This chapter reconceptualises interdisciplinary integration in STEAM education as a transformative praxis that is epistemological, political, decolonial, and sustainability-oriented. Building on the neuroeducational foundations of CEN-STEM and the CIRCLE Frameworks introduced in Chapter 1 , this chapter foregrounds integration not as a technical alignment of disciplines but as a deeply ethical and relational undertaking. Through a synthesis of cognitive principles and socio-political imperatives, this chapter argues for STEA+M education as a critical response to ecological crises, epistemic marginalisation, and social inequities. The Plexus Model of STEA+M Education and the PaDL Framework offer pedagogical models that embed agency, cultural relevance, and systemic reflexivity into interdisciplinary practice. The FRAME Model for Transformative STEA+M Education presented in this chapter connects the CEN-STEM framework to the futures-oriented perspective of STEA+M education and the political, decolonial, and sustainability-oriented vision promoted in this book. Three provocations are presented that explore the addressing of epistemological tensions, designing for equity, and balancing local and global responsibilities. The provocations invite educators and researchers to engage STEA+M not as a fixed curriculum model, but as a living, future-making practice. Rather than offering a conclusion to this book, the chapter proposes “un-conclusions”, calling for the continual reinvention of STEAM integration in partnership with communities, diverse knowledges, and emerging global challenges. STEA+M education thus becomes a site of collective responsibility, ethical experimentation, and hopeful world-building in uncertain times.