A systematic review of the implementation of STEAM education in schools
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Aray K. Amanova 1 , Laura A. Butabayeva 2 , Galiya A. Abayeva 3 * , Akerke N. Umirbekova 4 , Saltanat K. Abildina 5 , Airegim A. Makhmetova 6
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1 Department of Pedagogy, L. N. Gumilyov Eurasian National University, Astana, KAZAKHSTAN2 Center for Inclusive Education, National Academy of Education named after I. Altynsarin, KAZAKHSTAN3 Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN4 Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN5 Department of Pedagogy and Methodology of Primary Education, Karaganda Buketov University, Karaganda, KAZAKHSTAN6 Department of Special Pedagogy, Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 1, January 2025, Article No: em2568

https://doi.org/10.29333/ejmste/15894

Publication date: 29 Jan 2025

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Article Downloads: 31

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