A bibliometric review of the STEAM approach in university education 2010-2022





STEAM, STEM, university education, bibliometry, pedagogy


Introduction: The present study sought to explore and characterize the scientific production of the STEAM approach in university education. Method: The bibliometric design study that analyzed the SCOPUS database, used the VOSviewer program, analyze search and the PRISMA methodology. Results: The STEAM approach has been developed in the field of university education since 2010; however, its continuity between 2012 and 2014 was affected. Countries such as the United States and Spain are leaders in scientific production in high-impact journals (Q1); in addition, the results reflect the adequate applicability of the STEAM approach in the university context. Discussion: The studios pose a marked line of studies such as social sciences and engineering, as it allows the development of diverse skills in the students and promotes the solution of conflicts and innovation; however, the results must be analyzed with caution.


Download data is not yet available.

Author Biography

Calixto Tapullima-Mori, Universidad César Vallejo, Tarapoto, Perú



Bagiati, A., Christie, P. D., Dourmashkin, P., & Brisson, J. G. (2015). Supporting K-12 STEM reform through K-12 STEM Learning Workshops at Singapore University of Technology and Design. https://www.sefi.be/wp-content/uploads/2017/09/54788-A.-BAGIATI.pdf

Boyd, M., & Tian, S. (2018). Is STEM Education Portable? Country of Education and the Economic Integration of STEM Immigrants. Journal of International Migration and Integration, 19(4), 965–1003. https://doi.org/10.1007/s12134-018-0570-4

Brika, S. K. M., Algamdi, A., Chergui, K., Musa, A. A., & Zouaghi, R. (2021). Quality of Higher Education: A Bibliometric Review Study. Frontiers in Education, 6. https://www.frontiersin.org/articles/10.3389/feduc.2021.666087

Broadus, R. N. (1987). Toward a definition of “bibliometrics”. Scientometrics, 12(5), 373–379. https://doi.org/10.1007/BF02016680

Cao, Q.-T., Vuong, Q.-H., Pham, H.-H., Luong, D.-H., Ho, M.-T., Hoang, A.-D., & Do, M.-T. (2021). A Bibliometric Review of Research on International Students’ Mental Health: Science Mapping of the Literature from 1957 to 2020. European Journal of Investigation in Health, Psychology and Education, 11(3), 781–794. https://doi.org/10.3390/ejihpe11030056

Castro-Rodríguez, E., & Montoro, A. B. (2021). Educación STEM y formación del profesorado de Primaria en España. Revista de Educación, 393, 353–378. https://recyt.fecyt.es/index.php/Redu/article/view/89857

Chen, C.-C., & Huang, P.-H. (2020). The effects of STEAM-based mobile learning on learning achievement and cognitive load. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2020.1761838

Coleman, N., Farina, D. M., & Rabinovich, L. (2017). Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program. IGI-global. https://www.igi-global.com/gateway/chapter/www.igi-global.com/gateway/chapter/163485

Cooper, G. (2023). Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology, 32(3), 444–452. https://doi.org/10.1007/s10956023-10039-y

Cuervo, D. A. C., & Reyes, R. A. G. (2021). Aporte de la metodología Steam en los procesos curriculares. Revista Boletín Redipe, 10(8), 279–302. https://doi.org/10.36260/rbr.v10i8.1405

Díaz, F. R. S., Fernández-Ferrer, G., Vázquez-Vílchez, M., Ferrada, C., Narváez, R., & Carrillo-Rosúa, J. (2022). Tecnologías emergentes en la educación STEM. Análisis bibliométrico de publicaciones en Scopus y WoS (2010-2020). Bordón. Revista de Pedagogía, 74(4), 25–44. https://doi.org/10.13042/Bordon.2022.94198

Do, T. T. M., & Pham, L. T. K. (2021). Digital Transformation in STEAM Education at the Vietnamese secondary school in the new normal. 2021 3rd International Conference on Modern Educational Technology, 107–113. https://doi.org/10.1145/3468978.3468996

Domínguez, P. M., Oliveros, M. A., Coronado, M. A., & Valdez, B. (2019). Retos de ingeniería: Enfoque educativo STEM+A en la revolución industrial 4.0. Innovación educativa (México, DF), 19(80), 15–32. https://www.redalyc.org/journal/1794/179462794002/html/

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070

Duo-Terron, P., Hinojo-Lucena, F.-J., Moreno-Guerrero, A.J., & López-Núñez, J.-A. (2022). STEAM in Primary Education. Impact on Linguistic and Mathematical Competences in a Disadvantaged Context. Frontiers in Education, 7, 1–14. https://doi.org/10.3389/feduc.2022.792656

Dúo-Terrón, P., Hinojo-Lucena, F.-J., Moreno-Guerrero, A.-J., & López-Belmonte, J. (2022). Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education. European Journal of Investigation in Health, Psychology and Education, 12(8), 989–1005. https://doi.org/10.3390/ejihpe12080071

