Methodological Landmarks Concerning STEM/STEAM Design in Education

Abstract

In an era defined by accelerated technological transformations and complex global challenges, education systems
are called upon to redefine their mission. Education is no longer a mere transfer of information; rather, it becomes the foundation
upon which social resilience and innovation are built. The article examines a range of relevant international experiences in
designing STEM/STEAM activities across various educational contexts, emphasizing how teachers and institutions have succeeded in integrating interdisciplinarity and making effective use of available resources. The analysis of international experiences
highlights examples of good practices and the difficulties encountered in implementing STEM/STEAM in teacher training, curriculum adaptation, the use of modern technologies, and fostering students’ creativity. At the same time, the article underlines the
effects of these initiatives on motivation, critical thinking, and training professions of the future, offering valuable benchmarks
for adapting and developing similar models in other educational systems. Additionally, it presents methodological guidelines
for designing STEM/STEAM activities within the teaching process and a practical model for implementing a STEAM lesson