Scholarly record
INTEGRATING STREAM EDUCATION IN GEOSCIENCES: INNOVATIVE APPROACHES FOR SUSTAINABLE LEARNING
Abstract
The growing complexity of environmental challenges, climate change, urban transformation, and sustainable development demands new educational models that move beyond traditional disciplinary boundaries in GeoScience education. In this context, STREAM education Science, Technology, Reading/wRiting, Engineering, Arts, and Mathematics has emerged as an innovative pedagogical framework that promotes interdisciplinary learning, creativity, critical thinking, and problem-solving competencies. By integrating scientific knowledge with technological innovation, engineering applications, communication skills, and creative design, STREAM education offers significant potential for preparing students to address complex geospatial, environmental, and societal issues in sustainable ways. This study explores the integration of STREAM education in GeoSciences, focusing on innovative approaches for sustainable learning in higher education and applied educational environments. The research examines how GeoScience disciplines such as geography, geology, environmental science, cartography, GIS, urban planning, climate adaptation, and disaster risk management can benefit from STREAM-based pedagogical models. Particular attention is given to the role of project-based learning, living labs, field-based education, digital twins, GeoAI, remote sensing, drones, smart laboratories, and experiential learning environments that connect theory with real-world sustainability challenges. Using an interdisciplinary methodological framework combining systematic literature review, comparative curriculum analysis, case studies of university STREAM laboratories and smart educational ecosystems, and policy evaluation of digital and green education strategies, the study identifies best practices for curriculum modernization and competency development. The analysis also addresses key implementation challenges including teacher training, institutional readiness, digital infrastructure, access to technology, curriculum redesign, and the balance between disciplinary depth and interdisciplinary integration.
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