Dziallas, S., & Fincher, S. (2018). “I told you this last time, right?”: Re-visiting narratives of STEM education. Proceedings of the 2018 ACM Conference on International Computing Education Research, 223–231. https://doi.org/10.1145/3230977.3230989

Dziob, D., Krupiński, M., Woźniak, E., & Gabryszewski, R. (2020). Interdisciplinary Teaching Using Satellite Images as a Way to Introduce Remote Sensing in Secondary School. Remote Sensing, 12(18), 2868. https://doi.org/10.3390/rs12182868

Fuentes, O. G., Rivas, M. R., & Figueira, M. E. M. (2023). El enfoque educativo STEAM: Una revisión de la literatura. Revista Complutense de Educación, 34(1), 191–202. https://doi.org/10.5209/rced.77261

Fuqua, J. L., Phillips, J. A., Bargagliotti, A., & Herreiner, D. (2018). Facilitators and outcomes of STEM-education groups working toward disciplinary integration. 2018. https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1134&context=math_fac

García-Peñalvo, F. J., Conde, M. Á., Gonçalves, J., & Lima, J. (2019). Computational thinking and robotics in education. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, 2–5. https://doi.org/10.1145/3362789.3362957

García-Peñalvo, F. J., Conde, M. Á., Gonçalves, J., & Lima, J. (2021). Advances in Computational thinking and robotics in education. Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, 10–13. https://doi.org/10.1145/3434780.3436703

Hödl, O., Rafetseder, A., Hu, P., & Kayali, F. (2022). STEAM for non-novice STEM students with Digital Musical Instruments. Proceedings of the 17th International Audio Mostly Conference, 179–186. https://doi.org/10.1145/3561212.3561235

Huang, Z., Kougianos, E., Ge, X., Wang, S., Chen, D., & Cai, L. (2021). A Systematic Interdisciplinary Engineering and Technology Model Using Cutting-Edge Technologies for STEM Education. IEEE, 64(4), 390–397. https://doi.org/10.1109/TE.2021.3062153

Jeong, J. S., & González-Gómez, D. (2021). A STEM Course Analysis During COVID-19: A Comparison Study in Performance and Affective Domain of PSTs Between F2F and F2S Flipped Classroom. Frontiers in Psychology, 12. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.669855

Johnston, K., Kervin, L., & Wyeth, P. (2022). STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review. Sustainability, 14(20), 13533. https://doi.org/10.3390/su142013533

Keith, J. M., Gaxiola, D. L., Crowl, D. A., Caspary, D. W., Mukherjee, A., Meng, D. D., Naber, J. D., Allen, J. S., Lukowski, J. T., Solomon, B. D., Meldrum, J. S., & Edgar, T. F. (2011). Development and Assessment of Energy Modules in the Chemical Engineering Curriculum. 22.465.1-22.465.13. https://peer.asee.org/development-and-assessment-of-energy-modules-in-the-chemical-engineering-curriculum

Khan, A., Goodell, J. W., Hassan, M. K., & Paltrinieri, A. (2022). A bibliometric review of finance bibliometric papers. Finance Research Letters, 47, 102520. https://doi.org/10.1016/j.frl.2021.102520

Lin, T.-C., Tang, K.-Y., Lin, S.-S., Changlai, M.-L., & Hsu, Y.-S. (2022). A Co-word Analysis of Selected Science Education Literature: Identifying Research Trends of Scaffolding in Two Decades (2000–2019). Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.844425

Livia, J., Merino-Soto, C., Livia-Ortiz, R., Livia, J., Merino-Soto, C., & Livia-Ortiz, R. (2022). Producción científica en la base de datos Scopus de una Universidad privada del Perú. Revista Digital de Investigación en Docencia Universitaria, 16(1), 1–14. https://doi.org/10.19083/ridu.2022.1500

López-González, M. (2017). For female leaders of tomorrow: Cultivate an interdisciplinary mindset. 2017 IEEE Women in Engineering (WIE) Forum USA East, 1–6. https://doi.org/10.1109/WIE.2017.8285606

Mamani, N. M., García-Peñalvo, F. J., Conde, M. Á., & Gonçalves, J. (2021). A systematic mapping about simulators and remote laboratories using hardware in the loop and robotic: Developing STEM/STEAM skills in pre-university education. 2021 International Symposium on Computers in Education (SIIE), 1–6. https://doi.org/10.1109/SIIE53363.2021.9583622

Marín-Marín, J.-A., Moreno-Guerrero, A.-J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: A bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8(1), 41. https://doi.org/10.1186/s40594-021-00296-x

