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STEM Education

2026, Volume 6, Issue 2: 307-328. doi: 10.3934/steme.2026013
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The STEAM approach in art education: An innovative strategy for developing children's artistic-creative potential

  • 1.
    Vice-Rector for Scientific and Pedagogical Work and Social Issues, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 32 Ostrozkyi Str., Vinnytsia, 21001, Ukraine; okarskadm@gmail.com
  • 2.
    Department of Artistic Disciplines in Pre-school and Primary School Education, Valentyna Voloshyna Faculty of Pre-school and Primary Education, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 32 Ostrozkyi Str., Vinnytsia, 21001, Ukraine; lesia_starovoit@sci-univ.com, larisasporish@gmail.com
  • 3.
    Vitalii Hazinskyi Department of Vocal and Choral Training, Theory and Methods of Music Education, Faculty of Arts and Art Education Technologies, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 32 Ostrozkyi Str., Vinnytsia, 21001, Ukraine; Shurikira@ukr.net, lpvasylevska@gmail.com

  • Academic Editor: Wei Li
  • Published: 13 March 2026

  • This study evaluated an authentically integrated, art-centered STEAM elective designed to give arts and sciences equal weight in both process and assessment, and examined its effects on children's artistic and creative potential in Ukraine. Over one academic year, eight secondary schools (N = 285, ages 12–14) implemented an elective that integrated design-thinking cycles across four units, while matched comparison classes followed the regular curriculum. Mixed-effects models accounting for clustering by schools and classes revealed moderate, reliable improvements in diversity of representation and constructive activity (Hedges' g ≈ 0.6), along with smaller but significant gains in originality and control over rejection (g ≈ 0.4). Improvements at the product level were partially mediated by communication and organization indicators, while temperamental characteristics (mobility, balance between excitation and inhibition) influenced but did not determine outcomes. Accuracy and dosage demonstrated proportional response gradients. Findings remained robust under multiple imputation and sensitivity analyses.

    Citation: Liudmyla S. Brovchak, Lesia V. Starovoit, Iryna B. Shvets, Larysa M. Likhitska, Liudmyla Vasylevska-Skupa. The STEAM approach in art education: An innovative strategy for developing children's artistic-creative potential[J]. STEM Education, 2026, 6(2): 307-328. doi: 10.3934/steme.2026013

    Related Papers:

  • This study evaluated an authentically integrated, art-centered STEAM elective designed to give arts and sciences equal weight in both process and assessment, and examined its effects on children's artistic and creative potential in Ukraine. Over one academic year, eight secondary schools (N = 285, ages 12–14) implemented an elective that integrated design-thinking cycles across four units, while matched comparison classes followed the regular curriculum. Mixed-effects models accounting for clustering by schools and classes revealed moderate, reliable improvements in diversity of representation and constructive activity (Hedges' g ≈ 0.6), along with smaller but significant gains in originality and control over rejection (g ≈ 0.4). Improvements at the product level were partially mediated by communication and organization indicators, while temperamental characteristics (mobility, balance between excitation and inhibition) influenced but did not determine outcomes. Accuracy and dosage demonstrated proportional response gradients. Findings remained robust under multiple imputation and sensitivity analyses.



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  • Author's biography Liudmyla S. Brovchak, Ph.D. in Pedagogy, Associate Professor, Vice-Rector for Scientific and Pedagogical Work and Social Issues, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 21001, 32 Ostrozkyi Str., Vinnytsia, Ukraine. She can be contacted at email: okarskadm@gmail.com; Lesia V. Starovoit, Ph.D. in Pedagogy, Associate Professor, Department of Artistic Disciplines in Pre-school and Primary School Education, Valentyna Voloshyna Faculty of Pre-school and Primary Education, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 21001, 32 Ostrozkyi Str., Vinnytsia, Ukraine. She can be contacted at email: lesia_starovoit@sci-univ.com; Iryna B. Shvets, People's Artist of Ukraine, Professor, Vitalii Hazinskyi Department of Vocal and Choral Training, Theory and Methods of Music Education, Faculty of Arts and Art Education Technologies, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 21001, 32 Ostrozkyi Str., Vinnytsia, Ukraine. She can be contacted at email: Shurikira@ukr.net; Larysa M. Likhitska, Ph.D. in Pedagogy, Associate Professor, Department of Artistic Disciplines in Pre-school and Primary School Education, Valentyna Voloshyna Faculty of Pre-school and Primary Education, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 21001, 32 Ostrozkyi Str., Vinnytsia, Ukraine. She can be contacted at email: larisasporish@gmail.com; Liudmyla Vasylevska-Skupa, Ph.D. in Pedagogy, Associate Professor, Vitalii Hazinskyi Department of Vocal and Choral Training, Theory and Methods of Music Education, Faculty of Arts and Art Educational Technologies, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 21001, 32 Ostrozkyi Str., Vinnytsia, Ukraine. She can be contacted at email: lpvasylevska@gmail.com
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