Abstract

Relevance. The relevance of this study lies in the growing interest of specialists in the reorientation and reconstruction of Ukrainian design education following the Science, Technology, Engineering, the Arts, and Mathematics (STEAM) approach.

Purpose. The purpose of this study was to investigate the features of the STEAM approach and its application in the context of continuous design education.

Methodology. The study employed theoretical research methods, including analysis and synthesis, induction and deduction, comparison, systematisation, classification, and generalisation.

Results. The study employed theoretical research methods, including analysis and synthesis, induction and deduction, comparison, systematisation, classification, and generalisation. The main results highlighted the regulatory documentation on the development of a modern design system. The study found the of the New Ukrainian School (NUS) in the development of continuous design education and the need to study natural, mathematical, and humanitarian disciplines for effective design education. The educational, methodological, and software framework for secondary and higher design education in Ukraine were considered.

Conclusions. The correct organisation of continuous education contributes to the development of students’ motivation in studying design disciplines that meet the requirements of STEAM education. A vital stage of the STEAM system is the design of an integrated curriculum platform in the context of interdisciplinary learning, the application of the dynamics of mathematical, engineering, modelling, creative, and other design processes. A high-quality STEAM approach in design education will help to develop students’ critical thinking and creative approach to problems.

Keywords: thinking; integration; creative abilities; learning environment; art; project activity

Suggested citation