Designing the Future: Integrating Creativity and Innovation Through Design-Based STEAM Learning

Abstract

Design-Based STEAM learning emerged as a transformative pedagogical approach aimed at cultivating creativity, innovation, and problem-solving skills among learners. This study examines how Design-Based STEAM learning enhances creative thinking and innovative capacities through an exploratory sequential mixed-method research design. The qualitative phase employed purposive sampling to select STEAM curriculum experts (n = 25) for semi-structured interviews, analyzed using thematic analysis. Insights from this phase informed the design of a quantitative questionnaire administered to trained STEAM teachers (n = 210) by using simple random sampling technique. Quantitative data were analyzed using descriptive statistics. Validity, Reliability, Pilot testing of questionnaire was carried out. Correlation, and regression analysis were applied. It was indicated by results of the study that Design-Based STEAM learning significantly enhances creativity (β = .61, p < .001) and innovation skills (β = .54, p < .001) among learners. Triangulation of qualitative and quantitative findings strengthens the conclusions that Design-Based STEAM education based on prototyping, iterative design, and reflective inquiry is a powerful catalyst for inculcating creativity and innovation. Implications discussed for curriculum developers, teachers, and policymakers seeking to implement STEAM education.