in relation to skills, strategies, training, implementation and competencies. An SLR methodology is applied focused on the field of education, 46 articles were selected from the Scopus, Eric and WOS Database from the last five years, complemented with quantitative research to verify the frequency of the variables in the documentary review. The results are articulated in a design to propose a teacher training model in STEAM education, for which three dimensions are taken into consideration based on the educational actors (pre-professional, professional and expert) in order to work on the different indicators that allow a logical and systematic sequence to implement STEAM education in current educational contexts that require the development of complex competencies, mediated by emerging technologies. It is evident that teachers, from their initial training to their professional development as experts, face the challenge of preparing new generations to solve complex problems and effectively promote the development of 21st century skills, in this way, Teacher training programs contribute significantly to their professional performance, playing a crucial role in the transformation of pedagogical practice, strengthening teaching professionalism and promoting a culture of research, generating a positive impact on the quality of current education.

This study investigates the multifaceted roles and competences of STEAM (Science, Technology, Engineering, Arts and Mathematics) educators and their engagement in Communities of Practice (CoPs). Through an online survey of Greek educators who have implemented STEAM educational projects, employing both closed and open-ended questions, this research uncovers the complexities of the STEAM educators' role and illustrates how engagement in CoPs can be critical for their professional development and pedagogical practices. The findings highlight the benefits of collaboration, experience exchange and the adoption of best practices within these communities, emphasising CoPs' transformative potential in enhancing STEAM education. By focusing on the educators' perceptions and the contributions of CoPs to teaching, learning and professional growth, this study offers insight that may benefit other European countries without a formal STEAM curriculum, advocating for the integration of art in STEM fields and the importance of CoPs in advancing educational practices towards a more equitable, inclusive and vibrant society.

STEM (Science, Technology, Engineering, and Mathematics) and STEAM (by including Arts) education (hereafter STE(A)M education) has been widely studied and practiced. Evaluation plays an important role in assessing and improving the effectiveness of relevant initiatives. Although there has been extensive research on evaluating STE(A)M education, little attention has been paid to examining the patterns of said evaluations. To address the research gap, this paper analyses relevant work on the evaluation of STE(A)M education practices with respect to their countries/regions, levels of education, discipline domains, pedagogical approaches, objectives of evaluation, evaluation areas, as well as data collection and analysis methods. It covers 339 publications from 2014 to 2023 which were collected from Scopus. Based on content analysis, the findings reveal a global interest in STE(A)M education and its evaluation, with a focus on secondary education and the core STEM subjects. The findings also highlight a diverse range of pedagogical approaches being used in STE(A)M education, with problem-based learning being the most popular. There has been a shift in evaluation objectives over the years, indicating a greater emphasis on determining the effectiveness of STE(A)M education and improving student learning performance. While academic achievement remained the most commonly evaluated area, there has been growing recognition of the importance of evaluating skills and competencies in STE(A)M education. The results also show a wide range of data sources and data analysis methods adopted for the evaluations.

This study aims to conduct a systematic review of the implementation of science, technology, engineering, art, and mathematics (STEAM) education in schools. Based on this aim, the study sought to identify the implementation of STEAM-based education and the impact of STEAM-based education using a systematic review approach. Fifteen articles were selected from the Scopus database based on inclusion and exclusion criteria. The data was analyzed using a systematic review approach. The results showed that all articles were published after 2019 and that these articles used different teaching methods to implement STEAM education. In addition, the results showed that implementing STEAM education focused on three dimensions. These are the effects of STEAM education on learning performance, affective factors, and development skills. The results show that implementing STEAM education in schools positively affected learners’ learning achievement, affective factors, and development skills. Overall, STEAM education can help learners develop their learning outcomes. In light of our findings, we suggest implications for educational research on implementing STEAM education and further research.