| Title: |
STEAM Education: The Claim for Socially Innovative Practices |
| Authors: |
Unterfrauner, Elisabeth; Addis, Annalisa; Fabian, Claudia Magdalena; Yeomans, Lucy |
| Source: |
Creativity and Educational Innovation Review; No 8 (2024): Creativity and Educational Innovation Review (CEIR), 8, 2024; 71-98 ; Creativity and Educational Innovation; No. 8 (2024): Creativity and Educational Innovation Review (CEIR), 8, 2024; 71-98 ; Creativity and Educational Innovation Review; Núm. 8 (2024): Creativity and Educational Innovation Review (CEIR), 8, 2024; 71-98 ; 2603-6061 |
| Publisher Information: |
Universitat de València |
| Publication Year: |
2024 |
| Collection: |
Universitat de València: Open Journal Systems |
| Description: |
This paper examines the potential of STEAM (Science, Technology, Engineering, Arts, Mathematics) education as a socially innovative approach to making STEM education more inclusive and creativity-driven. Traditional STEM (Science, Technology, Engineering, Mathematics) education is essential for global innovation but often reinforces societal inequities. The EU-funded Road-STEAMer project aims to integrate creative approaches into STEM, fostering a skill set that combines technical and creative capabilities. This study investigates STEAM’s potential to address the skill gaps and inclusivity issues in STEM education, aiming to guide educational policies toward a more diverse and capable workforce. Employing a four-step framework for transformative social innovation the study assesses current STEM limitations and presents findings from the DO IT programme, a European initiative for youth social innovation through hands-on learning. Creativity and self-efficacy changes in students were measured via pre-and post-tests. Findings show that DO IT participants, especially older students and females in structured settings, significantly improved creativity and self-efficacy. These gains highlight STEAM’s capacity to develop both technical and creative skills, making education more inclusive. Our results show that STEAM education holds promise for addressing educational gaps and workforce needs. Recommendations emphasise policy support for STEAM integration, educator training, and inclusive frameworks to prepare students for future societal challenges. ; Este artículo examina el potencial de la educación STEAM (Ciencia, Tecnología, Ingeniería, Artes y Matemáticas) como enfoque socialmente innovador para hacer que la educación STEM (Ciencia, Tecnología, Ingeniería y Matemáticas) sea más inclusiva y esté más impulsada por la creatividad. La educación STEM tradicional es esencial para la innovación global, pero a menudo refuerza las desigualdades sociales. El proyecto Road-STEAMer, financiado por la Unión Europea, pretende ... |
| Document Type: |
article in journal/newspaper |
| File Description: |
application/pdf |
| Language: |
Spanish; Castilian |
| Relation: |
http://turia.uv.es/index.php/creativity/article/view/29743/31664; http://turia.uv.es/index.php/creativity/article/view/29743 |
| Availability: |
http://turia.uv.es/index.php/creativity/article/view/29743 |
| Rights: |
Derechos de autor 2024 Creativity and Educational Innovation Review |
| Accession Number: |
edsbas.F6CF8805 |
| Database: |
BASE |