STEAMCat: the results of the implementation of a STEAM-based innovation program at an all-through school (3-16)
DOI:
https://doi.org/10.51698/aloma.2026.44.1.13-23Keywords:
Educational development, educational technology, teaching methods, STEAM, digital literacyAbstract
This article examines the impact of the STEAMCat educational innovation program in a Catalan allthrough school, Spain. This study uses a mixed-methods approach, combining a validated questionnaire and a focus group carried out with the team responsible for implementing the program. The study explores the perceived changes in teaching practices, school organization and student motivation after the implementation of the program. The results point to a widespread adoption of project-based learning, improved teacher coordination, and increased student interest in science and technology. However, the findings also highlight disparities in how the STEAM approach is applied across different educational stages, as well as limitations in the use of specialized learning spaces. The article concludes by underscoring the importance of fostering a shared school culture, strengthening teacher training, and ensuring the availability of sufficient resources and of time for coordination, all in order to ensure the long-term sustainability of the program.
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