Promoting Holistic Learning in Grades 1-3 Students through STEAM Approach: A Participatory Action Research

Abstract

In 2019, Curriculum Development Center introduced an integrated curriculum for Grades 1-3, aiming to equip students with twenty-first- century skills. Despite this initiative, the curriculum has largely continued to be implemented in a compartmentalized manner, limiting learning to textbooks rather than fostering real-world, multidisciplinary, or interdisciplinary skills. The goals of integrated curriculum can only be achieved if teachers and educators shift from a disciplinary mindset to multidisciplinary and/or interdisciplinary approach. This participatory action research study explored strategies to promote holistic learning through STEAM approach according to the Grades 1-3 integrated curriculum in Nepal. During this research, the research team conducted two cycles of collaborative learning activities, following the core components of planning, action, observation, and reflection. We identified the challenges the teachers faced in fostering integrated learning and explored various aspects of the integrated curriculum, including thematic teaching, soft skills, holistic learning, models of integration, arts integration, the STEAM approach and design thinking. Through critical self-reflection, the teachers developed thematic integrated plans aimed to foster more holistic learning first in cycle and then in second cycle. The co-researchers gained insights both before and during each reflection stage of the cycles, actively participating in decision-making and co-constructing the knowledge. The research concluded that integrated learning is like hitting multiple targets with one stone. Teacher must aim to address the subject-specific learning outcomes, soft skills, multiple domains and various other indicators for holistic learning, thereby achieving multiple goals simultaneously. The research team recognized the strengths of the arts and highlighted the benefits of arts integration within the STEAM Approach. When combined with design thinking, arts integration creates an environment where students can identify relevant and practical problems, explore potential solutions and reconsider their approaches all while enjoying the process and promoting holistic learning. Over the course of one year, the teachers were not only equipped with the knowledge and skills necessary to teach according to the integrated curriculum, but they also engaged in critical self-reflection, experienced phases of transformative learning, and gained confidence to continuously learn, share, and support their colleagues. Grades 1-3 teachers were empowered to challenge prevailing hegemonic structures, in which so called junior teachers are typically assigned to teach younger students, and female teachers depend on male colleagues for their professional development. This study provides a road map for education reform by advocating for teacher professional development in arts-integrated STEAM pedagogy, informing policy shifts toward a holistic curriculum and establishing a multi-dimensional framework for future research on sustainable twenty-first century skills development.