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Applied Sciences
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STEAM Education and the Innovative Pedagogies in the Intelligence Era
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STEAM Education and the Innovative Pedagogies in the Intelligence Era

A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Computing and Artificial Intelligence".

Deadline for manuscript submissions: closed (31 October 2022) | Viewed by 38351

Printed Edition Available!
A printed edition of this Special Issue is available here.

Special Issue Editors

Prof. Dr. Zehui Zhan

E-Mail Website
Guest Editor
School of Information Technology in Education, South China Normal University, Guangzhou 510631, China
Interests: learning science; STEAM education; smart education
Prof. Dr. Qintai Hu

E-Mail Website
Guest Editor
School of Computing, Guangdong University of Technology, Guangzhou 510006, China
Interests: information education and dissemination; media literacy; construction of smart campus; smart education theory and practice
Dr. Shan Wang

E-Mail Website
Guest Editor
Department of Finance and Management Science, University of Saskatchewan, Saskatoon, SK S7N 2A5, Canada
Interests: management information systems
Dr. Xuan Liu

E-Mail Website
Guest Editor
Editorial Department of Modern Distance Education Research, The Open University of Sichuan, Chengdu 610073, China
Interests: educational technology; smart education; digital publishing

Special Issue Information

Dear Colleagues,

The value of STEAM education is widely acknowledged. It can motivate and support purposeful activity in learners and facilitate the development of a range of abilities. Introducing students to STEAM is at the forefront of educational reform. Besides, as we enter the era of intelligence, emerging technologies such as Artificial Intelligence (AI) and Internet of Things (IoT), machine learning, Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR), intelligent computing, blockchain, open-source hardware, 3D printing, etc., have provided significant enlightenment to education, and empower transformative teaching for STEM/STEAM.

The assent of creativity, collaboration, and other 21st century competencies has urged educational reform to cultivate innovative talents. However, there is still a lack of research on how to properly integrate intelligent technologies with STEAM, or how to cultivate multiple abilities in students by utilizing the empowerment of new technologies. Without innovative pedagogies, it is difficult for teachers and students to participate in the STEAM practice in the era of intelligence. Hence, transformative teaching and learning methods target on STEAM education are in urgent need of development.

This Special Issue seeks excellent original research articles, including empirical study and reviews, that are related to STEAM education and the innovative pedagogies in the intelligence era. We welcome research from different disciplines and perspectives that covers the following topics contributing to STEAM/interdisciplinary education: first, high-quality scholarly reviews or meta-analyses in the field of creativity, innovation, and innovative pedagogies; second, empirical studies focusing on cultivating students’ higher-order abilities, such as creativity, critical thinking, collaboration, and other 21st century competencies. The third area could be practices of innovative pedagogies in the era of intelligence.

Topics of primary interest include but are not limited to:

  • Innovative design of pedagogical content in STEAM
  • Innovative practice approaches of STEAM
  • Innovative evaluation of STEAM
  • Intelligent environment of STEAM
  • Innovative online/mixed STEAM
  • Artificial Intelligence (AI) and STEAM
  • STEAM education and creativity.
  • STEAM education and culture in the intelligence era.
  • STEAM education and educational equality in the intelligence era.
  • STEAM education towards the cultivation of future talents.
  • Security, trust, and collaboration in STEAM

Prof. Dr. Zehui Zhan
Prof. Dr. Qintai Hu
Dr. Shan Wang
Dr. Xuan Liu
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Applied Sciences is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (13 papers)

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Editorial

Jump to: Research, Review

4 pages, 188 KiB  
Editorial
STEAM Education and the Innovative Pedagogies in the Intelligence Era
by Zehui Zhan, Qintai Hu, Xuan Liu and Shan Wang
Appl. Sci. 2023, 13(9), 5381; https://0-doi-org.brum.beds.ac.uk/10.3390/app13095381 - 25 Apr 2023
Cited by 1 | Viewed by 1652
Abstract
As we delve into the era of intelligence, the importance of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education has become increasingly evident [...] Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)

