Implementing STEAM Education in Estonian Basic Schools: Smart Learning Materials for Experimentation and Exploration in Science, Creativity, and Innovation

Abstract

STEAM education has emerged internationally as a key interdisciplinary approach aimed at integrating disciplinary knowledge into meaningful and creative learning. This paper reports on the development of STEAM-oriented courses for lower secondary technology education and examines within-subject integration opportunities.

The study focuses on two Grade 7 technology courses (Automata and LED Lamp) designed as design-based, hands-on learning processes. Teacher input was gathered through collaborative idea generation and semi-structured interviews. Analysis addressed how teachers perceived STEAM-related integration and how such perceptions supported feasible integration within the disciplinary logic of technology education.

Findings suggest that technology education offers a natural platform for STEAM integration without mandatory cross-curricular collaboration. Integration manifested mainly through design processes, artefact construction, and reflective activities. The work also underscored the need to systematise teachers’ ideas to distinguish viable integrations from less feasible proposals. The paper positions technology education as a potential core carrier of STEAM and outlines next steps for piloting and broader implementation.