ABSTRACT
This research aimed to explore the integration of Arts into Science, Technology, Engineering, and Mathematics (STEM) education, i.e., STEAM approach for training the pre-service teachers with transformational and innovative teaching-learning practices. Aligned with the current Educational Policy recommendations and socio-cultural constructivist approach, this study focussed to evaluate how training pre-service teachers in STEAM pedagogy can enhance their abilities to teach, particularly for diverse and multilingual classrooms (Hughes et al. 2022). Drawing from the empirical data collected from pre-service teachers, this paper demonstrates how arts-based approaches such as role play, forum theatre, and storytelling foster pedagogical confidence, improve conceptual clarity, and promote equitable, multimodal learning.
