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In the recent years, the importance of education across the fields of science, technology, engineering and mathematics has become a central issue in our education systems, mainly due to societal, economic and industrial trends and, by extension, the weight of related skills on the labor market. Indeed, the share of jobs that will require STEM skills and knowledge is expected to increase by 13% between 2017 and 2027. In this context, the STEM approach attempts to harmonize teaching between these topics and better focus on their interdependence.

to the STEAM movement

With the entry into the 21st century, this awareness of the interrelation between scientific subjects has increased, requiring a more advanced interdisciplinary vision.


Therefore, an evolution of the spectrum of STEM subjects “Science, Technology, Engineering and Mathematics” is necessary and must therefore integrate the arts in order to better promote creativity. This, therefore, makes it possible to develop the STEAM movement (A for Arts).

Concretely, the main difference between STEM and STEAM is that the STEM approach explicitly focuses on scientific concepts. In its lineage, the STEAM vision studies the same concepts but deploys new methods of inquiry and problem-based learning used in the creation process.


This strategy helps to develop cooperation between students, working both in the creation, design and aesthetic development of projects or products (for example, using mathematical parabola to create artistic images).


Today, STEAM education in schools offers students the opportunity to learn creatively, using 21st-century skills such as problem-solving. These skills are essential for preparing for current and future challenges and thus preparing for the resolution of problems that arise in real life.

Science Class

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Image by Markus Spiske

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