Comparison of Four Universities on Both Sides of the Taiwan Strait Regarding the Cognitive Differences in the Transition from STEM to STEAM in Design Education

Abstract

There have been many studies on the effectiveness of the STEAM model since its integration into design education, but further investigation is needed to determine whether teachers and students truly understand the meaning of STEAM. The aim of this study is to evaluate people’s perceptions of the STEAM model in design education. Respondents from four universities on both sides of the Taiwan Strait participated in the study. Following expert evaluation and a number of tests, the revised questionnaire was used to survey the attitudes of respondents. The results indicate the following: (1) Respondents were more familiar with universities in their area and therefore rated them relatively highly. While this is reasonable, it suggests that respondents may lack a global perspective. (2) The proportion of arts courses is generally high, but further analysis is required to determine whether they in fact play a role in connecting to STEM. This study concluded that educators and researchers need to have a deep understanding of the essence and connotations of STEAM. Students must also consider how to acquire the knowledge and skills needed for 21st-century design through STEAM courses. Furthermore, the use of STEAM in design education needs to be continuously evaluated and improved.