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The Status Quo and Ways of STEAM Education Promoting China’s Future Social Sustainable Development

Author

Listed:
  • Xingwei Wang

    (School of Information and Control Engineering, China University of Petroleum (East China), Qingdao 266580, Shandong, China)

  • Wenwen Xu

    (School of Economic and Management, China University of Petroleum (East China), Qingdao 266580, Shandong, China)

  • Liang Guo

    (School of Information and Control Engineering, China University of Petroleum (East China), Qingdao 266580, Shandong, China)

Abstract

In the process of future sustainable development, human society faces problems such as severe population load, economic transition, and a lack of educational measures. One of the root causes of these problems is the shortage of innovative talents. Therefore, how to cultivate learners with multidisciplinary integration and innovation ability is a key point that should be paid attention to when promoting the concept of quality education and coping with the future sustainable development process. This paper uses the questionnaire survey and literature analysis methods to analyze the development of many educational institutions with the Science, Technology, Engineering, Art, and Mathematics (STEAM) concept as the core in China since 2017. It is found that the existing STEAM educational institutions generally have the following problems: a lack of team composition, difficulty in independent research and development, single course content, and an insufficient validation of course effectiveness. In order to more effectively promote the sustainable development of China’s future course, STEAM education institutions should focus on strengthening the following development strategies: gradient team building, continuous independent research and development, cutting-edge projects, mechanisms of curriculum transformation, and multi-angle course effectiveness verification.

Suggested Citation

  • Xingwei Wang & Wenwen Xu & Liang Guo, 2018. "The Status Quo and Ways of STEAM Education Promoting China’s Future Social Sustainable Development," Sustainability, MDPI, vol. 10(12), pages 1-15, November.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:12:p:4417-:d:185604
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    Citations

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    Cited by:

    1. Rongjun Chen & Yani Zheng & Xiansheng Xu & Huimin Zhao & Jinchang Ren & Hong-Zhou Tan, 2020. "STEM Teaching for the Internet of Things Maker Course: A Teaching Model Based on the Iterative Loop," Sustainability, MDPI, vol. 12(14), pages 1-20, July.
    2. Zsolt Lavicza & Robert Weinhandl & Theodosia Prodromou & Branko Anđić & Diego Lieban & Markus Hohenwarter & Kristof Fenyvesi & Christopher Brownell & Jose Manuel Diego-Mantecón, 2022. "Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments," Sustainability, MDPI, vol. 14(12), pages 1-15, June.
    3. Ying Ma, 2021. "Reconceptualizing STEM Education in China as Praxis : A Curriculum Turn," Sustainability, MDPI, vol. 13(9), pages 1-14, April.
    4. Baocui Min & Faizan Alam & Wei Zhao & Jinhong Tao, 2024. "Crafting a framework: a Delphi method approach to formulating a maker literacy assessment model for primary school students in China," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.

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