The STEAM approach, an abbreviation of science, technology, engineering, arts, and mathematics, is the latest learning practice, rendering primary education highly advanced through interdisciplinary learning. Its primary focuses are to enhance critical thinking, creativity, and problem-solving skills during the developmental phases of life and refine scientific and technological knowledge at a young age (El Mawas et al., 2019; Kuo, 2024). In addition, it includes all educational levels, from preschool to postdoctoral research, formal classroom instruction, and informal and after-school activities (Gonzales & Kuenzi, 2012; Su et al., 2024). STEAM incorporation of the arts enhances access to STEM education by allowing students to comprehend better, recognize, and address real-world challenges (Colucci-Gray et al., 2019). It can spark social and personal transformation (Bass et al.,2016). This bibliometric review examines STEAM education research evolution and current landscape within primary education. Utilizing databases such as Scopus, the study analyzes publications from 2015 to Feb 2025, focusing on annual scientific production and average citation per year, analysis of primary journals/sources, network mapping of authors and institutions, analysis of countries cooperating in STEAM Education, and analysis of keywords, thematic developments, and research methodologies. The analysis reveals a significant increase in STEAM-related publications, starting 1 in 2015 and reaching a peak of 37 publications in 2023, indicating a growing global interest in integrating interdisciplinary approaches at the primary level (Marín-Marín et al., 2021). Key themes identified include the incorporation of gamification to enhance student engagement (Jantakoon et al., 2024), the impact of STEAM on linguistic and mathematical competencies in disadvantaged contexts (Duo-Terron et al., 2022), and the challenges of implementing STEAM pedagogies in traditional educational settings (Milara & Orduña, 2024). Furthermore, the review highlights the importance of problem and project-based learning and cooperative teaching methods in promoting compelling STEAM learning experiences (Yim et al., 2024). Furthermore, STEAM is a paradigm change toward integrated and comprehensive education to address real-world challenges (Yakman & Lee, 2012). Researchers like Ng, Kewalramani, and Kidman (2022) proposed disciplinary, interdisciplinary, transdisciplinary, and multidisciplinary integration models of STEAM education, each with its own conceptualizations and theoretical foundations (White & Delaney, 2021). Lastly, this analysis reveals that, from the perspective of several studies (e.g., Chen et al., 2023; Lage-Gómez & Ros, 2021), the arts allow a paradigm shift from STEM content-based epistemology to STEAMs student-centered curriculum for acquiring 21st-century skills (i.e., creativity, collaboration, communications, and critical thinking) and other transdisciplinary knowledge (Aróstegui & Kyakuwa, 2021). In conclusion, while STEAM education in primary schools is gaining momentum, continued research is essential to address existing gaps and develop strategies to ensure effective integration into early education systems.

References:
[1] Yim, I. H. Y., Su, J., & Wegerif, R. (2024). STEAM in practice and research in primary schools: a systematic literature review. Research in Science & Technological Education, 1-25.

Keywords: Bibliometric Analysis, STEAM Education, Curriculum Integration, Creativity, Primary education.