Inclusive STEAM Education for Sustainable Development: Bridging Equity Gaps through SDG-Aligned Pedagogies

Abstract

The present study explains how inclusive STEAM education founded on the Sustainable Development Goals (SDGs) may help to reduce equity gaps and support sustainable learning. A qualitative research design was adopted through the adoption of an interpretive approach. The researchers employed the semi-structured interview of educators and school leaders who worked with the curriculum based on STEAM and implemented it in their schools. The data was analyzed through thematic analysis to establish important patterns within the context of inclusion, pedagogy, and sustainability. The results indicate that inclusive STEAM education improves equal participation and engagement of learners alongside relevance through collaboration, creativity, and solving real-life problems. The relevance to SDG-oriented themes enhanced sustainability awareness and skills in the learners. The barriers to successful implementation were noted to be the issues of limited resources and teacher preparation as well as the institutional backup support. Study fulfill the gap in the literature by incorporating inclusion, STEAM education, and the SDGs into a single pedagogical model to provide insights into the work of educators, policymakers, and organisations interested in promoting equitable and sustainable education.