Integration of the Steam Approach and the Development of Socio-Emotional Skills in Education: A Literature Review from Latin American Contexts

Abstract

Contemporary educational debates emphasize the importance of holistic education that integrates cognitive, emotional, and social development. Within this context, the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach has been promoted as a means to foster interdisciplinary and active learning. At the same time, socio-emotional skills have gained recognition for their impact on student well-being, school climate, and academic achievement. However, the integration of STEAM and socio-emotional development remains an emerging and fragmented field. This article critically reviews literature published between 2019 and 2025, identifying conceptual trends, methodological approaches, research gaps, and implementation challenges. Findings reveal that while STEAM initiatives can support socio-emotional growth, this is often addressed implicitly, without systematic planning or evaluation. Key limitations include insufficient teacher training, weak assessment mechanisms, and lack of contextualization in Latin American settings. In Colombia, these insights are particularly relevant to advancing the Emotional Education curriculum through integrated, evaluable pedagogical models.