THE STEAM MODEL IN SECONDARY EDUCATION AS AN EDUCATIONAL STRATEGY FOR THE ACQUISITION OF 21ST CENTURY SKILLS

Abstract

The intention of this essay is to analyze the STEAM (Science, Technology, Engineering, Arts and Mathematics) model as an effective educational strategy for the acquisition of 21st century competencies in secondary education. In a context where students question the usefulness of academic knowledge, STEAM is presented as an innovative proposal that integrates traditionally disconnected disciplines, promoting academic experiences in their own contexts and modifying their realities. This perspective fosters technical skills, soft skills and digital literacy, which are important in a world that offers us constant challenges. The methodology employed is theoretical in approach and focuses on a search of indexed pedagogical writings related to the topic, including relevant research that explores the relationship between STEAM and 21st century skills enhancement. The article is organized around a theoretical and empirical review of recent literature, exploring the foundations of the STEAM model, its evolution from the STEM approach, and its alignment with pedagogical theories such as constructivism, multiple intelligences theory, and project-based learning. In addition, case studies and practical experiences are presented, such as the INECICU STEAM Fair in Pereira, Colombia, which demonstrate how STEAM can transform secondary education by integrating essential knowledge, skills and competencies for the 21st century. The findings highlight that although STEAM implementation is blurred by a lack of teacher training and limited resources, especially in rural contexts, it represents a unique opportunity to transform secondary education into a space for innovation and growth. STEAM not only trains students for the world of work, but also empowers them as critical, creative and engaged citizens, thus contributing to the evolution of the Colombian education system.