An innovation driven pedagogy integrating STEAM and design thinking to enhance computational thinking in middle school

Abstract In the rapidly evolving digital landscape, cultivating computational thinking (CT) through integrated frameworks is paramount for fostering 21st-century innovation. This study explores the synergy between STEAM education and Design Thinking (DT) to address the limitations of traditional computational science instruction. This study designed, developed, and pilot-tested a STEAM–Design Thinking (STEAM-DT) learning management system tailored to the Thai context. The intervention was implemented over eight weeks with 40 middle school students (grades 7–9) from two schools in Northern Thailand, selected via proportional quota sampling method. Nonparametric tests (Kruskal–Wallis, Mann–Whitney U ), repeated-measures comparisons (Friedman test with Conover’s post hoc), Spearman’s correlations, and multiple regression were used to analyze the data. Key findings include high technology competencies across 10 behavioral indicators (means 3.450–3.725 on a 4-point scale), with ICA1 (Information Access) scoring highest and ICA3 (Content Production) lowest. The Quantitative analysis revealed that the STEAM-DT model significantly predicts innovation quality ( R 2 = 0.664, p < .001 ), with communication competencies emerging as the most robust predictor. Notably, a complex suppression effect was observed in computational problem-solving, suggesting a nuanced interplay between technical skills and creative output. However, ICA4 (computational problem-solving) exhibited a negative predictive effect within the model despite its positive simple correlation, suggesting a complex suppression effect that warrants further investigation. Satisfaction with the STEAM-DT system was very high (mean = 4.633/5). Limitations include the absence of a control group, a small sample size, and potential school-level clustering effects. These findings provide a scalable framework for curriculum designers to integrate human-centered design into technical STEM subjects. The study offers a strategic roadmap for educational authorities in developing contexts to bridge the digital competency gap through innovation-driven pedagogy.