Page 470 - Vseživljenjsko učenje kot temelj trajnostne družbe

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

the view that real-world contexts and collaborative approaches are essential
components of effective STEAM education. Dost (2024) further expands the
discussion in research which introduces the dimension of belonging within
STEM fields, drawing attention to the importance of social context in student
retention-an issue equally relevant for future educators tasked with creating
inclusive learning environments. Carter et al. (2021), through an analysis of an
Erasmus+ project, identify institutional challenges, the absence of standard-
isation, and the need for transparent educational models. Their work reveals
that even at the level of higher education, STEAM is not comprehensively in-
tegrated, which directly affects the preparation of future teachers.
Another aspect relevant to our research is that numerous studies have
demonstrated the positive impact of STEAM education on student learn-
ing outcomes across various disciplines. These findings reinforce the need
to equip pre-service teachers with the skills and confidence to implement
such approaches effectively in their future classrooms. Earlier research shows
that STEAM improves student achievement and fosters collaboration, criti-
cal thinking, creativity, and environmental awareness (Anggreani & Suratno,
2020; Ozkan & Umdu Topskal, 2020; Atmojo et al., 2021). Rahmawati et al.
(2019) demonstratedthat integratingSTEAMin theteachingofchemistrysig-
nificantly improves creativity and critical thinking among 11-year-old pupils.
Their study, which involved problem-solving tasks related to pH value
changes in the environment and their effects on living organisms, revealed
that students taught using the STEAM approach achieved higher levels of
knowledgeandunderstandingcomparedtothoseintraditionalclasses.Mas-
tery and understanding of biological concepts related to ecosystem func-
tioning can be greatly improved by combining STEAM methodology with
project-based learning (PjBL), as shown by Suciari and Suwono (2021). They
also demonstrated greater communication skill development in the experi-
mental group than in the control group. Similarly, Arpaci et al. (2023) found
thatcombiningSTEAMandPjBLwasparticularlyeffectiveinteachingmotion
laws through a project in which students constructed rubber-band powered
car models, integrating technological tools for speed and acceleration mea-
surement and incorporating artistic design elements. Their findings clearly
showed that the STEAM group achieved significantly higher motivation and
knowledge acquisition than the control group.
Despite the growing body of literature examining various dimensions of
the STEAM approach, relatively few studies have focused explicitly on the
perceptions and preparedness of student teachers-those who are expected
to apply STEAM principles in future educational settings. Most existing re-

470