Research

Jump to: Editorial, Review

20 pages, 734 KiB  
Article
Course Recommendation Based on Enhancement of Meta-Path Embedding in Heterogeneous Graph
by Zhengyang Wu, Qingyu Liang and Zehui Zhan
Appl. Sci. 2023, 13(4), 2404; https://0-doi-org.brum.beds.ac.uk/10.3390/app13042404 - 13 Feb 2023
Cited by 4 | Viewed by 1287
Abstract
The main reason students drop out of online courses is often that they lose interest during learning. Moreover, it is not easy for students to choose an appropriate course before actually learning it. Course recommendation is necessary to address this problem. Most existing [...] Read more.
The main reason students drop out of online courses is often that they lose interest during learning. Moreover, it is not easy for students to choose an appropriate course before actually learning it. Course recommendation is necessary to address this problem. Most existing course recommendation methods depend on the interaction result (e.g., completion rate, grades, etc.). However, the long period required to complete a course, especially large-scale online courses in higher education, can lead to serious sparsity of interaction results. In view of this, we propose a novel course recommendation method named HGE-CRec, which utilizes context formation for heterogeneous graphs to model students and courses. HGE-CRec develops meta-path embedding simulation and meta-path weight fusion to enhance the meta-path embedding set, which can expand the learning space of the prediction model and improve the representation ability of meta-path embedding, thereby avoiding tedious manual setting of the meta-path and improving the effectiveness of the resulting recommendations. Extensive experiments show that the proposed approach has advantages over a number of existing baseline methods. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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11 pages, 1243 KiB  
Article
A Novel Method for Cross-Modal Collaborative Analysis and Evaluation in the Intelligence Era
by Wenyan Wu, Qintai Hu, Guang Feng and Yaxuan He
Appl. Sci. 2023, 13(1), 163; https://0-doi-org.brum.beds.ac.uk/10.3390/app13010163 - 23 Dec 2022
Cited by 1 | Viewed by 947
Abstract
The development of intelligent information technology provides an effective way for cross-modal learning analytics and promotes the realization of procedural and scientific educational evaluation. To accurately capture the emotional changes of learners and make an accurate evaluation of the learning process, this paper [...] Read more.
The development of intelligent information technology provides an effective way for cross-modal learning analytics and promotes the realization of procedural and scientific educational evaluation. To accurately capture the emotional changes of learners and make an accurate evaluation of the learning process, this paper takes the evaluation of learners’ emotional status in the behavior process as an example to construct an intelligent analysis model of learners’ emotional status in the behavior process, which provides effective technical solutions for the construction of cross-modal learning analytics. The effectiveness and superiority of the proposed method are verified by experiments. Through the analysis of learners’ cross-mode learning behavior, it innovates the evaluation method of classroom teaching in the intelligent age and improves the quality of modern teaching. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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14 pages, 716 KiB  
Article
Practice Promotes Learning: Analyzing Students’ Acceptance of a Learning-by-Doing Online Programming Learning Tool
by Sidra Iftikhar, Ana-Elena Guerrero-Roldán and Enric Mor
Appl. Sci. 2022, 12(24), 12613; https://0-doi-org.brum.beds.ac.uk/10.3390/app122412613 - 09 Dec 2022
Cited by 2 | Viewed by 1583
Abstract
Learning-by-doing is a pedagogical approach that helps in learning skills through practice. An online learning-by-doing tool, CodeLab, has been introduced to students undertaking the digital design and creation bachelor’s degree program at the Universitat Oberta de Catalunya. The tool has been used to [...] Read more.
Learning-by-doing is a pedagogical approach that helps in learning skills through practice. An online learning-by-doing tool, CodeLab, has been introduced to students undertaking the digital design and creation bachelor’s degree program at the Universitat Oberta de Catalunya. The tool has been used to facilitate and engage students, not well-acquainted with problem-solving techniques, in an introductory programming course. The aim of this study was to examine the factors that play vital roles in students’ acceptance of learning-by-doing tools that facilitate the development of problem-solving skills. The Unified Theory of Acceptance and the Use of Technology (UTAUT) model was used for this purpose and extended by adding the factor of motivation, which is essential for educational contexts. The results highlight that there is a strong relationship between acceptance and motivation, implying that students would use online learning-by-doing tools, such as CodeLab, depending on the amount of motivation and engagement while practicing the learning activities. A positive relationship between motivation and acceptance clearly supports the primary aim of using learning-by-doing tools in problem-solving courses. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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22 pages, 2015 KiB  
Article
How K12 Teachers’ Readiness Influences Their Intention to Implement STEM Education: Exploratory Study Based on Decomposed Theory of Planned Behavior
