Search Results (44)

This article reflects on the emergence and development of STEAM in education and its impact on deaf education. We present key themes from STEAM and deaf education to provide a broader context in which to situate the articles and introduce the authors featured in this Special Issue: Full STEAM Ahead! Full article

The HEROn magazine was created as an innovation project by the S-TEAM team for the 2024/2025 SUBMERGED season of the FIRST^® LEGO^® League Challenge category. The primary aim of the HEROn project was to implement game-based learning methods to enhance environmental awareness, particularly concerning the protection of our water resources. This initiative is designed to engage individuals from ages 9 to 99 in a creative and enjoyable manner. At the core of the HEROn project is a well-known game that challenges players to find the differences between two photos. This activity not only provides entertainment but also educates participants about the importance of protecting and preserving the aquatic environment. By discovering subtle differences between images, players become more attuned to environmental issues, which promotes a deeper understanding and appreciation of water conservation. The chapters of the HEROn magazine are thoughtfully organised into themes, each focusing on various aspects of water’s importance, its protection, and sustainable usage. Additionally, a random sample of participants was surveyed to gather opinions and feedback on HEROn magazine as part of the project and this research. This feedback is invaluable for assessing the magazine’s impact and for improving future editions to better serve the goals of raising environmental consciousness. The online HEROn questionnaire consisted of 10 items and employed a 5-point Likert scale for responses. Data were collected over a three-month period (28 January–28 April 2025), with 630 Hungarian respondents participating in the survey. The HEROn magazine was generally well received, with mean scores ranging from 4.2 to 4.6. Age-group differences were examined using nonparametric Kruskal–Wallis tests, with Dunn–Bonferroni post hoc comparisons. These analyses show statistically significant differences between adults (30–89) and the younger cohorts for aggregated awareness, design/engagement, and branding measures, while teenagers (9–15) and young adults (16–29) did not differ significantly from each other. The Find-the-Difference game showed the greatest variability across groups, with young adults giving the lowest mean. Full article

Background and Aim: The gluten-free diet (GFD) can have a huge impact on the quality of life of people with celiac disease (CD), especially on a social level. The objective of this work is to evaluate a structured nutrition education program focused on CD and GFD that aims to increase knowledge and improve inclusion attitudes about the disease in children. Methods: This is a one-month intervention for school children aged 10–12 years called Zeliakide (8 sessions). It was carried out through a STEAM methodology, using inquiry-based learning. The participants responses were evaluated through questionnaires before and after the intervention, and participants were also followed up one month later. The control group was a similar group of students who followed their regular school curriculum. Results: 299 children from one school of Vitoria-Gasteiz took part in the study (155 intervention group; 144 control group). Zeliakide significantly improved knowledge about CD and GFD in children, and this knowledge was retained for one month. Concretely, students increased their ability to explain what CD is, to assess gluten, and to classify food groups according to gluten content. The intervention contributed to augmenting the selection of behaviors to overcome differences between individuals, assessed one month after the intervention. In addition, the program allowed students to understand the work of scientists. Conclusions: Zeliakide can contribute to nutrition education initiatives that aim to improve knowledge of CD and GFD in the general population, while promoting empathetic behavior towards people with CD. Registration: clinicaltrials.gov, NCT05467865 on 21 July 2022. Full article

(1) Background: Although integrated STEM education is an important policy focus, teacher preparation to implement high-quality integrated STEM and STEAM learning experiences in an equitable manner is not widespread. Teacher beliefs significantly impact how they teach; therefore, this study explores preservice teachers’ self-reported perceptions of teaching integrated STEM after participating in an integrated STEAM course. (2) Methods: We employed qualitative methods to explore 47 preservice elementary teachers’ perceptions about teaching integrated STEM based on their lived experiences in an integrated STEAM course. Guided by our conceptual framework, we used deductive methods to better understand preservice elementary teachers’ perceptions. We also used open coding to understand their lived experiences in the course. Pattern coding was used in the second cycle to identify themes. (3) Findings: Three primary themes emerged, including understanding integrated STEM frameworks through a transdisciplinary and critical lens; perceiving STEAM is engaging because it is relevant; and developing self-efficacy for future STEAM integration without infrastructure. (4) Conclusions: Although preservice elementary teachers had positive experiences in the course and believe integrated STEM and STEAM to be important, more work is needed to develop their understanding of equitable integrated STEM and STEAM instruction. Full article

