Integrating Design Thinking into STEAM Education: A Review of Pedagogical Models and Challenges

In response to the growing demand for creativity, empathy, and real-world problem-solving in 21st-century education, this study systematically examines the integration of Design Thinking into STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. Drawing on 25 peer-reviewed articles published between 2018 and 2024, the review applies the PRISMA 2020 methodology and keyword cooccurrence analysis using VOSviewer. The findings highlight emerging East and Southeast Asian trends, with a strong emphasis on project-based learning, sustainability, digital innovation, and curriculum reform. Theoretical models such as STEAM+X and the DDMT (Discover, Define, Model, and Transform) framework illustrate how Design Thinking enhances interdisciplinary competencies, learner engagement, and creative capacity. However, systemic barriers persist, including limited teacher training, inflexible curricula, inadequate infrastructure, and a lack of validated assessment tools for measuring empathy and creativity. This review calls for targeted reforms in professional development, instructional design, and educational policy to realize the transformative potential of Design Thinking as a foundation for future-ready STEAM learning.