by Pengze Wu, Lin Yang, Xiaoling Hu, Bing Li, Qijing Liu, Yiwei Wang and Jiayong Huang
Appl. Sci. 2022, 12(23), 11989; https://0-doi-org.brum.beds.ac.uk/10.3390/app122311989 - 23 Nov 2022
Cited by 2 | Viewed by 2196
Abstract
Teachers are the key factors in ensuring the effectiveness of STEM education, and their intentions deeply influence their teaching practices. The existing research about the influencing factors of teachers’ intentions to implement STEM education has some problems, such as small sample sizes, being [...] Read more.
Teachers are the key factors in ensuring the effectiveness of STEM education, and their intentions deeply influence their teaching practices. The existing research about the influencing factors of teachers’ intentions to implement STEM education has some problems, such as small sample sizes, being limited to teachers of a single subject, and the need for optimization of the theoretical model relied on. This research, based on the decomposed theory of planned behavior combined with the readiness of teachers, formed an assumption model of the factors influencing teachers’ STEM education intentions from the aspects of attitudes, subjective norms, and perceived behavioral control. Questionnaires were sent to 532 K12 general teachers in China. A structural equation model (SEM) was used to analyze recycled data and verify the assumption model. The results show the following: (1) The educational readiness of K12 teachers in China was at an upper–middle level. Among them, the level of emotional readiness was the highest, while the level of behavioral readiness was the lowest. (2) The STEM behavioral intention of teachers was at an upper–middle level, and attitudes and perceived behavioral control had direct significant impacts on teachers’ intentions to engage in STEM education. Perceived usefulness, self-efficacy, and behavioral readiness were the three strongest indirect impact factors. (3) The emotional readiness of the teachers directly affected their intentions to implement STEM education. Behavioral readiness and cognitive readiness indirectly had an impact on teachers’ intentions to implement STEM education by influencing self-efficacy. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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7 pages, 508 KiB  
Article
Gamification in Engineering Education: The Use of Classcraft Platform to Improve Motivation and Academic Performance
by Luisa Parody, Jenifer Santos, Luis Alfonso Trujillo-Cayado and Manuel Ceballos
Appl. Sci. 2022, 12(22), 11832; https://0-doi-org.brum.beds.ac.uk/10.3390/app122211832 - 21 Nov 2022
Cited by 9 | Viewed by 1793
Abstract
Pedagogical innovation involving information and communications technology (ICT) may offer teachers the opportunity to create engaging learning environments in engineering courses. In this paper, we present a gamification teaching experience whose primary objective is to improve motivation, and we obtained results for students [...] Read more.
Pedagogical innovation involving information and communications technology (ICT) may offer teachers the opportunity to create engaging learning environments in engineering courses. In this paper, we present a gamification teaching experience whose primary objective is to improve motivation, and we obtained results for students of a mathematics course during their first year at university. For this case study, we used Classcraft®, which is a role-playing game supported by a digital platform and a mobile application that has been developed to answer teachers’ classroom management needs. We hypothesized that using this application as ICT could enhance learning and promote the development of the four “super skills” (or the Four C’s): critical thinking, communication, collaboration, and creativity. In order to explore the educational effectiveness of the methodology, a comparison between a gamification group of students and a control group was carried out. Our results showed that the mean mark obtained by the control group students was lower than that obtained by the gamification group students. In addition, the Nemenyi test showed that the Four C’s were improved thanks to the Classcraft® activities and group project. Overall, course participants positively evaluated the use of the gamification platform. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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13 pages, 1072 KiB  
Article
Developing Computational Thinking: Design-Based Learning and Interdisciplinary Activity Design
by Dongqing Wang, Liqiang Luo, Jing Luo, Sihong Lin and Guangjie Ren
Appl. Sci. 2022, 12(21), 11033; https://0-doi-org.brum.beds.ac.uk/10.3390/app122111033 - 31 Oct 2022
Cited by 3 | Viewed by 2490
Abstract
As research progresses, integrating computational thinking (CT) and designing interdisciplinary activities to teach various disciplines have gradually emerged as new ideas and important ways to develop the CT of students. This paper introduces the concept of design-based learning (DBL) and analyzes the internal [...] Read more.
