Arts Element in STEAM Education: A Systematic Review of Journal Publications

  • kayshi Seetoo Universiti Malaysia Kelantan
  • Ng Siew Foen Universiti Malaysia Kelantan
Keywords: Arts Element; STEAM; STEM education; Malaysian Education Blueprint; develop a curriculum


Most of the country have conducted research in the last few years to improve their students' achievement through STEAM which mean science, technology, engineering, arts and mathematics education. Anyway, in Malaysia STEM education still focus in both primary and secondary schools. This was stated in the Malaysian Education Blueprint (2013-2015) in which STEM education would strengthen the science subjects in our country. However, the main issue related to STEM education in Malaysia is students' lack of interest in science subjects. The factors that contribute to students’ lack of interest in STEM are students' anxieties and difficulties in getting good grades in STEM, declining PISA performance, and teachers' teaching approach. Many studies that show integrating arts in STEM, which is known as STEAM education, is a critical education model for enhancing STEM. The United States, Korea, and New Zealand have already implemented the model in their education system. This literature review aims to introduce the STEAM framework and its importance for students and teachers. It examines the findings, discussions, and recommendations of collected STEM/STEAM research works from 2006 to 2021 based on positive impact of STEAM on students' achievement, cognitive development, creativity, and ability in problem-solving.  STEAM education is still new in Malaysia and if it were to be implemented in Malaysia, policymakers will need to develop a curriculum, professional development for teachers, and materials to ensure that it can be implemented successfully in Malaysia.

How to Cite
Seetoo, kayshi, & Siew Foen, N. (2022). Arts Element in STEAM Education: A Systematic Review of Journal Publications. International Online Journal of Language, Communication, and Humanities, 5(2), 29-43.