From quality to equality: Vocational teachers’ perspectives on STEAM implementation in beauty education toward SDGs 4 & 5

Vocational beauty education for social and economic development. Vocational beauty education is a strategic objective aiming to meet the Sustainable Development Goals (SDGs), especially number 4, focusing on quality education; and number 5, advocating gender equality). This article is an exploration of vocational teachers’ experiences and perceptions on how the STEAM approach in beauty education can contribute to sustainable learning and be gender responsive. The research utilised a qualitative descriptive approach by using fifteen experimental participants from different vocational high schools in Indonesia. In-depth interviews were conducted, and the data were analysed thematically to expose teachers’ perceptions, barriers, and best practices in the application of STEAM integration. Overall, the study findings demonstrate that most teachers regard STEAM as an innovative approach to improving the scientific literacy, creativity, and sustainability awareness of their students whilst also breaking down gender bias within the beauty sector. However, resource constraints, pedagogical background, and institutional support still appear as main obstacles towards efficient adaptation. The study argues that STEAM implementation in beauty makes a contribution to the improvement of vocational training quality and women’s empowerment, as a well-considered strategy to enhance gender issues at both the educational and professional levels in beauty.