As research progresses, integrating computational thinking (CT) and designing interdisciplinary activities to teach various disciplines have gradually emerged as new ideas and important ways to develop the CT of students. This paper introduces the concept of design-based learning (DBL) and analyzes the internal connections between DBL and CT teaching. In this study, an interdisciplinary activity design model was constructed based on an analysis of existing design-based scientific cycle models and research into STEAM education, which is an approach to learning that uses science, technology, engineering, the arts, and mathematics as access points for guiding student inquiry, dialogue, and critical thinking. Next, specific activities with a focus on CT were designed to teach graphical programming to fifth grade students using Scratch. This quasi-experimental research was carried out to test the promotion effects of interdisciplinary activity design and traditional programming activities on the CT of students. Finally, the results showed that the proposed interdisciplinary activity design could develop the CT levels of students more effectively than traditional programming activities. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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12 pages, 1357 KiB  
Article
Dynamic Generation of Knowledge Graph Supporting STEAM Learning Theme Design
by Qingchao Ke and Jian Lin
Appl. Sci. 2022, 12(21), 11001; https://0-doi-org.brum.beds.ac.uk/10.3390/app122111001 - 30 Oct 2022
Cited by 2 | Viewed by 3496
Abstract
Instructional framework based on a knowledge graph makes up for the interdisciplinary theme design ability of teachers in a single discipline, to some extent, and provides a curriculum-oriented theme generation path for STEAM instructional design. This study proposed a dynamic completion model of [...] Read more.
Instructional framework based on a knowledge graph makes up for the interdisciplinary theme design ability of teachers in a single discipline, to some extent, and provides a curriculum-oriented theme generation path for STEAM instructional design. This study proposed a dynamic completion model of a knowledge graph based on the subject semantic tensor decomposition. This model can be based on the tensor calculation of multi-disciplinary curriculum standard knowledge semantics to provide more reasonable STEAM project-based learning themes for teachers of those subjects. First, the STEAM multi-disciplinary knowledge semantic dataset was generated through the course’s standard text and open-source encyclopedia data. Next, based on the semantic tensor decomposition of specific STEAM topics, the dynamic generation of knowledge graphs was realized, providing interdisciplinary STEAM learning topic sequences for teachers of a single discipline. Finally, the application experiment of generating STEAM learning themes proved the effectiveness of our model. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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11 pages, 616 KiB  
Communication
Digital Technology in Managing Erasmus+ Mobilities: Efficiency Gains and Impact Analysis from Spanish, Italian, and Turkish Universities
by Martín López-Nores, José J. Pazos-Arias, Abdulkadir Gölcü and Ömer Kavrar
Appl. Sci. 2022, 12(19), 9804; https://0-doi-org.brum.beds.ac.uk/10.3390/app12199804 - 29 Sep 2022
Cited by 2 | Viewed by 1462
Abstract
The European Union is investing in the areas of digital skills, digital infrastructures, digitisation of businesses, and public services to speed up numerous administrative processes and to facilitate access to citizens from member countries and neighbouring ones as well. This study provides a [...] Read more.
The European Union is investing in the areas of digital skills, digital infrastructures, digitisation of businesses, and public services to speed up numerous administrative processes and to facilitate access to citizens from member countries and neighbouring ones as well. This study provides a quantitative assessment of the efficiency gains that can be attained by the ongoing digital transformation in the realm of Erasmus+, the European Commission’s programme for education, training, youth, and sport for the period 2021–2027. This programme manages a sizable budget allocated to education and training opportunities abroad for millions of students, teachers, and other staff of Higher Education Institutions within the EU and beyond. The management of such experiences has significantly grown in complexity over the last decades, entailing notable expenses that the EC aims to reduce through the end-to-end digitalisation of administrative procedures. Our analysis of the savings attained by the so-called Erasmus Without Paper project (EWP) was conducted by taking a close look at the workload, resources, and money invested in Erasmus+ proceedings by four universities from Spain, Italy, and Turkey. The analysis revealed significant savings in terms of paper wastage (a reduction of more than 13.5 million prints every year for the whole Erasmus+ programme) and administrative time, which may translate into lower staff effort and increased productivity, to the point of managing up to 80% more mobilities with the same resources and staff currently available. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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20 pages, 1066 KiB  
Article
Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling
by Jingbo Zhao, Tommy Tanu Wijaya, Mailizar Mailizar and Akhmad Habibi
Appl. Sci. 2022, 12(19), 9717; https://0-doi-org.brum.beds.ac.uk/10.3390/app12199717 - 27 Sep 2022
Cited by 14 | Viewed by 9074
Abstract
Learning satisfaction has a relationship with student outcomes. Furthermore, this has prompted many governments to increasingly implement STEM education-based learning. Many studies have examined the improvement of STEM education by teachers. However, the studies have not analyzed STEM education’s effect on students’ learning [...] Read more.
