STEM technologies in the integrated course "Аrt" for the adaptation cycle of basic secondary education
DOI:
https://doi.org/10.32405/2308-8885-2025-2(116)-45-48Keywords:
STEM education, art industry, project activity, career guidance, career direction, interdisciplinary courses, digital technologiesAbstract
The article examines the career-oriented potential of model educational programs for the integrated course “Art” for grades 5–6 within the New Ukrainian School reform framework. The author focuses on project-based activities to foster students’ career awareness and develop key competencies. The study substantiates the possibilities of integrating STEM technologies into art education and highlights their role in modeling real-world creative and technological professional practices. The research analyzes the structure and content of four current model programs, emphasizing their common focus on achieving the educational outcomes set by the State Standard of Basic Secondary Education, despite differences in integration approaches, content, and activity formats. The study demonstrates that project-based learning in art courses goes beyond traditional artistic activities and includes creating media projects, digital designs, video productions, and interactive exhibitions. This creates opportunities for students to simulate professional tasks typical of specialists in design, media, stage arts, animation, and creative industries. The programs actively promote students’ engagement with digital tools and multimedia technologies, fostering their information, media, and digital literacy.
The author concludes that modern art courses in the context of the New Ukrainian School are increasingly focused on the integration of interdisciplinary technologies, in particular digital and STEM competencies. The programs demonstrate a clear tendency to expand traditional art's boundaries through multimedia tools, digital design, computer graphics, video editing, and the creation of digital musical and stage products. Accordingly, modern art programs are becoming an essential factor in the early career orientation of students, combining art with STEM approaches, encouraging creative teamwork, and introducing students to professions at the intersection of art, technology, and media.
The paper highlights the need for further research on developing methodological recommendations for integrating STEM technologies into art education and designing interdisciplinary career-oriented courses for the creative economy of the digital age.
References
Honcharova, N. O. (2024). Digital technologies in museum (US Experience). Informatsiini tekhnolohii v kulturi, mystetstvi, osviti, nautsi, ekonomitsi ta biznesi: Proceedings of the IX International Scientific and Practical Conference (pp. 247–249). Vydavnychyi tsentr KNUKiM. Retrieved from https://lib.iitta.gov.ua/id/eprint/744096/
Ivasiuk, O. M., Komarovska, O. A., Kizilova, H. O., Lemesheva, N. A., Lobova, O. V., Nazar, L. Y., Chuzhinova, I. Y., & Shulko, O. A. (2021). Modelna navchalna prohrama «Mysteztvo. 5-6 klasy» (intehrovanyi kurs) dlia zakladiv zahalnoi serednoi osvity [Model curriculum “Art. Grades 5-6” (integrated course) for institutions of general secondary education]. Retrieved from https://mon.gov.ua/static-objects/mon/sites/1/zagalna%20serednya/Navchalni.prohramy/2021/14.07/Model.navch.prohr.5-9.klas.NUSH-poetap.z.2022/Mist.osv.gal/Mystetstvo.5-6-kl.Ivasyuk.ta.in.14.07.pdf
Komarovska, O. A., & Lemesheva, N. A. (2021). Modelna navchalna prohrama «Mysteztvo. 5-6 klasy» (intehrovanyi kurs) dlia zakladiv zahalnoi serednoi osvity [Model curriculum “Art. Grades 5-6” (integrated course) for institutions of general secondary education]. Retrieved from https://mon.gov.ua/static-objects/mon/sites/1/zagalna%20serednya/Navchalni.prohramy/2021/14.07/Model.navch.prohr.5-9.klas.NUSH-poetap.z.2022/Mist.osv.gal/Mystetstvo.5-6-kl.Komarovska.Lyemesheva.14.07.pdf
Kondratova, L. H. (2021). Modelna navchalna prohrama «Mysteztvo. 5-6 klasy» (intehrovanyi kurs) dlia zakladiv zahalnoi serednoi osvity [Model curriculum “Art. Grades 5-6” (integrated course) for institutions of general secondary education]. Retrieved from https://mon.gov.ua/static-objects/mon/sites/1/zagalna%20serednya/Navchalni.prohramy/2021/14.07/Model.navch.prohr.5-9.klas.NUSH-poetap.z.2022/Mist.osv.gal/Mystetstvo.5-6-kl.Kondratova.23.07.pdf
Masol, L. M. (2021). Profesіini orіentatsіi starshoklasnykіv u sferі mystetstva ta kreatyvnykh industrii [Professional orientation of high school students in the field of arts and creative industries]. Mystetstvo ta osvita [Art and Education], 2, 3–7. https://doi.org/10.32405/2308-8885-2021-2(100)-3-7
Masol, L. M., & Prosina, O. V. (2021). Modelna navchalna prohrama «Mysteztvo. 5-6 klasy» (intehrovanyi kurs) dlia zakladiv zahalnoi serednoi osvity [Model curriculum “Art. Grades 5-6” (integrated course) for institutions of general secondary education]. Retrieved from https://mon.gov.ua/static-objects/mon/sites/1/zagalna%20serednya/Navchalni.prohramy/2021/14.07/Model.navch.prohr.5-9.klas.NUSH-poetap.z.2022/Mist.osv.gal/Mystetstvo.5-6-kl.Masol.Prosina.14.07.pdf
Rakhmanina, A. S. (2024). Pidhotovka maibutnikh pedahohiv u zakladakh vyshchoi osvity Ukrainy zasobamy STEM-tekhnolohii [Preparation of future teachers in higher education institutions of Ukraine using STEM technologies] (Doctoral dissertation). Retrieved from https://repository.ldufk.edu.ua/handle/34606048/36306
Henriksen, D. (2018). Integrating the Arts and STEM for Gifted Learners. Roeper Review, 40(1), 57–67. https://doi.org/10.1080/02783193.2018.1434712
Mei, L., Cui, K., Guo, X., & Du, C. (2023). Incorporating the Arts: A comprehensive analysis of the evolution from STEM to STEAM in contemporary education. Journal of Research in Social Science and Humanities, 2(11), 24–28. Retrieved from https://www.pioneerpublisher.com/jrssh/article/view/549
Wong, J., Lee, O., & Shymansky, J. (2022). Integrating Arts with STEM and leading with STEAM to increase science learning with equity for emerging bilingual learners in the United States. International Journal of STEM Education, 9(42). https://doi.org/10.1186/s40594-022-00375-7
