La metodología steam y su aporte en el proceso de estudios preuniversitario.

Abstract

This article analyzes the contribution of the STEAM methodology to academic performance, motivation, and the acquisition of critical thinking, creativity, and collaboration skills in classrooms for learning. The problem addressed arises from the need to innovate in traditional teaching, seeking strategies that integrate disciplines and foster the development of key competencies in students. The research objective is to conduct a systematic review of the scientific literature specializing in the STEAM methodology at the pre-university stage. This work used a systematic review of scientific articles published between 2016 and 2025, compiled from recognized academic databases such as Elsevier, Scopus, EBSCO, PROQUEST, SCIELO, Dialnet, and Web of Science (WOS), among others. Hermeneutics was used, and documentary analysis matrices and bibliographic record sheets were used to organize the information from 24 studies. I think it is worth explaining the search commands that initially identified 150 works, but 24 of which met the research objectives. The results allow us to infer that the STEAM methodology, by integrating science, technology, engineering, art, and mathematics through contextualized and interdisciplinary projects, significantly improves academic performance, stimulates students' learning motivation, and strengthens participation in classes. In conclusion, the STEAM methodology boosts student motivation, promotes contextualized learning, strengthens collaborative work, and improves academic performance through interdisciplinary projects connected to reality.