STUDENTS' DESIGN THINKING COMPETENCY EXPRESSED THROUGH EMPATHETIC PROBLEM-SOLVING IN STEAM EDUCATION

Abstract

When boosting the role and level of student engagement through empathic problem-solving activities, STEAM education is recognized as an educational paradigm with tremendous promise for the complicated development of higher-order competencies for learners. As a result, the goal of this study is to present an overview of STEAM educational implementation models based on identifying the function of learner engagement and relevant lesson subject impact of STEAM on problem-solving with empathy on the design thinking competency of high school students. To do this, the research was divided into three phases: a theoretical background inquiry, a Delphi-based structural framework adjustment, and a pedagogical experiment. According to the findings, 20 out of 29 behavioral indicators of students' design thinking competency have been fostered by the teaching strategy as presented. These findings will serve as the cornerstone for standardizing the instructional process and a method to assess students' design thinking competency to raise the caliber of STEAM-focused teaching initiatives in classrooms.