STEAM Education in Sub-Saharan Africa: A Systematic Literature Review of Conceptualisations, Implementation and Contextual Realities

This systematic review examines how STEAM (Science, Technology, Engineering, Arts and Mathematics) education is conceptualised and implemented in Sub-Saharan Africa (SSA). Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, 26 studies published between 2015 and April 2026 were identified and analysed. The findings show that STEAM is commonly understood as an integrated and transdisciplinary approach that promotes creativity, critical thinking, problem-solving and innovation. The review further reveals a growing emphasis on culturally responsive pedagogies that integrate Indigenous Knowledge Systems, local cultural practices and community contexts, reflecting emerging focus on curriculum decolonisation within the African education system. Implementation strategies include teacher professional development, inquiry-based learning, project-based learning, technology integration and Arts-based pedagogies. However, effective implementation is hindered by challenges such as inadequate funding, limited technological resources, insufficient teacher training and policy misalignment. While explicit references to frugal innovation were limited in the reviewed studies, many studies promoted context-sensitive and resource-conscious approaches that respond to local socio-economic realities. The review indicates that strengthening teacher capacity, advancing curriculum decolonisation through meaningful integration of Indigenous knowledge, promoting community engagement and leveraging appropriate technologies are the main opportunities for advancing STEAM education in SSA.