Creating a STEAM project with students as an indicator of the effectiveness of training future biologists

Relevance. In the modern world, biology is becoming an increasingly complex and multidimensional science that encompasses numerous subfields. Therefore, future specialists in this field need to possess not only deep knowledge of core disciplines but also a broad outlook, including competencies in technology, mathematics, and the arts. Purpose. The purpose of this study is to investigate the effectiveness of training focused on the creation of STEAM projects in terms of training future biologists. Methodology. The methodology of the study included the analysis of 41 projects conducted by 11 teachers of higher educational institutions in Kazakhstan for 5 years. Project classification methods included such aspects as the integration of educational material, problem-solving, search for answers to scientific questions, development of technical devices, cooperation of students, biological content of projects, high involvement and quality of assessment, and creativity. Data collection was conducted through direct observations in classrooms and at events and conducting interviews with teachers. Results. The results showed that specialised teachers of biological disciplines, as a rule, avoided transdisciplinary projects, while teachers of non-biological disciplines often overlooked biological content in interdisciplinary projects. Biology teachers often avoided teaching methods based on device development, but they emphasised high standards of knowledge and fostered a positive perception of their disciplines through projects that involved discussion and meaningful feedback. Conclusions. The research findings indicate that combining conventional teaching methods with integrated approaches to delivering the material can be a way to solidify fundamental biological knowledge necessary for further, more advanced education, and prepare students to apply their knowledge and skills in practical situations. The results obtained can be used in pedagogical practice for the effective implementation of project-oriented learning. Keywords: pedagogy for higher education; interdisciplinary training; integration of educational material; practical training; quality of assessment