A systematic review of the implementation of STEAM education in schools

Aray K. Amanova, Butabayeva Laura Askarovna, Galiya A. Abayeva, Akerke Nurlanbekovna Umirbekova, Абильдина Салтанат Куатовна, Airegim A. Makhmetova

2025

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.29333/ejmste/15894
Data confidence 85 high
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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.