Beyond the blackboard: STEAM as a driver of change in Dominican classrooms
Abstract
The aim of the study was to analyze the impact of the STEAM approach for the transformation of traditional pedagogical practices based on memorization towards active methodologies. The research adopted a mixed, descriptive, exploratory and applicative approach, with a cross-sectional design. Teachers selected by purposive and convenience sampling participated in the study, applying structured surveys, interviews, focus groups and non-participant observations. The data were analyzed using descriptive statistics and qualitative thematic analysis, ensuring rigor and triangulation. The results showed a generalized positive perception of teachers towards STEAM, who recognized improvements in student motivation, creativity, critical thinking and collaboration. In conclusion, its transformative potential in contexts of educational inequality was confirmed. However, structural limitations were identified, such as scarce specialized teacher training and gaps in access to technological resources, which have required comprehensive and sustainable policies to ensure its equitable expansion.
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