Perceptions and experiences of dominican teachers on the STEAM approach in technical secondary schools
DOI:
https://doi.org/10.62452/bk9jgm64Keywords:
Meaningful learning, educational innovation, futurist thinking, foresight, STEAMAbstract
Contemporary education faces the challenge of preparing students for a future with accelerated changes and emerging social demands. In this context, the integration of the STEAM approach and futurist thinking emerges as a key strategy to foster innovation and problem-solving skills. For this reason, the present research was carried out with the objective of analyzing the perception and experiences of Dominican teachers on the STEAM approach in technical secondary schools. To achieve this, a qualitative study based on document review and analysis of educational experiences was carried out. An interpretive approach was used to identify patterns and challenges in the joint implementation of both methodologies. The findings indicate that this integration supports the development of 21st-century competencies, such as creativity and critical thinking. Effective strategies were identified, such as future-oriented projects and the use of local resources. However, challenges related to the technological gap and sustainability persist. The synergy between STEAM and futurist thinking is relevant for promoting meaningful learning, depending on the teacher's role and the contextualization of activities, as well as creating environments that foster innovation.
Downloads
References
Arias Villalba, W., Mejía Carrillo, M., Carranza Basantes, S., & Alvarado Jaya, H. (2024). Educación STEAM (Ciencia, Tecnología, Ingeniería, Artes y Matemáticas) en la educación básica: integración curricular y efectividad, una revisión desde la literatura. Polo del Conocimiento, 9(2), 2026-2045. https://mail.polodelconocimiento.com/ojs/index.php/es/article/view/6651/16667
Castro Zubizarreta, A. (2024). Enfoque STEAM y Educación Infantil: una revisión sistemática de la literatura. ENSAYOS. Revista De La Facultad De Educación De Albacete, 39(1), 16-34. https://dialnet.unirioja.es/descarga/articulo/9767100.pdf
García Fuentes, O., Raposo Rivas, M., & Martínez Figueira, M. E. (2023). El enfoque educativo STEAM: una revisión de la literatura. Revista Complutense de Educación, 34(1), 191–202. https://doi.org/10.5209/rced.77261
Guanotuña Balladares, G. E., Pujos Basantes, A. A., Oñate Pazmiño, M. F., Ponce Jiménez, M. A., Carrillo Llumitaxi, E. P., & Delgado Yar, N. P. (2024). Adaptación de la metodología STEM-STEAM en la educación pospandemia: un enfoque integral para la recuperación académica. Revista InveCom, 4(2), e040259. https://doi.org/10.5281/zenodo.10694156
Hernández Sampieri, R., Fernández Collado, C., & Baptista, L. P. (2014). Metodología de la investigación. Mc Graw Hill.
Mosquera Hidalgo, P. M., Medina Andrade, R. M., Hidalgo Ortega, L. A., Choloquinga Catota, G. N., & Quinzo Guevara, J. I. (2025). Uso de metodologías STEAM para fomentar habilidades del siglo XXI en estudiantes de bachillerato: un análisis sistemático. Ciencia Latina Revista Científica Multidisciplinar, 9(2), 8715–8739. https://doi.org/10.37811/cl_rcm.v9i2.17600
Ortiz-Revilla, J., Sanz-Camarero, R., & Greca, I. M. (2021). Una mirada crítica a los modelos teóricos sobre educación STEAM integrada. Revista Iberoamericana de Educación, 87(2), 13–33. https://doi.org/10.35362/rie8724634
Pilaguano Cáceres, L., & Huacanés Chávez, P. (2026). La enseñanza interdisciplinaria a través del enfoque STEAM en niños de 6 a 10 años. 593 Digital Publisher CEIT, 11(1), 854–865. https://doi.org/10.33386/593dp.2026.1.3828
Ramos-Lizcano, C., Ángel-Uribe, I. C., López-Molina, G., & Cano-Ruiz, Y.-M. (2022). Elementos centrales de experiencias educativas con enfoque STEM. Revista Científica, 1(45), 345–357. https://doi.org/10.14483/23448350.19298
Sanipatin, B. (2025). El modelo STEAM como enfoque pedagógico innovador en la educación inicial de Ecuador. Revista Chakiñan de Ciencias Sociales y Humanidades, 1(26), 256–272. https://doi.org/10.37135/chk.002.26.12
Souza, J. (2022). Un punto de inflexión: Por qué debemos transformar la educación ahora. UNESCO. https://www.unesco.org/es/articles/un-punto-de-inflexion-por-que-debemos-transformar-la-educacion-ahora
Tapullima-Mori, C., Pizzán-Tomanguillo, S., Pizzán-Tomanguillo, N., Gómez Sangama, L., Vásquez Sánchez, M., & Iñipe Cachay, M. (2024). Una revisión bibliométrica del enfoque STEAM en educación universitaria 2010–2022. Revista Digital de Investigación en Docencia Universitaria, 18(1), e1790. https://doi.org/10.19083/ridu.2024.1790
Tomalá Vera, V. V. (2024). La metodología STEAM y su aporte en el aprendizaje matemático. Episteme Koinonía, 7(13), 222–239. https://doi.org/10.35381/e.k.v7i13.3215
Veytia Bucheli, M. G., & Contreras Fuentes, Y. B. (2025). Tendencias investigativas acerca del método STEAM en México: mapeo sistemático de la literatura. Transdigital, 6(11), e422. https://doi.org/10.56162/transdigital422
Vidal-Salgado, C., Del Ángel-Hernández, S., Ortiz-Oviedo, M. D., Medina-Reyes, D., Navarro-Hernández, E., & González-Ordoñez, G. (2025). Aprendizaje basado en proyectos de vida: una estrategia integral para la formación personal y social. Sophia Research Review, 2(1), 10–18. https://doi.org/10.64092/xdfyn568
Zúñiga Tinizaray, F. S., & Marín, V. I. (2024). Estrategias educativas STEM-STEAM en nivel superior: revisión sistemática de literatura. Revista Espacios, 45(4), 16–30. https://doi.org/10.48082/espacios-a24v45n04p02
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Máximo Castillo-Castillo, Juana Jiménez-Jiménez (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Revista Metropolitana de Ciencias Aplicadas (REMCA), agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
