Pedagogía STEAM: Rol del docente en centros educativos para personas con escolaridad inconclusa

Abstract

This study is based on the need to provide educational opportunities for young people and adults with interrupted schooling trajectories through innovative strategies that strengthen retention and quality learning. The objective was to analyze the configuration of the teacher’s role in the implementation of STEAM pedagogy in an educational center for people with incomplete schooling in Santa Rosa, Ecuador, during 2025. A qualitative methodology was applied under the interpretive-comprehensive paradigm, with a descriptive and cross-sectional design, involving six teachers selected through purposive sampling. Semi-structured interviews, non-participant observation, and documentary analysis were used as data collection techniques, and the information was processed through thematic coding and triangulation. The results show that the teacher’s role is mainly configured as mediator and facilitator, fostering students’ motivation, autonomy, and confidence. The most frequent pedagogical practices were project-based learning and problem solving activities using accessible materials, which encouraged creativity and active participation. Teachers expressed favorable perceptions of STEAM, although they also highlighted challenges such as limited resources and the need for further training in active methodologies. Data triangulation consolidated convergences, complementarities, and divergences among what was expressed, observed, and documented, strengthening the validity of the findings. It is concluded that, despite material and institutional constraints, STEAM pedagogy constitutes an inclusive and transformative pedagogical approach that fosters educational retention and the integral development of students with interrupted schooling.