STEAM & Teaching Innovation

STEAM education is an interdisciplinary approach that integrates Science, Technology, Engineering, and the Arts with Mathematics to move beyond rote learning toward holistic, inquiry-based discovery. In the context of Nepal, this model is essential for transforming the "knowledge-reproduction" culture into an "innovation-production" culture. By embedding the Arts—which includes humanities, design thinking, and social ethics—into technical subjects, Nepal can develop professionals who don't just build infrastructure, but do so in a way that is culturally sensitive and environmentally sustainable. This is particularly crucial for a nation that requires home-grown solutions for its unique topographical challenges, localized agricultural needs, and disaster-resilience strategies.

The current status of STEAM in Nepal is characterized by growing interest but fragmented implementation. While the Ministry of Education has begun incorporating STEAM concepts into the school-level Integrated Curriculum, Engineering education in Nepal remains largely traditional, focusing on theoretical rigor and mathematical proofs with limited exposure to interdisciplinary design or creative technology. To bridge this gap, new generation educators must take decisive action by shifting from "sage on the stage" to "guide on the side." They need to champion project-based learning (PBL) that links classroom theory to local industry problems, advocate for the inclusion of soft skills and human-centric design in technical syllabi, and foster a "maker culture" where students are encouraged to prototype, fail, and iterate.

In this regard, I have tried to explore STEAM education and possibility of its integration in Engineering education in Nepal. For this, I have joined Kathmandu University School of Education (https://soed.ku.edu.np/) in one year Masters program in STEAM Education. I am sharing my learning and understanding here.