The impact of STEAM education on the formation of students' creative abilities

Abstract

The purpose of the study is to identify the potential of STEAM education as a factor in the formation of students' creative abilities and to substantiate effective pedagogical conditions for its implementation in school practice. The relevance of the problem is due to the insufficient reflection in the scientific literature of the aspects of the development of creative thinking in the context of the implementation of the STEAM approach. The focus of modern research is mainly on the technical, engineering and analytical components of integrated learning, while the "Art" component, which involves the development of creativity, is often ignored. Insufficient empirical data, the lack of clear methodological algorithms and a systemic assessment of the impact of STEAM education on students' creative potential actualize the need for a scientific analysis of this problem.

The research methods included the analysis and synthesis of psychological, pedagogical and methodological literature, a comparative analytical review of modern educational programs, a generalization of pedagogical experience, observation of the educational process, as well as the formulation of proposals for the practical implementation of STEAM components in the context of developing students' creativity.

As a result, it was established that the effective combination of scientific, technical and artistic components in the educational process stimulates the activation of imagination, creative thinking, the ability to create new ideas and concepts. The pedagogical conditions under which STEAM education contributes to the development of creative abilities are substantiated, namely: interdisciplinary integration, focus on project activities, support for individual educational trajectories, the use of visual and aesthetic components in learning.

The findings indicate that STEAM education, subject to proper pedagogical organization, not only develops technical and logical thinking, but also opens up new opportunities for the formation of students' creative potential. The author's vision of the integration of STEAM elements into curricula is proposed, based on the principles of creative pedagogy and stimulating students' intellectual initiative.