ارائه مدل یادگیری مبتنی بر STEAM در پرورش نوآوری و خلاقیت کارآفرینانه دانش‌آموزان مقطع متوسطه اول

امیر خالدیان; حامد  فاضلی کبریا

Authors

Amir Khaledian Master's student in Entrepreneurship Management, Department of Educational Sciences, Babol Branch, Payam Noor University, Mazandaran, Iran Corresponding author https://orcid.org/0009-0007-1955-8804
Hamed Fazeli Kebriya Assistant Professor, Department of Entrepreneurship Management, Tehran Branch, Payam Noor University, Tehran, Iran Author https://orcid.org/0000-0003-0864-5797

Keywords:

STEAM-based learning, Innovation, Entrepreneurial creativity, Lower secondary school students

Abstract

This study aimed to develop and explain a STEAM-based learning model for fostering innovation and entrepreneurial creativity among lower secondary school students. This applied qualitative study employed a grounded theory approach. The study population comprised lower secondary school administrators, experts in educational management and entrepreneurship, teachers, and university faculty members in Kurdistan Province. Participants were selected through purposive and snowball sampling, and semi-structured interviews were conducted with 10 participants until theoretical saturation was achieved. Data were analyzed using qualitative content analysis through open, axial, and selective coding. Member checking and review by non-participating experts were employed to enhance the credibility of the findings. Data analysis yielded 177 open codes and 49 axial codes and resulted in a paradigmatic model centered on “empowering students’ innovation and entrepreneurial creativity through STEAM-based learning.” The causal conditions comprised project-based learning and real-world problems, interdisciplinary integration, educational technologies, and process-oriented assessment. Educational support and leadership, stakeholder collaboration, and school readiness constituted the contextual conditions, while supportive and motivational mechanisms and appropriate regulations represented the intervening conditions. The principal strategies included promoting an innovative culture, designing targeted learning programs, and enhancing teachers’ and students’ knowledge and skills. These mechanisms culminated in improved learning quality, greater student innovation and creativity, and stronger entrepreneurial attitudes and competencies. STEAM-based learning can effectively foster students’ innovation and entrepreneurial creativity when interdisciplinary and problem-based learning is supported by appropriate school conditions, institutional support, teacher empowerment, and coherent cultural and instructional strategies.

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