Integrating STEAM Education For self-Responsible and Mindful Practices Among students: A scoping Literature Review and possible Research Gaps

Abstract

The implementation and advancement of technology-based learning pedagogies have made 21^st century classrooms adaptive to STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. The purpose of this literature review was to examine how the integration of STEAM concepts affects the self-responsible and mindfulness practices of the students in the classroom and find possible research gaps from the reviewed studies. Since this paper was a literature review, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was followed to examine the existing journal articles to find relevant studies about integration of STEAM education. To get the most recent insights about the topic, 20 journal articles from the year 2019-2024 was examined through electronic databases under inclusion and exclusion criteria. The search criteria were focused on the keywords “STEM education,” “STEAM education,” “self-responsible,” “self-regulatory,” and “practicing mindfulness.” The findings of the review concludes that STEAM approaches foster the critical thinking, problems solving and independent learning making students more responsible towards their own learning. The collaborative and engaging learning atmosphere enhances not only the cognitive skills, but the social competence of the students where they learn the social, emotional, and behavioral skills which as a result makes them mindful about themselves and peers in the classroom.