Latest advances in STEAM education research and practice: a review of the literature

This paper presents a review of the characteristics of, and trends in, sciences, technology, engineering, arts, and mathematics (STEAM) education. It covers 63 articles involving empirical STEAM education practices in 2013 to 2018 which were collected from Scopus. The major findings show: 1) an increasing number of STEAM education practices over the years, particularly at the secondary and primary school levels; 2) a broader range of research purposes and objectives of practice in the recent literature, with emerging foci on enhancing the effectiveness of STEAM learning, broadening the diversity of STEAM education, and addressing teachers' perceptions, development, and support; 3) arts, science and technology as being the most frequently covered discipline areas in the interdisciplinary STEAM practices; 4) hands-on practice, problem-solving, project-based learning, and real-life scenarios as being the essential elements in the STEAM learning and teaching approaches, and the extensive use of educational technology as an emerging trend. The results suggest the areas for future work needed for the development of STEAM education, including the promotion and implementation of STEAM at the preschool level, the factors facilitating or hindering effective STEAM teaching, and the kinds of support desirable for teachers.