PEDAGOGICAL RENOVATIONS WITH STEAM: A SYSTEMATIC REVIEW OF THE DEVELOPMENT OF COMPETENCIES IN SECONDARY SCHOOL (2020-2024)

Abstract

The objective of this article was to explore this impact,  analysing recent evidence to identify good practices and contribute to the debate on educational improvement. Focus in the bibliographic review methodology, where metasearch engines, specialized repositories and (REDIB, SciELO, ScienceDirect) and  the "snowball" technique was used. Search strings used Boolean operators in Spanish and English language. From Fifty publications evaluated, it was choosen Thirthy eight (76%) for their analysis, classifying it’s methodological quality (15 high quality, 23 medium quality). Among the findings, a theoretical consensus on the potential of STEAM was identified, The discovery show’s a consensus on the effectiveness of the STEAM approach to develop 21st century skills, such as critical thinking, creativity and collaboration. In addition to promoting soft skills, STEAM improves scientific literacy and motivation in students, preparing a more complete graduate profile. Some studies report significant increases in digital skills, creativity, and critical reasoning, however, it faces methodological challenges: studies with small samples and selection biases predominate, From all this, it was concluded that, although STEAM pedagogy is recognized as a promising methodology, it’s applicability is conditioned by structural barriers such as lack of teacher training and resources. Current evidence, methodologically limited, restricts the generalization of the findings, therefore, it is recommended to overcome these weaknesses with more rigorous research and policies that prioritize equity, avoiding that the model deepens inequalities and ensuring its effective implementation in various contexts.