Technology plays an increasingly vital role in modern education, providing new opportunities to enhance engagement and conceptual understanding. Among emerging innovations, Augmented Reality (AR) enables interactive visualization that supports deeper comprehension of abstract and spatially complex concepts. This study aimed to evaluate the impact of AR technology integrated with the STEAM approach on fifth-grade students’ learning of geometric solids, focusing on spatial skills, motivation, and academic achievement. A quasi-experimental design was implemented, involving an experimental group that engaged in AR- and STEAM-based activities and a control group that followed traditional instruction. Results indicated significant improvement in geometry test performance within the experimental group (p < 0.001) and higher post-test performance compared to the control group (p = 0.005). Although motivation scores were higher in the experimental group, the difference was not statistically significant (p = 0.083), suggesting a positive trend that merits further exploration with a larger sample. Overall, the findings highlight the pedagogical potential of integrating AR and STEAM approaches to support engagement and conceptual understanding in geometry education. Full article

This paper emphasizes the importance of introducing sustainable design principles to primary school children and explores educational methods that foster awareness of the built environment. Through a literature review and three case studies, the research compares different pedagogical approaches used to engage children in sustainability-focused design activities. The case studies examine methods such as STEAM-based analytical problem-solving, storytelling for conceptual understanding, and artistic installations for experiential learning. Findings highlight that tailored pedagogical strategies enhance children’s engagement, while involving university students as facilitators creates reciprocal learning benefits. The study also underscores the role of community engagement by linking local sustainability challenges to classroom learning, thereby encouraging students to apply concepts to real-world issues. Additionally, it suggests that incorporating digital and hybrid models can increase the scalability and accessibility of such programs. Overall, this research identifies best practices, strengths, and weaknesses of various approaches and proposes guiding principles for effective sustainable design education. The outcomes demonstrate the potential of university-led initiatives and collaborative frameworks to build impactful, adaptable educational models. By integrating sustainability into early education, schools and policymakers can foster environmentally conscious citizens equipped to address future challenges. Full article

This paper presents the development of an Impact Framework for STEAM education created as part of a project to support systemic, evidence-based reform. The framework was derived from an extensive synthesis of data collected through policy mapping, national and European strategy reviews, comparative case studies, and three stakeholder consultations with educators, industry representatives, and policymakers. The analysis used thematic synthesis, root cause analysis, and impact mapping to link the identified challenges with their causes, proposed actions, and measurable indicators. The resulting framework is organised into four interconnected domains: Policy and Governance, Institutional Conditions and Infrastructure, Educator Competence and Resources, and Collaboration Ecosystem, each linked to specific stakeholders, proposed solutions, and anticipated benefits. By consolidating diverse evidence into a coherent logic chain, the framework provides a practical and adaptable tool for guiding reforms that strengthen the coherence, inclusivity, and sustainability of STEAM education across various contexts. Full article

This study investigates how student teachers engaged with data science and machine learning (ML) through a collaborative, scenario-based project in a graduate-level online course, AI in STEAM Education. The study focuses on the pilot implementation of the module Responsible AI & Data Science: Ethics, Society, and Citizenship, developed within the EU-funded DataSETUP project. This module introduced student teachers to core data science and AI/ML concepts, with an emphasis on ethical reflection and societal impact. Drawing on qualitative artifacts from the pilot, the analysis applies a five-dimensional framework to examine participants’ thinking across the following dimensions of data engagement: (1) asking questions with data, (2) collecting, cleaning, and manipulating data, (3) modeling and interpreting, (4) critiquing data-based claims, and (5) reasoning about data epistemology. Findings show that student teachers demonstrated growing technical and ethical awareness and, in several cases, made spontaneous pedagogical connections—despite the absence of prompts to consider classroom applications. A supplementary coding lens identified four aspects of emerging pedagogical reasoning: instructional intent, curricular relevance, learning opportunities, and the role of the teacher. These findings highlight the value of integrating critically reflective, practice-based data science education into teacher preparation—supporting not only technical fluency but also ethical, civic, and pedagogical engagement with AI technologies. Full article

