Page 468 - Vseživljenjsko učenje kot temelj trajnostne družbe

Sanja Partalo, Nevena Vučen Papić, Dragana Malivuk Gak, and Dino Hasanagić

learning and innovative teaching may be crucial for advancing education for
sustainable development.
Keywords: STEAM education, education for sustainable development, innova-
tive educational practices, creativity, critical thinking, transdisciplinary
© 2025 Sanja Partalo, Nevena Vučen Papić, Dragana Malivuk Gak,
and Dino Hasanagić
https://doi.org/10.26493/978-961-293-538-2.27

Theoretical Background
The integration of science, technology, engineering, the arts, and mathemat-
ics (STEAM) is increasingly recognised as a transformative educational model
for developing essential twenty-first-century competencies, including cre-
ativity, critical thinking, collaboration, and problem-solving. Research in this
area spans various educational levels, from preschool to university, and in-
cludes analyses of both learning outcomes and the perceptions of prospec-
tive educators. Recent studies affirm the pedagogical value of STEAM, dem-
onstrating its positive impact on student engagement and transdisciplinary
learning. Sánchez Milara and Cortés Orduña (2024) highlight STEAM’s role in
real-world problem-solving and student-centred learning. Papagiannis and
Pallaris (2024) report improved critical thinking and collaboration through
makerspace interventions in computer science. These findings reflect a broa-
der shift towards STEAM as a strategy for equipping learners to address com-
plex, real-world challenges. Still, despite growing academic interest and its
inclusion in educational discourse, the implementation of STEAM – partic-
ularly within higher education and teacher training programmes – remains
inconsistent.
Recent research indicates an increasing academic focus on in-service
teachers’ attitudes toward STEAM education. For instance, Kalliontzi (2022)
conducted a study examining secondary education teachers’ attitudes to-
ward implementing STEM in the classroom, revealing a generally positive
outlook but also highlighting concerns about practical implementation chal-
lenges. Similarly, Berry et al. (2025) explored Australian secondary school
teachers’ perceptions and practices related to integrated STEM education,
noting significant variations in understanding and application, which un-
derscores the need for further professional development and support. Ad-
ditionally, Zhou et al. (2023) performed a meta-analysis on the impact of
professional development programmes on in-service STEM teachers’ self-
efficacy, confirming that targeted training significantly enhances teachers’
confidence and effectiveness in delivering STEM education. Still, there is a

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