Empowering young minds: exploring the impact of STEAM education through the Engineering Design Process (EDP) on female elementary students

Abstract

Early exposure to STEAM experiences plays a valuable role in shaping elementary learners’ foundational engagement, STEM perceptions, and developing global competency skills. However, inconsistent learning opportunities highlight the need for inclusive pedagogical approaches that foster active engagement and motivation, particularly among girls. This systematic review examines the influence of the Engineering Design Process (EDP) on STEAM activities, identifying factors that affect learner engagement, the role of creativity in art-based tasks, and inclusive learning experiences for elementary-aged girls. Findings indicate that elementary girls engage more actively in relevant tasks that offer opportunities for creative expression, storytelling, or addressing issues of equity and social justice. This review, based on qualitative research, concludes that EDP-infused STEAM activities enhance student agency, artistic expression, and motivation by incorporating real-world relevance, providing multiple entry points to STEM content, and creating a supportive learning environment. Overall, while EDP-integrated STEAM activities show promise in supporting elementary girls’ interest in STEM, further research is needed to assess their long-term impact on STEM engagement and career pathways.