Integrating STEAM in Primary Education:  A Systematic Review from 2010 to 2024

Lucelina Saucedo  Gonzales; Giuliana Orrillo  Salazar; Patricia Yvonne  Quenaya Negrete; Carmen Graciela Arbulú  Pérez Vargas

doi:10.36941/jesr-2025-0064

Authors

Lucelina Saucedo Gonzales Escuela de posgrado, Universidad César Vallejo, Perú *Corresponding Author
Giuliana Orrillo Salazar Escuela de posgrado, Universidad César Vallejo, Perú
Patricia Yvonne Quenaya Negrete Escuela de posgrado, Universidad César Vallejo, Perú
Carmen Graciela Arbulú Pérez Vargas Escuela de posgrado, Universidad César Vallejo, Perú

DOI:

https://doi.org/10.36941/jesr-2025-0064

Keywords:

STEAM, Primary education, Bibliometric analysis, Interdisciplinarity, Educational innovation, educational innovation

Abstract

This study presents a systematic review and bibliometric analysis of the literature on the integration of the science, technology, engineering, art and mathematics (STEAM) approach in primary education. Using the Scopus database and tools such as VOSviewer, 63 relevant publications published between 2010 and 2024 from the Scopus database were analyzed. The results reveal exponential growth in research since 2016, with the United States and the United Kingdom leading the academic output. The analysis of keyword co-occurrence and collaborative networks among authors highlights the multidisciplinary nature of the field and the importance of factors such as gender equity and socioeconomic context. Significant gaps were identified, including the paucity of longitudinal studies and the lack of research in developing countries. The study concludes that while the STEAM approach has significant potential to transform primary education, more research is needed to understand its long-term effects and adaptability to diverse cultural and educational contexts.

Received: 10 December 2024 / Accepted: 20 February 2025 / Published: 06 March 2025