Page 467 - Vseživljenjsko učenje kot temelj trajnostne družbe

STEAM Education for an Innovative

Approach to Sustainability:
Perspectives of Future Preschool

Educators and Teachers

Sanja Partalo Dragana Malivuk Gak
University of Banja Luka, University of Banja Luka,
Faculty of Philosophy Faculty of Natural Sciences
sanja.partalo@ff.unibl.org and Mathematics
dragana.malivuk-gak@pmf.unibl.org
Nevena Vučen Papić
University of Banja Luka, Dino Hasanagić
Faculty of Natural Sciences University of Banja Luka,
and Mathematics Faculty of Natural Sciences
nevena.vucen@pmf.unibl.org and Mathematics
dino.hasanagic@pmf.unibl.org

Modern education is increasingly viewed through the lens of sustainable de-
velopment, with a focus on pedagogical practices that foster competent, cre-
ative, and socially responsible individuals. The STEAM approach integrates sci-
ence, technology, engineering, the arts, and mathematics to foster creativity,
critical thinking, and transdisciplinary problem-solving among learners. This
approach directly contributes to education for sustainable development by
enhancing the quality of education, gender equality, and innovation. The pa-
per explores teacher education students’ awareness of STEAM, their attitudes
toward its use, and their readiness to apply it in future teaching. A qualita-
tive study was conducted through focus groups with students from various
teacher education programmes (natural sciences, social sciences, and arts).
Students’ attitudes were analysed, and the perceived benefits, obstacles, and
needs for additional support in the implementation of STEAM were identified.
The resultsreveal limited formal education about STEAM, but also a strong mo-
tivation among students to apply this approach, particularly in contexts that
foster innovation, inclusion, and the connection of theoretical knowledge with
real-life situations. Identified challenges include a lack of practical training, in-
sufficient institutional support, and limited resources. Participants highlighted
the need for greater integration of STEAM-related content in university curric-
ula. In conclusion, the findings underline the necessity of systemic integration
of STEAM education in teacher and preschool educator training programmes,
as a key factor in developing sustainable educational practices. Supporting fu-
ture teachers and educators in acquiring competencies for transdisciplinary

Hudovernik, S., Lepičnik Vodopivec, J., Drljić, K., Birsa, E., Mezgec, M., Cotič, N.,
Dolenc, P., Ferbežar, N., Hozjan, D., in Štemberger, T. (ur.). (2025). Vseživljenjsko učenje
kot temelj trajnostne družbe. Založba Univerze na Primorskem.