STEAM for the Future: A Comparative Evaluation of Educational Strategies in Pakistan and India

Abstract

educational strategies related to Science, Technology, Engineering, Arts, and Mathematics (STEAM) in both Pakistan and India, uncovering distinctive methodologies addressing a common global necessity. Although both countries recognize the critical role of STEAM in developing a workforce suitable for the 21st century, their approaches to implementation are markedly different. India's National Education Policy (NEP) 2020 advocates for a decentralized and comprehensive framework, promoting a vibrant ecosystem characterized by public-private collaborations, extensive teacher professional development, and strong integration of technology, as demonstrated by initiatives such as the Atal Tinkering Labs. This approach produces measurable, evidence-based results indicating improved critical thinking and creativity among learners. By contrast, Pakistan's activities, mostly through the national "STEAM Pakistan" program, are more project-oriented and responsive. While having ambitious aspirations for transforming schools and teacher professional development, implementation is marred by significant systemic challenges, such as inadequate infrastructure, ingrained rote learning, and substantial financial and cultural challenges that disproportionately affect women. Impact evidence in Pakistan is mostly qualitative and perception-based, reflecting a beginning phase of change. India's systemic assimilation and empirical monitoring is noted by this review as a template for Pakistan, although it is also noted that transparent gender-based change initiatives for Pakistan and external stakeholder involvement hold potential lessons for India for increasing practical implementation. Finally, actionable recommendations are made to promote equitable, sustainable, and transformative STEAM learning in both countries.