STEAM APPROACH IN THE FORMATION OF DESIGN CULTURE OF FUTURE TECHNOLOGY TEACHERS

Abstract

The article highlights the implementation of the STEAM approach as a modern means of updating the content and forms of professional training for future technology teachers. Emphasis is placed on the fact that the STEAM approach creates conditions for interdisciplinary integration of knowledge and practices from science, technology, engineering, arts, and mathematics, aligning with contemporary educational and societal demands. It is demonstrated that the use of the STEAM approach contributes not only to the acquisition of professional knowledge but also to the development of key components of design culture, such as creativity, aesthetic perception, engineering thinking, project-oriented skills, innovativeness, and reflexivity. The study identifies that the integration of STEAM methods into the educational process fosters the formation of students’ project-technological competencies, enhances cognitive activity, and stimulates interest in creative inquiry and the solving of real-world practical problems.

The purpose of the article is to reveal the potential of the STEAM approach as an effective tool for developing the design culture of future technology teachers, to substantiate the appropriateness of its integration into the professional training process of educators, and to propose practical approaches for its implementation in educational practice.

The research methodology is based on systemic, learner-centered, competence-based, and integrated approaches. The study employed general scientific methods, including the examination, analysis, and synthesis of reference materials, a review of scientific and educational printed and online sources, as well as the systematization and generalization of findings.

Scientific novelty lies in identifying the potential of the STEAM approach as an innovative means of shaping the design culture of future technology teachers. For the first time, the concept of “design culture of a future technology teacher” is clarified in the context of integrating artistic and creative, engineering-technological, and pedagogical components. The study proves the positive impact of the STEAM approach on the development of key components of design culture, particularly: creativity, aesthetic sensitivity, constructive thinking, and innovativeness.

Conclusions. 1. STEAM is not merely the addition of art to STEM, but a qualitatively new educational approach in which design becomes the intersection point of knowledge and skills from various domains. 2. The STEAM approach serves as a powerful instrument for updating the content of training future technology teachers, supporting the development of their design culture, professional competencies, and creative self-realization.