Scholarlink

<p>This study explores how Generative STEAM Education fosters the co-creation of sustainable, interdisciplinary learning environments in Chilean schools. Through a qualitative multiple-case study in four educational communities in the Coquimbo Region, we examine how students and teachers engage with digital and non-digital technologies, such as biomaterials, recycled filaments, creative electronics, and augmented reality, to address socio-environmental and cultural challenges. Findings reveal the emergence of 21st-century skills, such as collaboration and critical thinking, ecological awareness, and material engagement through project-based learning, design thinking, and inquiry in the participating children. The exposed cases highlight diverse contextualized pedagogical purposes, including marine conservation, generative justice, and Indigenous heritage, showing how sustainability and technological inclusion can be grounded in local challenges. Rather than offering a fixed model, Generative STEAM Education emerges as a flexible and context-sensitive framework that connects material ecology, embodied learning, and community regeneration. This research contributes to rethinking STEAM education as a catalyst for socio-ecological transformation and provides methodological orientations for sustainable, situated, and inclusive teaching practices.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Sustainable computing in STEAM generative education: integrating biology, art, science of design and engineering with nature

  • 期刊论文

  • 发表日期：

    2025年7月30日

查看全文
  • Ronnie Videla,
  • Maybritt Aros,
  • Eduardo Sandoval-Obando,
  • Andri Velásquez,
  • Paola Rámirez,
  • Alexis Sarzosa,
  • Carola Cerpa,
  • Paulina Veas,
  • Daniela Carvajal,
  • Daniela Jorquera,
  • Marcelo Chávez

摘要

This study explores how Generative STEAM Education fosters the co-creation of sustainable, interdisciplinary learning environments in Chilean schools. Through a qualitative multiple-case study in four educational communities in the Coquimbo Region, we examine how students and teachers engage with digital and non-digital technologies, such as biomaterials, recycled filaments, creative electronics, and augmented reality, to address socio-environmental and cultural challenges. Findings reveal the emergence of 21st-century skills, such as collaboration and critical thinking, ecological awareness, and material engagement through project-based learning, design thinking, and inquiry in the participating children. The exposed cases highlight diverse contextualized pedagogical purposes, including marine conservation, generative justice, and Indigenous heritage, showing how sustainability and technological inclusion can be grounded in local challenges. Rather than offering a fixed model, Generative STEAM Education emerges as a flexible and context-sensitive framework that connects material ecology, embodied learning, and community regeneration. This research contributes to rethinking STEAM education as a catalyst for socio-ecological transformation and provides methodological orientations for sustainable, situated, and inclusive teaching practices.