Teacher training and conceptual dimensions for the implementation of STEAM education in formal educational contexts: A systematic literature review

The knowledge society faces challenges in addressing changes in students’ graduate profiles due to the rapid expansion of artificial intelligence, automation, and smart cities, which has generated the need for an educational paradigm centered on action and informed decision-making. Continuous teacher training constitutes the foundation of new educational proposals in the twenty-first century. This research was conducted through a systematic literature review following the PRISMA methodology applied to the field of education. A mixed-methods descriptive–analytical approach was adopted, supported by qualitative thematic and relational analysis aimed at identifying conceptual dimensions. A total of 96 articles were selected from the Scopus, ERIC, and Web of Science databases with the objective of analyzing the conceptual dimensions involved in the implementation of STEAM education in formal educational contexts. In conclusion, an integrated conceptual model derived from semantic network analysis inspired by Atlas.ti is consolidated. STEAM/STEM education is positioned as the structural core of the model, while teacher training is articulated as a mediating dimension that enables holistic pedagogical and didactic integration with teaching practice, in order to address challenges and leverage opportunities inherent to twenty-first-century education.