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Art plays a vital role in STEAM education, not only bringing creativity and aesthetic thinking to the fields of science, technology, engineering, and mathematics but also enriching students' modes of expression and problem-solving abilities. By integrating art with other STEAM disciplines, we can help students develop creative and critical thinking skills, enhance their understanding of the real world, and master interdisciplinary capabilities. This paper investigates the challenges faced by higher education students in integrating art with other STEAM fields. The study involves 13 students aged 18 to 21 who are pursuing a STEAM education technology degree. Using qualitative research methods, the study finds that although students recognize the importance of art in promoting interdisciplinary thinking and innovation, challenges remain in effectively combining art with science, technology, engineering, and mathematics in practice. The difficulties reported by students include differences in language, terminology, and ways of thinking between art and other STEAM fields, as well as a lack of prior interdisciplinary teaching experience. Moreover, in traditional education, art is often isolated as a separate discipline rather than integrated into a comprehensive educational approach. This conventional mindset limits students' ability to connect art with other fields. Therefore, to implement STEAM education more effectively, it is necessary to consciously integrate art into curriculum design and provide more interdisciplinary learning opportunities to help students better understand and apply the role of art within STEAM.
Lisi et al. (2024) studied this question.