Sustaining Regional Equality and Interdisciplinary integration of Arts and Sciences through Creativity Research in STEAM Education Systems

Authors

  • Man Luo nternational Institute of Creative Design,Shanghai University of Engineering Science,Shanghai, 201620, China (China) https://orcid.org/0000-0002-9509-4403
  • Rong Cong International Institute of Creative Design,Shanghai University of Engineering Science,Shanghai, 201620, China

DOI:

https://doi.org/10.58262/V32I78.12

Keywords:

Regional Equality; Interdisciplinary Integration; Arts; Sciences; STEAM Education; Creativity

Abstract

STEAM education system is largely being incorporated within different countries to develop creativity and problemsolving skills among the students. This study has also focused on sustaining regional equality and interdisciplinary integration of arts and sciences via creativity research in STEAM education systems. For this study, the qualitative data was collected from 12 science teachers working in different Chinese high schools. Thematic analysis was used for analyzing the collected interview transcripts. Four important themes were formulated which include (a) STEAM Education System, (b) Creativity in STEAM Education System, (c) STEAM Education System Issues and (d) Recommendations for STEAM Education System. The results obtained from this study showed that STEAM education system helps in encouraging student engagement, following interdisciplinary integration of arts and sciences. However, regional inequality in China prevents effective accessibility and quality of STEAM education in rural regions of the country, emphasizing the development and implementation of effective educational and regional policies. This study has also provided different practical and theoretical implications within the context of STEAM education systems.

Published

2024-01-16

How to Cite

Luo, M., & Rong Cong. (2024). Sustaining Regional Equality and Interdisciplinary integration of Arts and Sciences through Creativity Research in STEAM Education Systems. Comunicar. https://doi.org/10.58262/V32I78.12

Issue

Section

ORIGINAL ARTICLE