This study investigated the effectiveness of integrating digital tools with origami activities to enhance geometric understanding and creative thinking among kindergarten children in Kuwait. A quasi-experimental pre-test–post-test design involved 60 children (aged from 5 years and 9 months to 6 years), who were randomly assigned to experimental (n = 30) and control (n = 30) groups. The experimental group received a four-week intervention using the Paperama app and paper folding, while the control group followed the standard curriculum. Wilcoxon signed-rank tests showed significant gains in the experimental group’s geometric understanding (Z = 3.82; p < 0.001) and creative thinking (Z = 4.15; p < 0.001), with large effect sizes (r = 0.78). Descriptive analysis further revealed that the experimental group outperformed the control group in post-test scores for geometric understanding (M = 84.06 vs. M = 74.39), reinforcing the intervention’s practical impact. The control group showed no significant improvement (p = 0.16). These findings highlight the value of blended origami instruction in developing spatial reasoning and creativity. This study contributes to early STEAM education and supports the integration of digital tools into kindergarten learning and teacher training. Full article

This case study analyzes the academic emotions generated in a STEAM educational project developed in the controversial heritage of the Río Tinto and its surroundings. Twenty-five secondary education students participated in a didactic sequence that combined programming and the use of sensors for physicochemical data collection with inquiry- and modeling-based methodologies to address socio-scientific issues. Data were collected through open-ended questionnaires and field notebooks, allowing for an analysis of the emotions expressed at different stages of the project. The results show that epistemic emotions, such as curiosity and surprise, were predominant, highlighting the positive impact of experimental learning in this educational approach. Achievement emotions, such as pride and enjoyment, were linked to overcoming technological challenges, while thematic emotions, such as admiration and disgust, emerged from the heritage context, fostering critical reflection on environmental and historical issues. Negative emotions, such as frustration and anxiety, were also identified, mainly related to the technical difficulties and organizational challenges in group work. It is concluded that the proposed didactic sequence, by integrating the STEAM approach within a heritage context, mobilizes the epistemic emotions that were key in fostering analytical thinking and scientific exploration, while thematic emotions strengthened students’ connection with environmental and historical issues. Full article

Integrating sustainability into STEAM education is crucial for fostering environmental awareness among students. The Erasmus+ project Clean Environment–Clean School Climate with Creative Environmental Practices in School Education—Clean&Creative aims to develop environment-themed curriculum content that seamlessly integrates into ten different STEAM school disciplines. This initiative enhances multidisciplinary learning by connecting scientific knowledge with creative environmental practices, equipping students with the skills and mindset needed for sustainable problem solving. This paper presents the project’s key findings, highlighting innovative pedagogical approaches that merge sustainability with STEAM and humanities-based education. By incorporating hands-on, creative activities into school curricula, the project fosters active student engagement and a deeper understanding of environmental challenges. The results demonstrate how multidisciplinary strategies can bridge the gap between scientific principles and real-world sustainability issues, reinforcing the role of education in shaping eco-conscious citizens. Furthermore, the study discusses the challenges and opportunities in implementing these practices, providing insights into their long-term impact on students and educators. The findings contribute to the ongoing discourse on sustainability education, offering practical solutions for integrating environmental themes into diverse educational contexts. Ultimately, this research underscores the importance of creative, inter- and multidisciplinary methods in promoting sustainability within STEAM and humanistic education. Full article

