A New Methodology for Designing STEAM ∀H (STEAM for All Humanity) Projects Aligned with the SDGs

Previous studies propose methodologies to transform any European curriculum into STEAM methodologies, where, based on curricular analysis, the areas of opportunity most likely to form a STEAM project with a high number of connections can be determined. Recent updates of the STEAM model toward a humanistic framework, STEAM∀H (STEAM for all Humanity), allow us to state the objective of this article: to expand these methodologies by connecting them with the SDGs addressed by each thematic area in the curriculum, where the “H” concept (for all humanity) is determined by the SDGs tackled within the designed project. The methodology proposed in this article consists of 10 phases to analyze the connection with the SDGs. To guarantee the validity of the analysis, the procedure includes an item-coding phase, the evaluation of inter-rater reliability, and the construction of adjacency matrices for network analysis. As a case study to test methodological feasibility, this article analyzes the LOMLOE Primary Education curriculum in the Valencian Community to identify the potential for designing interdisciplinary projects under the STEAM∀H approach and the Sustainable Development Goals (SDGs). Although LOMLOE prioritizes the STEM model—excluding the arts and humanities—the analysis of 546 items from Science, Mathematics, and Art Education demonstrates that the regulations allow for their integration. After refining the sample into 32 thematic areas, 12 highly interconnected conceptual areas were identified. These conceptual areas are configured as potential ideal generative topics for Project-Based Learning (PBL) linked to the 2030 Agenda, which could foster the development of creativity and social commitment in students as a pedagogical implication.