Learning satisfaction has a relationship with student outcomes. Furthermore, this has prompted many governments to increasingly implement STEM education-based learning. Many studies have examined the improvement of STEM education by teachers. However, the studies have not analyzed STEM education’s effect on students’ learning satisfaction. Extending the planned behavior theory, this study aimed to predict high school students’ learning satisfaction with STEM education. The questionnaire developed from the TPB model was filled out by 174 high school students in Indonesia. Furthermore, AMOS and SPSS 23 software were used for structural equation model analysis. The results showed that seven of twelve hypotheses were supported. Subjective norm and playfulness factors of STEM education positively relate to students’ attitudes toward STEM education. Attitude is the most important factor influencing student satisfaction and acceptance toward STEM education. Therefore, this study provides a theoretical and practical contribution to improving learning satisfaction in technology-based STEM education. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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30 pages, 12029 KiB  
Article
Educational Case Studies for Pilot Engineer 4.0 Programme: Monitoring and Control of Discrete-Event Systems Using OPC UA and Cloud Applications
by Erik Kučera, Oto Haffner, Peter Drahoš and Ján Cigánek
Appl. Sci. 2022, 12(17), 8802; https://0-doi-org.brum.beds.ac.uk/10.3390/app12178802 - 01 Sep 2022
Cited by 6 | Viewed by 1801
Abstract
The current trend in industry is the digitalisation of production processes using modern information and communication technologies, a trend that falls under the fourth industrial revolution, Industry 4.0. Applications that link the world of information technologies (IT) and operational technologies (OT) are in [...] Read more.
The current trend in industry is the digitalisation of production processes using modern information and communication technologies, a trend that falls under the fourth industrial revolution, Industry 4.0. Applications that link the world of information technologies (IT) and operational technologies (OT) are in particular demand. On the basis of information from practice, it can be stated that there is a shortage of specialists in the labour market for the interconnection of PLCs with information and communication technologies (cloud, web, mobile applications, etc.) in Slovakia and neighbouring countries. However, this problem is beginning to affect other countries in Europe as well. The main objective of the work was to prepare case studies suitable for educational purposes, which would address the modelling and control of a virtual discrete-event system using a PLC program and its subsequent interfacing to a cloud application. Within the scope of the work, three case studies were prepared to demonstrate the control of discrete-event system using different programming systems and their communication with the developed cloud applications. These applications are to be used for data monitoring and emergency intervention of the discrete-event system. The characteristics of the prepared case studies, which combine operational and informational technologies, predestines them for use in the sphere of education of engineers for digitalisation of production processes. They can also be helpful in research on the creation of digital twins, which represent a type of symmetry between real and virtual systems. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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18 pages, 7457 KiB  
Article
EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process
by Nicolás Montés, Paula Aloy, Teresa Ferrer, Pantaleon D. Romero, Sara Barquero and Alfonso Martinez Carbonell
Appl. Sci. 2022, 12(10), 5105; https://0-doi-org.brum.beds.ac.uk/10.3390/app12105105 - 19 May 2022
Cited by 5 | Viewed by 2181
Abstract
The objective of our research is the implementation of STEAM (Science Technology Engineering Art Mathematics) learning in the bachelor of Engineering in industrial design and product development at CEU Cardenal Herrera University through the EXPLORIA project. This article implements and develops the proposal [...] Read more.
The objective of our research is the implementation of STEAM (Science Technology Engineering Art Mathematics) learning in the bachelor of Engineering in industrial design and product development at CEU Cardenal Herrera University through the EXPLORIA project. This article implements and develops the proposal for the first year of this bachelor, which includes 24 students aged 18–20. This article focuses on how to integrate STEAM learning within the EXPLORIA project for the improvement in the learning of the physics subject, and in particular, regarding the part of the syllabus related to mechanical engineering through different projects, challenges and milestones that allow the student to see the use in the design and development of products. The EXPLORIA project connects the competencies of the different STEAM subjects included in the bachelor, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the fundamentals of design are based: shape, volume, color, space and structure. In particular, this article shows the adaptation made in the physical part to be able to teach the integrated mechanics part in this learning process. The complete learning was carried out through several challenges and two milestones the students had to overcome through the application of the physical knowledge learned in class. To validate the effectiveness of the proposed methodology, at the end of the paper, an ad hoc questionnaire is carried out showing the students’ assessment regarding the new teaching methodology. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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Review

