Abstract

This research is based on a systematic literature review with the objective of analyzing how STEAM (science, technology, engineering, arts, and mathematics) contributes to the development of twenty-first-century competencies in formal education. It is structured around key aspects such as the impact of STEAM on competency development, the most effective methodologies and tools for its implementation, and the challenges and opportunities that arise in its educational application. Following the PRISMA 2020 methodology, studies were identified from the Scopus, ERIC, and Web of Science databases using predefined inclusion and exclusion criteria, resulting in a final sample of fifty articles published between 2018 and 2024. The findings indicate that STEAM fosters essential competencies such as critical thinking, creativity, and collaboration—especially when integrated with educational robotics and gamification. The integration of STEAM into curricula and academic programs is essential, as it aligns with the social constructivist model by promoting interdisciplinary learning across all levels of formal education, including online higher education. It is concluded that STEAM integration fosters life competencies through curiosity, observation, experimentation, inquiry, and problem-solving. Its effective implementation requires comprehensive teacher training in STEAM education to support the design of meaningful learning experiences. However, gaps in the literature were identified, and implications for educational practice were discussed, including existing biases in contexts with limited resources.