In this research brief, we synthesize research on integrated STEAM teaching and learning from our multi-state team, comprised of scholars from elementary mathematics and science education. This work focuses on student perceptions of STEAM experiences to inform practitioners, researchers, and stakeholders in best practices. This synthesis brings forth the following contributions to STEAM education learned from elementary students’ perspectives of their STEAM learning experiences to offer new ideas about best practices in STEAM: (1) students have various access points to STEAM and connect with the personal expression and meaning-making related to the “arts” embedded in the experience; (2) empathy can be an important driver of deep engagement with their learning experiences towards a transformative outcome; and (3) STEAM learning experiences can be a space for implementing student-centered instructional practices guided by reform efforts in science and mathematics education. Next steps will be discussed to complement the burgeoning STEAM education literature base with a continued focus on all students’ perspectives about their learning experiences. We recommend longitudinal studies on the impact of STEAM; these are now possible as STEAM initiatives become more systematically rooted in schools and communities. Full article

The amount of medical waste is anticipated to increase significantly with population growth. Ineffective medical waste management has resulted in adverse impacts on environmental and human health. Therefore, this study aimed to develop the current medical waste management strategy in Istanbul. GaBi Education version 7.3 was used to conduct a life cycle assessment (LCA) to compare the current medical waste management system (baseline scenario) with alternative scenarios including different proportions of waste disposal methods from an environmental perspective. Global warming, acidification, eutrophication, ozone layer depletion, freshwater aquatic ecotoxicity, and human toxicity were selected as the environmental impact categories found in CML 2001 within GaBi software. Scenarios with a higher proportion of incineration had more negative environmental impact, whereas the scenario incorporating waste segregation/minimization contributed to reducing the environmental impact. Therefore, Scenario 4 (waste segregation at the generation points/waste minimization + incineration + steam sterilization + landfill) presented the best environmental performance with the lowest total environmental impact value of 14.21% among all scenarios and was recommended as the most sustainable alternative for medical waste management in İstanbul. Full article

This study aims to create an AI system that analyzes text to evaluate student engagement in STEAM education. It explores how sentiment analysis can measure emotional, cognitive, and behavioral involvement in learning. We developed an AI-based text sentiment analysis system to assess learning engagement, integrating speech recognition, natural language processing techniques, keyword analysis, and text sentiment analysis. The system was designed to evaluate the level of learning engagement effectively. A computational thinking curriculum and study sheets were developed for university students, and students’ participation experiences were collected using these study sheets. The study utilized the strengths of SnowNLP and Jieba, proposing a hybrid model to perform sentiment analysis on students’ learning experiences. We analyzed: 1, The effect of sentiment dictionaries on the model’s accuracy; 2, The accuracy of different models; and 3, Keywords. The results indicated that different sentiment dictionaries had a significant impact on the model’s accuracy. The hybrid model proposed in this study, utilizing the NTUSU sentiment dictionary, outperformed the other four models in effectively analyzing learners’ emotions. Keyword analysis indicated that teaching materials or courses designed to promote practical, fun, and easy ways of thinking and building logic helped students develop positive emotions and enhanced their learning engagement. The most frequently occurring keywords associated with negative emotions were “problem”, “error”, “not”, and “mistake”. This finding suggests that learners experiencing challenges during the learning process—such as encountering mistakes, errors, or unexpected outcomes—are likely to develop negative emotions, which in turn decrease their engagement in learning. Full article

Research in STEAM education continues to develop, and yet the literature in this area is often theoretically ‘light’. Given the importance of theory to provide explanatory power, the aim of this paper is to offer a theoretical classification system to be used as a tool for researchers and practitioners in this area. Derived from literature searches on STEAM education within open science/schooling, secondary/tertiary education intersection and global challenges, 26 frameworks were identified from 26 academic sources and refined based on their coherence and strong theoretical heritage. A relational ontology was proposed as a recurring theme and is a foundational aspect of the final classification system, signifying a shift from traditional models of STEAM that trivialise the ‘arts’ as utility disciplines. The 26 individual frameworks are organised into four approaches: ‘experiential real-world interactions’, ‘human psychological and cognitive’, ‘social, spatial, and material interconnectivity’, and ‘cultural and equity’. The overall classification system provides a starting point for researchers and educators navigating theoretically driven yet diverse STEAM implementation and understanding its impact depending on, and in response to, their preferred methodology. This system is novel in its treatment of theoretical perspectives, and its dynamic nature allows for the inclusion of further frameworks in the future. Full article