Abstract* Background Technological progress requires educational programs to employ tools that foster creativity and develop educational skills. In Ecuador, the Ministry of Education’s curriculum has not yet incorporated this approach; however, many institutions have introduced mechanisms by implementing STEAM in the classroom. Methods A qualitative, cross-sectional exploratory study examined STEAM skill levels in children aged 5 to 8 attending public schools in Ibarra. Six public institutions were selected through convenience sampling. Classroom observation was used to assess STEAM skills, and systematic observation of pedagogical workshops documented the cognitive and attitudinal skills associated with STEAM learning. Results STEAM proficiency peaks at age 7 (80%), declines at age 6 (59%), and recovers modestly at age 8 (62%), revealing a non-linear developmental curve. Gender gaps are small overall but widen sharply at age 7, where girls outperform boys by 24 percentage points (86% vs. 62%), marking a critical tipping point for targeted support. Institutional clusters emerge: EI-01 stands out (79% high compliance, 4% non-compliance); EI-04/05/06 occupy an intermediate level (53–57%); EI-02/03 fall below 50%, with EI-02 showing the largest deficit (37%). Conclusions Inductive analysis reveals classroom knowledge and practice gaps; the results, disaggregated by sex, age, institution, and competency domain, provide a robust baseline for planning interventions that strengthen early STEAM skills and transform teaching praxis. This diagnosis will guide the design of strategies aimed at developing STEAM during the first years of basic education in the local context.
Acosta-Ortiz et al. (Tue,) studied this question.