When the current generation of K-12 learners has the opportunity to improve global issues and quality of life, they are inspired to advocate for worthy and ethical causes. Thus, we consider moving beyond the perspective of STE(A)M education from a workforce and global economic focus towards empathy-oriented STE(A)M learning as a humanistic pursuit to generating equitable solutions. This position paper leverages the Design Thinking framework as a theoretical grounding in advocating for the use of empathy as a key intellectual component to learning within integrated K-12 STE(A)M instruction. The purpose of this position paper is to (1) provide an overview of the Design Thinking Framework and discuss how it centres empathy in STE(A)M instruction; (2) share existing literature on the use of empathy in STE(A)M education; (3) theorize and synthesize how the intentional incorporation of empathy in STE(A)M instruction might address needs in well-known STE(A)M instructional methods; and (4) propose and discuss future steps for integrating empathy into the field of STE(A)M education that can benefit K-12 students, particularly those historically excluded in STE(A)M.

In this research brief, we synthesize research on integrated STEAM teaching and learning from our multi-state team, comprised of scholars from elementary mathematics and science education. This work focuses on student perceptions of STEAM experiences to inform practitioners, researchers, and stakeholders in best practices. This synthesis brings forth the following contributions to STEAM education learned from elementary students’ perspectives of their STEAM learning experiences to offer new ideas about best practices in STEAM: (1) students have various access points to STEAM and connect with the personal expression and meaning-making related to the “arts” embedded in the experience; (2) empathy can be an important driver of deep engagement with their learning experiences towards a transformative outcome; and (3) STEAM learning experiences can be a space for implementing student-centered instructional practices guided by reform efforts in science and mathematics education. Next steps will be discussed to complement the burgeoning STEAM education literature base with a continued focus on all students’ perspectives about their learning experiences. We recommend longitudinal studies on the impact of STEAM; these are now possible as STEAM initiatives become more systematically rooted in schools and communities.

We aim to elevate the stories and voices of youth in integrated STEM education, particularly those who have been historically marginalized and excluded from STEM spaces. Our research uses photo-elicitation to decenter the power of researchers and educators and elevate the experiences and expertise of youth in STEM. Findings are presented from three instrumental case studies, examining the perspectives of youth on what it means to do STEM, who belongs in STEM, and why STEM is important. The findings reveal that youth often perceive STEM as a siloed approach but also emphasize the need for greater integration of mathematics in STEM. Furthermore, the study highlights the importance of STEM identity development, showing that belonging in STEM is not just about future careers but also about fostering a sense of belonging in the present. Additionally, the study uncovers that youth invoke empathy and social consciousness when explaining the importance of integrated STEM, emphasizing the need to address racial, gender, and professional biases in STEM educational spaces. This prompts a reconsideration of the motivations behind integrated STEM education, emphasizing the value of developing STEM literacy for the well-being of all youth, not just as future workforce preparation.