Keywords
Abstract
This paper examines how STEAM (Science, Technology, Engineering, Arts, Mathematics) educational environment can be integrated into the teaching of History of Pedagogy. Drawing on international and Uzbek scholarship, the study argues that STEAM integration revives pedagogy's own historical integrative tradition — rooted in Comenius, Pestalozzi, Dewey, and Vygotsky — while resolving chronic problems of low student engagement and surface-level memorization. A content architecture mapping all five STEAM components onto historical pedagogical material is proposed alongside a corresponding methodological repertoire. Institutional data from Uzbekistan and Freeman et al.'s (2014) meta-analysis confirm that STEAM-based instruction measurably improves analytical depth, motivation, and practical transfer of historical knowledge.
References
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