An Exploration of the Application of "STEAM+" in University Humanities and Social Sciences Education: Taking the Education on a Community with a Shared Future for Mankind as an Example
Vol. 22 (2026): 2026 3rd International Conference on the Frontiers of Social Sciences, Education, and the Development of Humanities Arts (EDHA 2026)
Received: 2026-06-13
Accepted: 2026-06-13
Published: 2026-06-13
Abstract
Against the backdrop of the in-depth integration of globalization and digitalization, society's demand for interdisciplinary talents in the humanities and social sciences is becoming increasingly urgent, making the reform of university education in these fields imperative. The "STEAM+" educational philosophy, centered on interdisciplinary integration, provides a new path to break the disciplinary barriers in traditional humanities and social sciences education and enhance educational effectiveness. As a crucial component of university humanities and social sciences education in the new era, the education on a Community with a Shared Future for Mankind, with its core connotations of cross-cultural and cross-field integration, is inherently consistent with the integrated concept of "STEAM+". Taking the education on a Community with a Shared Future for Mankind as a specific case, this paper systematically explores the theoretical logic and practical paths of applying "STEAM+" to university humanities and social sciences education. Firstly, it sorts out the theoretical basis for the integration of "STEAM+" and humanities and social sciences education. Secondly, it analyzes the convergence points between "STEAM+" and the education on a Community with a Shared Future for Mankind. On this basis, it constructs a three-dimensional practical framework of "curriculum system reconstruction - teaching model innovation - evaluation mechanism optimization" and verifies its application effects with empirical research data. The study finds that the integration of the "STEAM+" philosophy can effectively improve students' interdisciplinary thinking, global competence, and practical innovation capabilities, thereby providing valuable references for the modern transformation of university humanities and social sciences education.
Keywords
References
[1] N. R. Balyk, Y. P. Vasylenko, G. P. Shmyger, V. P. Oleksiuk, and A. V. Balyk, "STEAM+ H: A model for integrating humanities and sustainable development in the STEAM educational paradigm," In CEUR Workshop Proceedings, 2025, pp. 72-92.
[2] N. Budwig, "The learning sciences and liberal education," Change: The Magazine of Higher Learning, vol. 45, no. 3, pp. 40-48, 2013. doi: 10.1080/00091383.2013.787271
[3] G. Quan, "Tracking STEM education development in China: National, regional, and local influences," In STEM in the technopolis: The power of STEM education in regional technology policy, 2020, pp. 251-283. doi: 10.1007/978-3-030-39851-4_14
[4] H. Tan, and G. Kidman, "STE A+ M Thinking Systems as Neo-21st Century Skills," In Knowledge Generation in STEM and STEAM Education: Integrative Thinking and Agency, 2025, pp. 175-204.
[5] F. Junqiang, "Study on the practical path of building a community with a shared future for mankind," International Journal of Frontiers in Sociology, vol. 5, no. 9, pp. 75-80, 2023.
[6] J. Zajda, "Constructivist learning theory and creating effective learning environments," In Globalisation and education reforms: Creating effective learning environments, 2021, pp. 35-50. doi: 10.1007/978-3-030-71575-5_3
[7] Z. Wei, "The dilemma and solution of primary and secondary school labor education in the new era," International Journal of New Developments in Education, vol. 6, no. 9, 2024.
[8] J. Glaesser, "Competence in educational theory and practice: a critical discussion," Oxford review of education, vol. 45, no. 1, pp. 70-85, 2019. doi: 10.1080/03054985.2018.1493987
[9] N. Spyropoulou, M. Ioannou, and A. Kameas, "Impact Framework for Transforming STEAM Education: A Multi-Level Approach to Evidence-Based Reform," Education Sciences, vol. 15, no. 11, p. 1552, 2025. doi: 10.3390/educsci15111552
[10] A. K. Amanova, L. A. Butabayeva, G. A. Abayeva, A. N. Umirbekova, S. K. Abildina, and A. A. Makhmetova, "A systematic review of the implementation of STEAM education in schools," Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 1, p. em2568, 2025. doi: 10.29333/ejmste/15894
[11] N. Spyropoulou, and A. Kameas, "Augmenting the impact of STEAM education by developing a competence framework for STEAM educators for effective teaching and learning," Education Sciences, vol. 14, no. 1, p. 25, 2023. doi: 10.3390/educsci14010025
[12] C. L. Lai, "Research Trend and Practice Mode of STEM and STEAM Education," Journal of Education Research, no. 320, pp. 157-157, 2020.
Copyright and License
Published in2026-06-13 17:45:22
DOI doi.org/10.70088/1c6fm227
Creative Commons
Copyright: © 2026 by the authors.
Submitted for possible open access
publication under the terms and
conditions of the Creative Commons
Attribution (CC BY) license
(https://creativecommons.org/license
s/by/4.0/).
Copyright
Copyright © The Author(s), 2026. Published by EDHA 2026
Journal Information
- Vol. 22 (2026): 2026 3rd International Conference on the Frontiers of Social Sciences, Education, and the Development of Humanities Arts (EDHA 2026)
- 2026-06-13
- ISSN: (Print) 3078-770X/ (Online) 3078-7718
- Journal Homepage