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

Abstract

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.

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