Continuous development of STEAM skills based on collaborative interaction between stakeholders
DOI:
https://doi.org/10.56177/12icmie2025.130Keywords:
STEAM skills, university-industry collaboration, innovative curriculum, applied learning, gamification, curriculum design.Abstract
STEAM (Science, Technology, Engineering, the Arts, and Mathematics) education is becoming increasingly important in today's society, which demands interdisciplinary skills, creativity and adaptability to emerging technologies. The literature emphasises the role of innovative pedagogies (project-based learning, design thinking, gamification, etc.) and university-industry collaboration in aligning education to real market needs. In this paper, based on the results of the Erasmus+ Skills4Future project, we analyse the continuous development of STEAM competences through collaborative interaction between students, teachers, institutions and industrial partners. The mixed methodology involves comparing the pilot phase (academic year 2023-2024) with the adjusted phase (2024-2025) of integrated STEAM courses: quantitative (student satisfaction questionnaires) and qualitative (open feedback) data were collected. The main results indicate high levels of satisfaction in both phases and improvements in key indicators after adjustments. Quantitative data show the significant impact of the quality of didactic interaction and practical components on overall student satisfaction. The qualitative analysis emphasises the appreciation of applied activities and team collaboration, confirming the importance of anchoring learning in real contexts. The contribution of the study lies in highlighting a model of curriculum co-creation and systematic feedback that enables the continuous alignment of STEAM study programmes with market demands and sustainability priorities.
References
Zhan, Z., Hu, Q., Liu, X., & Wang, S. (2023). STEAM education and the innovative pedagogies in the intelligence era. Applied Sciences, 13(9), 5381. https://doi.org/10.3390/app13095381
Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national systems and “Mode 2” to a Triple Helix of university–industry–government relations. Research Policy, 29(2), 109–123. https://doi.org/10.1016/S0048-7333(99)00055-4
Carayannis, E. G., & Campbell, D. F. J. (2009). “Mode 3” and “Quadruple Helix”: Toward a 21st century fractal innovation ecosystem. International Journal of Technology Management, 46(3/4), 201–234.
Ankrah, S., & Al-Tabbaa, O. (2015). Universities–industry collaboration: A systematic review. Scandinavian Journal of Management, 31(3), 387–408. https://doi.org/10.1016/j.scaman.2015.02.003
Parody, L., Santos, J., Trujillo-Cayado, L. A., & Ceballos, M. (2022). Gamification in engineering education: The use of Classcraft platform to improve motivation and academic performance. Applied Sciences, 12(22), 11832. https://doi.org/10.3390/app122211832
Montés, N., Aloy, P., Ferrer, T., Romero, P. D., Barquero, S., & Carbonell, A. M. (2022). EXPLORIA, STEAM education at university level as a new way to teach engineering mechanics in an integrated learning process. Applied Sciences, 12(10), 5105. https://doi.org/10.3390/app12105105
Wiliam, Dylan. (2006). Formative Assessment: Getting the Focus Right. Educational Assessment. 11. 283-289. 10.1207/s15326977ea1103&4_7
Skills4Future Project. (2024–2025). Internal reports on student feedback [Unpublished internal documents].
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Marian JALENCU, Galina LISA, Tatiana BULIMAGA
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
