Integrating Energy Education Through STEM/STEAM: Conceptual and Pedagogical Foundations from a Systematic Review

This systematic review synthesizes the conceptual and pedagogical foundations through which STEM/STEAM approaches inform the curricular integration of energy education, while identifying methodological trends, educational contexts, learning outcomes, and research gaps. Following PRISMA 2020, searches were conducted across eight scientific databases, resulting in 36 empirical studies analyzed through a documentary matrix and interpretive thematic synthesis. The evidence is concentrated mainly in Asian contexts and secondary education. Quantitative studies predominate (20/36), followed by mixed-methods (11/36) and qualitative studies (5/36), with non-randomized quantitative designs constituting the largest methodological category. STEM/STEAM-based energy education is implemented through project- and problem-based learning, inquiry, engineering design, collaborative and experiential learning, and technology-supported environments. The studies report favorable outcomes related to conceptual understanding, energy literacy, creativity, critical thinking, collaboration, and problem-solving. Overall, STEM/STEAM functions as an interdisciplinary pedagogical framework connecting energy learning with inquiry, design, experimentation, technological applications, and sustainability-related contexts. However, the predominance of non-randomized and descriptive designs limits causal interpretations of these outcomes. Further research should address curriculum development, teacher preparation, institutional implementation, diverse educational contexts, and the sustained integration of energy education through STEM/STEAM approaches across educational systems and levels.