Beyond STEM: A Narrative Review of STEAM Education's Impact on Creativity and Innovation (2020–2025)

摘要

STEM education, although essential for building technical competencies, has faced criticism for its limited capacity to develop the innovation and creativity needed for the 21st century. STEAM education has emerged as a paradigm shift by embracing the Arts for developing comprehensive problem-solving, divergent thinking, and adaptability alongside analytical proficiency. This narrative review of research from 2020 onwards examines the consolidated evidence of published studies from 2020 to 2025 on the shift from STEM to STEAM education's effects on the innovation-readiness of learners. Complying with PRISMA guidelines, the present review examined 40 peer-reviewed articles to map the international landscape of STEAM research that reveals a predominant contribution from the USA, Spain, and other nations from Asia. The majority of the findings demonstrate convincingly that STEAM's project-based, transdisciplinary, and technology-facilitated teaching approaches substantially enhance the creative thinking, problem-solving capacity, motivation, and collaborative skills of learners across varying age groups and learning levels. CPACK and Design Thinking as crucial theoretical pillars are important in its effective implementation. Despite the fact that the evidence demonstrates the positive impact of STEAM, there is an existing need for successful curricular changes, continuous professional development of teachers, and effective investments in the development of digital infrastructure. It was concluded in this review that STEAM education has a considerable potential as a catalyst for preparing learners to engage with a more complex and innovation-driven world, and offers insights for potential directions to inform policy development and practical implementation. References Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331. https://doi.org/10.3390/educsci11070331 Ahmad, D., Astriani, M., Alfahnum, M., & Setyowati, L. (2021). Increasing creative thinking of students by learning organization with STEAM education. Jurnal Pendidikan IPA Indonesia, 10(1), 103–110. https://doi.org/10.15294/jpii.v10i1.27146 Al-Zahrani, A., Khalil, I., Awaji, B., & Mohsen, M. (2024). AI technologies in STEAM education for students: Systematic literature review. Journal of Ecohumanism, 3(4). https://doi.org/10.62754/joe.v3i4.3855 Amanova, A., Butabayeva, L., Abayeva, G., Umirbekova, A., Abildina, S., & Makhmetova, A. (2025). A systematic review of the implementation of STEAM education in schools. Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/15894 Anisimova, T., Shatunova, O., & Sabirova, F. (2018). STEAM-education as innovative technology for Industry 4.0. Nauchnyy Dialog, (11), 322–332. https://doi.org/10.24224/2227-1295-2018-11-322-332 Awwalina, D., Dawana, I., Dwikoranto, D., & Rizki, I. (2025). Effectivity of STEAM education in physics learning and impact to support SDGs. Journal of Current Studies in SDGs, 1(1), 8. https://doi.org/10.63230/jocsis.1.1.8 Belbase, S., Mainali, B., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2021). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(12), 2919–2955. https://doi.org/10.1080/0020739X.2021.1922943 Bhattacharjya, M. (2025). Future-proofing education: Developing transdisciplinary STEAM models to prepare learners for a workforce in the forthcoming era of automation. Transdisciplinary Journal of Engineering & Science. https://doi.org/10.22545/2025/00271 Chang, C., Du, Z., Kuo, H., & Chang, C. (2023). Investigating the impact of design thinking-based STEAM PBL on students’ creativity and computational thinking. IEEE Transactions on Education, 66(4), 673–68