Mejia, C., Wu, M., Zhang, Y., & Kajikawa, Y. (2021). Exploring Topics in Bibliometric Research Through Citation Networks and Semantic Analysis. Frontiers in Research Metrics and Analytics, 6. https://www.frontiersin.org/articles/10.3389/frma.2021.742311

Mohan, A., & Kelly, G. J. (2020). Nature of Science and Nature of Scientists. Science & Education, 29(5), 1097–1116. https://doi.org/10.1007/s11191-020-00158-y

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group, T. P. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLOS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097

Mougenot, B., & Herrera-Añazco, P. (2022). A bibliometric analysis of literature on the out-of-pocket expense in health in Latin America. Revista Del Cuerpo Médico Hospital Nacional Almanzor Aguinaga Asenjo, 15(2), 241–246. https://doi.org/10.35434/rcmhnaaa.2022.152.1080

Ngoc-Huy, T., Chin-Fei, H., & Jeng-Fung, H. (2021). Exploring the Effectiveness of STEAM-Based Courses on Junior High School Students’ Scientific Creativity. Frontiers in Education, 6, 1–8. https://doi.org/10.3389/feduc.2021.666792

Ortiz-Revilla, J., Sanz-Camarero, R., & Greca, I. M. (2021). Una mirada crítica a los modelos teóricos sobre educación STEAM integrada. Revista Iberoamericana de Educación, 87(2), 13–33. https://doi.org/10.35362/rie8724634

Park, W., Wu, J.-Y., & Erduran, S. (2020). The Nature of STEM Disciplines in the Science Education Standards Documents from the USA, Korea and Taiwan. Science & Education, 29(4), 899–927. https://doi.org/10.1007/s11191-020-00139-1

Perales, F. J., & Aróstegui, J. L. (2021). The STEAM approach: Implementation and educational, social and economic consequences. Arts Education Policy Review, 0(0), 1–9. https://doi.org/10.1080/10632913.2021.1974997

Putri, A. S., Prasetyo, Z. K., Purwastuti, L. A., Prodjosantoso, A. K., & Putranta, H. (2023). Effectiveness of STEAM-based blended learning on students’ critical and creative thinking skills. International Journal of Evaluation and Research in Education, 12(1), 44–52. https://doi.org/10.11591/ijere.v12i1.22506

Sánchez-Martín, J., Corrales-Serrano, M., Luque-Sendra, A., & Zamora-Polo, F. (2020). Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach. Heliyon, 6(7), e04340. https://doi.org/10.1016/j.heliyon.2020.e04340

Sellami, A., Ammar, M., & Ahmad, Z. (2022). Exploring Teachers’ Perceptions of the Barriers to Teaching STEM in High Schools in Qatar. Sustainability, 14(22), 15192. https://doi.org/10.3390/su142215192

Stanko, T., Chernyshkova, E., & Zhirosh, O. (2019). Expert views on interdisciplinarity in engineering education for design of a new modern University. SEFI 47th Annual Conference: Varietas Delectat... Complexity Is the New Normality, Proceedings, 1882–1896.


Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., … Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850

Van, K., Kirk, D., Tan, T., & Santhanam, S. (2010). Developing The Aerospace Workforce: A Boeing Experience. 15.388.1-15.388.20. https://peer.asee.org/developing-the-aerospace-workforce-a-boeing-experience

Vargas, D. L., & García, A. (2021). Educación STEM, un campo de investigación emergente: Análisis bibliométrico entre 2010-2020. Investigações em Ensino de Ciências, 26(3), 195–219. https://doi.org/10.22600/1518-8795.ienci2021v26n3p195

Vargas, J., Cuero, J., & Riveros, F. (2020). Transformación digital y enfoque STEAM, una alternativa en tiempos de COVID-19. Espacios, 41(42). https://doi.org/10.48082/espacios-a20v41n42p28

Wannapiroon, N., & Pimdee, P. (2022). Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: A conceptual model using a digital virtual classroom learning environment. Education and Information Technologies, 27(4), 5689–5716. https://doi.org/10.1007/s10639-021-10849-

Wilson, V. (2016). Research Methods: Bibliometrics. Evidence Based Library and Information Practice, 7(3), 121–123. https://doi.org/10.18438/B80917

Yamada, A. (2016). Quality assurance in higher education in Japan: Examining a case study of the empowerment informatics program. En Quality Assurance: Analysis, Methods and Outcomes (pp. 81–97). Scopus.



How to Cite

Tapullima-Mori, C., Pizzán-Tomanguillo, S. L., Pizzán-Tomanguillo, N. del P., Gómez Sangama, L. R., Vázquez Sánchez, M., & Iñipe Cachay, M. (2023). A bibliometric review of the STEAM approach in university education 2010-2022. Revista Digital De Investigación En Docencia Universitaria [Digital Journal of University Teaching Research], 18(1), e1790. https://doi.org/10.19083/ridu.2024.1790



Original articles