Can STEAM-Based Learning Improve the Skill’s of 21st Century Student Post Pandemic?

Abstract

Background: During the pandemic caused by the COVID-19 virus, schools were forced to close, which resulted in a learning loss, particularly for students. After the pandemic, education ought to put more of an emphasis on the interconnected aspects of student growth. Learners could get a comprehensive understanding of the issue by applying this strategy and analysing the problem from a variety of perspectives in order to develop a variety of potential solutions. To acquire knowledge, one needs to be in the right environment to investigate a variety of phenomena (the world outside the classroom). Therefore, in order for students to be prepared for life in the 21^st century, they need to be proficient in what are known as the "4 Cs" skills. These skills include communication, critical thinking, problem solving, creativity, and collaboration.

Objectives: The present literature review examines the potential advantages of STEAM-based learning for preparing students to meet the challenges of the 21^st century.

Methods: This study was conducted by reviewing journals relate to the STEAM for education Evidence from a variety of literatures demonstrates that the STEAM approach can help students develop the skills and capabilities necessary to address the challenges of the 21^st century.

Results: Education in the fields of science, technology, engineering, art, and mathematics (STEAM) is ideally suited to meet the challenges of both the post-pandemic era and the 21^st century. STEAM has the potential to incorporate a wide range of subject areas, maintain its reliance on technological resources, and provide assistance for the implementation of a variety of educational strategies.

Conclusions: Evidence from a variety of literatures demonstrates that the STEAM approach can help students develop the skills and capabilities necessary to address the challenges of the 21^st century.