STEAM education and its implications for 21st century skills development in Timor-Leste
A literature review
DOI:
https://doi.org/10.32674/jjawkp10Keywords:
STEAM education, 21st-century skills, curriculum reform, teacher development, Timor-Leste, educational innovation, student engagementAbstract
This literature review examines recent global research on STEAM education (Science, Technology, Engineering, Arts, and Mathematics) and its relevance for strengthening 21st-century skills in Timor-Leste. Although the national curriculum is undergoing modernization, STEAM approaches remain limited in classroom practice. Studies published between 2020 and 2025 indicate that STEAM learning enhances critical thinking, creativity, problem-solving, collaboration, and student engagement. The evidence further highlights that successful implementation depends on teacher professional development, interdisciplinary pedagogy, and adaptation to local contexts. Overall, the findings suggest that integrating STEAM approaches could support the development of innovative and competitive learners in Timor-Leste, while also providing a foundation for future research on contextually appropriate teaching practices and sustainable educational improvement.
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