STEAM EDUCATION FOR SUSTAINABLE DEVELOPMENT: BRIDGING INTERDISCIPLINARY LEARNING AND THE 2030 AGENDA

Abstract

Preparing students to address complex and interrelated problems for which there are no simple answers is increasingly imperative in light of our global sustainability crisis. STEM (Science, Technology, Engineering, Mathematics) disciplines, and now the movement to include Arts in STEM (STEAM), are natural homes for topics related to sustainability and to preparing students for our collective futures. This chapter focuses on STEAM teaching and learning in the context of Education for Sustainable Development (ESD). This chapter draw an argument that STEAM and ESD is significant solutions for the implementation of the United Nations’ 2030 Agenda for Sustainable Development and its 17 SDGs. Based on a review of the current literature, including new research published for this edition of Teaching for Sustainability, we explore how interdisciplinary STEAM concepts and practices promote systems thinking, ethical decision-making, creative problem-solving, and teamwork. The chapter highlight several educational approaches, such as project-based learning, design thinking, and Green-STEAM, that have been shown to increase students’ sustainability knowledge, skills, and action. The chapter further discuss barriers to providing comprehensive STEAM and ESD programming, such as systemic issues of outdated curriculum, lack of teacher training, and issues with access. The chapter closes with suggestions for policymakers, curriculum developers, and educators on how to expand and improve effective, accessible STEAM education through curriculum development, educator preparation, assessment, and the fostering of inclusion in STEAM.