Reconceptualizing STEM as STEAM Education for Sustainable Innovation in Higher Education in Tanzania: Lessons from literature

JOURNAL ARTICLE

Author: Demetria Gerold Mkulu

Keywords: STEAM education, higher education, sustainable innovation, interdisciplinary learning, Tanzania, curriculum redesign

Abstract: Higher education increasingly demands graduates capable of addressing complex social, environmental, and technological challenges. Traditional STEM (Science, Technology, Engineering, and Mathematics) education, though vital for technical competence, often neglects creativity and ethical reasoning essential for sustainable innovation. Reconceptualizing STEM as STEAM through the inclusion of the Arts enhances creativity, design thinking, and interdisciplinary collaboration. This paper examines evidence from higher education institution using empirical literature. Findings indicate that integrating the arts within STEM curricula strengthens student engagement, innovation capacity, and social responsibility. The study highlights strategies such as curriculum redesign, faculty training, and community partnerships as critical for sustainable STEAM adoption. It concludes that STEAM education can equip Tanzanian graduates with the creative, ethical, and technical skills required to generate locally relevant innovations aligned with national and global sustainability priorities.

Article Info: Received: 15 June 2025, Received in revised form: 05 August 2025, Accepted: 10 August 2025, Available online: 15 November 2025

DOI: 10.22161/ijtle.4.6.4

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Page No: 27-38