Interdisciplinary strategies in STE(A)M education: a critical analysis of curriculum and pedagogy

Background STE(A)M education – integrating science, technology, engineering, the arts, and mathematics – aims to promote interdisciplinary learning and real-world problem-solving. In Taiwan, despite policy-level promotion, empirical analyses of its curriculum enactment and pedagogical implementation remain limited.Purpose This study examines how STEAM principles were operationalized in master’s theses from 2008 to 2022 in Taiwan. By applying H.-W. Tsai’s (2008) linked vs. integrated curriculum typology and Fang and Fan (2022) two-dimensional framework of disciplinary integration and pedagogy, the study identifies dominant curricular models, instructional strategies, and implementation gaps.Sample A purposive sample of 84 STE(A)M-related master’s theses submitted to Taiwanese universities between 2008 and 2022 was analyzed.Design and Methods Qualitative content analysis was conducted. Theses were coded using Tsai’s integration model and Fang and Fan’s disciplinary (multi/inter/transdisciplinary) and pedagogical (teacher-led. teacher-guided, student-led) dimensions.Results Most theses reflected linked rather than fully integrated curriculum models. While interdisciplinary and transdisciplinary themes were present, integration was in many cases superficial. Teacher-guided instruction predominated, with minimal use of student-led inquiry – highlighting a disconnect between constructivist STEAM ideals and pedagogical realities.Conclusion The findings reveal conceptual and structural challenges in implementing holistic STEAM education. Addressing these gaps requires enhanced teacher professional development, cross-disciplinary collaboration, and the design of student-centered, real-world learning experiences.