Implementing STEAM Education in Pakistani Public-Sector Secondary Schools: A Mixed-Methods Evaluation of Academic and Collaborative Outcomes

Abstract

STEAM education has emerged as a means of connecting scientific inquiry with creative expression. While many international studies frequently report positive engagement outcomes, empirical evidence from public-sector secondary schools in developing contexts remains limited. This study examines the one-year implementation of the national STEAM-based program launched by MOFEPT in a Pakistani public-sector girls’ secondary classroom using a pre-post single-group mixed-methods design. Science and mathematics scores from pre- and post-intervention terms were analyzed to explore changes in academic performance. In parallel, classroom observations, student discussions, and teacher reflections were examined through thematic analysis to understand shifts in engagement and collaboration. Comparative analysis of institutional assessment records indicates an overall upward trend in science performance during the implementation period. Qualitative findings further suggested increased student participation, improved peer interaction, and greater confidence in articulating scientific ideas when lessons incorporated design-based and arts-integrated tasks. Rather than positioning STEAM as a universal solution, the findings highlight the importance of contextual adaptation within resource-constrained environments. The study contributes grounded evidence from a government school setting and underscores the potential of sustained interdisciplinary practices to support both academic progress and collaborative learning. Implications are discussed in relation to teacher professional development, curriculum flexibility, and future large-scale research in similar educational contexts.