Page 480 - Vseživljenjsko učenje kot temelj trajnostne družbe

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

them to apply STEAM confidently in educational contexts. This is particu-
larly concerning, as it prolongs the gap between positive attitudes and actual
readiness for implementation-a gap also noted by Meneses et al. (2023) and
Singh et al. (2024). Furthermore, the absence of methodological structuring
of STEAM content in study programmes contributes to confusion regarding
the role of the arts within the concept, as highlighted in the systematic re-
view by Yulianti et al. (2024).
Support and systemic conditions are perceived as key factors for the suc-
cessful integration of the STEAM approach. Participants expressed the need
for further training, seminars, demonstration lessons, and mentoring by ex-
perts. There was also an emphasis on the necessity for more flexible curricula
that would allow content integration and collaboration between teachers of
different subjects. These findings correspond directly with the conclusions of
Carter et al. (2021) and Sánchez Milara and Cortés Orduña (2024), who point
to institutional barriers and the need for clearly defined educational models
within the STEAM framework. However, it is important to note that content
integration is considerably more feasible in early childhood education due to
the greater autonomy of educators in planning activities and the flexibility of
the curriculum.
Finally, participants’ overall attitude towards STEAM can be described as
a combination of enthusiasm, constructive critique, and realistic assessment
of challenges. Although STEAM is recognised as a potential ‘future of ed-
ucation,’ its successful implementation depends on institutional support,
training, resources, and the pedagogical empowerment of teachers and
educators. These findings reinforce the need for systematic integration of
STEAM into teacher education, in order to bridge the gap between theory
and practice and to establish a foundation for sustainable educational prac-
tices aligned with the principles of education for sustainable development.

Conclusion
The analysis of focus group responses revealed that, despite limited aware-
ness of the STEAM approach, students from various academic backgrounds
demonstrated a high level of interest and positive attitudes towards its appli-
cation in education and upbringing. Participants recognised numerous ben-
efits of the STEAM approach, particularly in fostering creativity, motivation,
and active learning, while also highlighting obstacles such as a lack of re-
sources, practical training, and institutional support. The implementation of
STEAM methodology in educational practice is perceived as challenging but
achievable with appropriate training and mentoring. A pronounced need

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