Bereich: Technik & Wissen

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.

How to cite:

Yeomans, L., Chappell, K., Hetherington, L., Bresciani, S., Unterfrauner, E., Fabian, C. M., & Koulouris, P. (2025). Practice or Praxis? A Theoretical Classification System for STEAM Education. Education Sciences, 15(2), 164. https://doi.org/10.3390/educsci15020164

AutorInnen: Fabian, C., Unterfrauner, E.

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Tags: conceptual framework, educational policy, STEAM education, transdisciplinary