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Arts & Communication Fostering belonging through STEAM education

1. Introduction belonging contributes to greater academic motivation,
improved performance, and increased self-confidence.
1.1. Exploring Science, Technology, Engineering, Thus, understanding how creative, interdisciplinary
Arts, and Mathematics (STEAM) education: projects, such as board game design contribute to fostering
Embracing learning through inquiry belongingness is critical to broadening STEAM education’s
STEAM education, which combines Science, Technology, impact.
Engineering, Arts, and Mathematics, emphasizes inquiry- Pope and Miles conducted a survey to assess students’
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based learning to create a comprehensive educational sense of belonging by asking participants to evaluate
experience. This innovative approach blends various statements, such as “I can really be myself at this school,”
teaching techniques to establish an interactive and “I feel accepted at this school,” “I feel proud of belonging to
cooperative learning environment that prepares students this school,” and “Other students here like me the way that
to tackle complex real-world problems with creativity. I am.” Responses were rated on a scale from “completely
At its core, STEAM education incorporates several key true” to “not at all true,” providing insights into students’
elements. Strategies such as the Reggio Emilia philosophy, perceptions of inclusivity and acceptance within their
problem-centered learning, and project-based learning academic environment. From a social identity perspective,
(PBL) form the foundation. These methods prioritize belonging is fostered when students see themselves as
hands-on learning experiences that focus on students’ integral to their academic communities. When integrated
needs and emphasize critical thinking, teamwork, and into STEAM education, belonging emerges through
the integration of various subjects in long-term projects. collaborative learning, project-based experiences, and
Moreover, STEAM education embraces effective behavior creative problem-solving that center students’ personal
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management approaches, such as Studio Habits of Mind experiences. This study positions board game design
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and Positive Technological Development. These strategies as an inquiry-based approach that allows students to
support both artistic and academic accomplishments while express personal and communal identities, ultimately
fostering positive behavior and emotional intelligence cultivating a deeper connection with their university and
development through technology use. its surrounding culture.
A significant advancement in STEAM education is Over the course of a month, students in this study
the maker culture movement that incorporates Do-It- engaged with various stages of the Standard d. school’s
Yourself (DIY) principles and creative spaces into formal Design Thinking process: empathizing, defining, ideating,
educational settings. This movement encourages practical prototyping, and testing, either independently or in
problem-solving skills, hands-on innovation, and creative small groups. The project involved visits to makerspaces,
thinking by providing students with resources for technological support, collaborative brainstorming
interdisciplinary projects. 3 sessions, and public presentations. This holistic approach
Furthermore, STEAM builds upon the foundations allowed students to apply their knowledge in real-world
of contemporary art education by focusing on big ideas, scenarios while engaging in peer collaboration and
enduring understandings, and essential questions. These community involvement.
elements create a comprehensive framework that nurtures The achievements of the project were recognized
creative and analytical thinking. through coverage in local media as proof of the advantages

To demonstrate the effectiveness of this inclusive of integrating STEAM principles into general education
approach, an innovative STEAM project was implemented curricula. By seamlessly integrating inquiry-based learning
in an Art Appreciation class for non-art majors. The project with design thinking and maker culture, this board game
focused on designing board games to foster students’ sense design initiative illustrated how STEAM education can
of belonging while applying design thinking principles. have a positive impact on higher education. It not only
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Drezner and Pizmony-Levy define a sense of belonging increased student engagement but also strengthened a
as a fundamental human need that drives motivation sense of unity in academic and community settings.
and influences behaviors and perceptions. In higher To analyze this concept in the present study, we draw
education, it has been positively correlated with academic on frameworks of belongingness in education, particularly
achievement, retention, and persistence. Research by Strayhorn’s model, which emphasizes the importance of
Gillen-O’Neel suggests that students who feel included supportive relationships, meaningful engagement, and
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and valued in their academic communities are more likely a sense of shared purpose in fostering belonging. The
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to engage meaningfully in learning, and participating interdisciplinary nature of STEAM education, combined
in community-building activities. A stronger sense of with creative storytelling and collaborative game design,

Volume 3 Issue 3 (2025) 2 doi: 10.36922/ac.4437