This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.

The successful training of preservice teachers in South African universities will be incomplete without the intervention of high school teachers, principals, and other stakeholders in education. It has been discovered that preservice teachers who teach Business Studies (BS) as one of the Economic and Management Sciences (EMS) subjects during teaching practice (TP) do not get enough assistance from their mentor teachers as they ought to because they are overloaded with much teaching work at this time. Therefore, the study aims to explore the different trajectories that preservice teachers take in their preparation for teaching Business Studies, the challenges 4th-year preservice teachers who specialise in EMS subjects encounter, how they overcome them, and how these trajectories impact their teaching practice experience. Overall, the study seeks to improve the quality of Business Studies education in South Africa by providing insights into the preparation and experiences of preservice teachers. Six fourth-year preservice teachers who taught Business Studies in Grades 10 and 12 were selected for the study to reflect on their experiences during teaching practice; hence, reflection was used as the data source for the study. Experiential learning theory was used as the lens of the study. At the same time, the interpretivism paradigm was adopted to understand individual preservice experiences. A case study was used as the design, and thematic analysis was adopted to analyse the data generated. The study found that preservice teachers who teach BS during TP face challenges such as a lack of Learning and Teaching Support Materials (LTSM), being assigned too much work to do, and the fact that BS has too much content to teach. Despite the challenges, these preservice teachers were creative enough to develop solutions, like designing posters without teaching resources and using practical examples to explain content for better understanding and parental involvement in class decisions such as discipline.

Previous studies have highlighted low student engagement in natural sciences at South African universities. This qualitative study examines classroom engagement among second-year natural science education students at a rural South African university, utilising open-ended questionnaire data from the Classroom Survey of Student Engagement (CLASSE). Twenty purposively sampled students participated. Key themes emerged during data analysis utilising Braun and Clarke’s (2019, 2021) six-phase framework, including teaching methods, classroom environment, collaboration, assignments, and the lecturer’s role. Findings indicate that lecturer-led discussions, ICT integration, and interactive classes enhance engagement by clarifying objectives and sustaining interest. A supportive classroom environment, marked by inclusive seating, smaller classes, and a positive atmosphere, promotes participation, though some students remain hesitant to speak up, signalling a need for safer spaces. Collaborative strategies, such as group work and peer discussions, improve comprehension of complex concepts, while peer interaction outside class aids retention. Structured homework and iterative assignments strengthen content mastery and preparation. The lecturer’s teaching style, communication clarity, and motivational support were pivotal, with timely feedback further bolstering learning. The study underscores actionable strategies for resource-limited contexts, emphasising adaptable pedagogy, environmental adjustments, and collaborative practices to bridge engagement gaps. While findings are context-specific to rural South Africa natural science education, they may inform similar resource-constrained settings.

Chapter 16, titled “Exemplification Learning in the Classroom”, explores the potential of exemplification learning as an interactive, hands-on approach in higher education and training. It highlights the theoretical foundations and empirical evidence supporting this method, emphasising its practical applications and future directions. The chapter discusses benefits such as enhanced engagement and deeper understanding, alongside limitations like time constraints, restricted perspectives, and other contextual challenges. It also addresses the opportunities and obstacles to implementing exemplification learning, using case studies from the economic and management sciences and the natural sciences educational settings. Finally, the chapter underscores the importance of tangible examples in learning and provides reflective questions for practice to optimise this approach in higher education and training.

This study investigated the integration of Information and Communication Technology (ICT) tools in Tenth-grade Life Sciences classrooms in selected schools in Bloemfontein, South Africa. Four tenth-grade Life science teachers were purposively selected to participate in this qualitative research. Utilising Braun and Clarke’s (Qual Res Sport Exerc Health 11:589-597, 2019; Qual Res Psychol 18:328-352, 2021) six-phase framework for thematic analysis, the research examined teachers’ experiences, positive perceptions regarding engagement and performance, and challenges in implementing digital technology. Four key themes emerged: (1) forms of digital tools and their benefits, (2) teachers’ perceptions, (3) barriers to integration, and (4) strategies to address challenges. Findings revealed that tools like PowerPoint and Smartboards enhanced engagement and academic performance, but barriers such as limited resources, poor connectivity, and insufficient training hindered effective use. The study underscores the urgent need for professional development, infrastructure investment, and policy support in South Africa’s educational context. Recommendations include structured ICT training, equitable resource distribution, and leveraging constructivist and TPACK frameworks to align technology with pedagogy.