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34 pages, 3345 KiB  
Review
A Systematic Review on Design Thinking Integrated Learning in K-12 Education
by Tingting Li and Zehui Zhan
Appl. Sci. 2022, 12(16), 8077; https://0-doi-org.brum.beds.ac.uk/10.3390/app12168077 - 12 Aug 2022
Cited by 11 | Viewed by 6475
Abstract
Design thinking is regarded as an essential way to cultivate 21st century competency and there has been a concomitant rise of needs and interest in introducing K-12 students to design thinking. This study aimed to review high-qualified empirical studies on design thinking integrated [...] Read more.
Design thinking is regarded as an essential way to cultivate 21st century competency and there has been a concomitant rise of needs and interest in introducing K-12 students to design thinking. This study aimed to review high-qualified empirical studies on design thinking integrated learning (DTIL) in K-12 education and explore its future research perspectives. After a systematic search in online database via a keyword search and snowballing approach, 43 SSCI journal papers with 44 studies were included in this review. The results indicate that: (1) There has been a growing popularity of integrating design thinking into K-12 education over the past decade, and most empirical studies target middle school students with small group size and a short period; (2) Studies tend to pay more attention to STEM related curriculum domains by incorporating non-unified design thinking models or processes, and the core concepts of design thinking in K-12 education have been frequently valued and pursued including prototype, ideate, define, test, explore, empathize, evaluate, and optimize; (3) The mostly evaluated learning performances are design thinking, followed by emotional/social aspect, subject learning performance and skill. For evaluation, qualitative assessments are used more frequently with instruments like survey/questionnaire, portfolio, interview, observation, protocol analysis, etc. (4) interventions with non-experimental study, formal classroom setting, collaborative learning, and traditional tools or materials have been mainly applied to the open-ended and challenging activities in real situated DTIL. Overall, the 43 papers suggest that design thinking shows great educational potential in K-12 education, however, the empirical evidence that supports the effectiveness of DTIL is still rather limited. Research gaps and future directions derived from reviewed papers are also discussed. Full article
(This article belongs to the Special Issue STEAM Education and the Innovative Pedagogies in the Intelligence Era)
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