Prioritizing STEAM Education from the Start: The Path to Inclusive and Sustainable STEAM Education

Abstract

This study highlights the significance of prioritizing STEAM (Science, Technology, Engineering, Arts, and Mathematics) education from the early stages of learning as a crucial step towards achieving inclusive and sustainable STEAM education. The study adopted a critical discourse analysis (CDA) and an allegory method entitled 'The Ancient Multi-Story Building'. The CDA involved studies, reports, and news on STEM-related and STEM initiatives in Ghana. The findings revealed a substantial gap in early childhood and primary education STEAM initiatives, largely due to prevailing misconceptions about these levels of education. The allegory of the 'Ancient Multi-Story Building' further explains the adverse impact of this gap by metaphorizing the flawed approach of initiating and investing in upper-level STEAM education while neglecting the lower-level years, much like a village constructing a multi-story building focusing on the higher floors without solidifying its base; obviously, the results will be disastrous. Similarly, the findings show that previous STEM-related initiatives in Ghana focusing on upper-level education have often been inclusively ineffective. The allegory further points out that the few students who thrive in these lopsided STEM-related pathways are typically those from affluent backgrounds with the necessary support. The study indicated that starting STEAM education in the early years of education has the potential to promote gender equity, cultivate critical thinking skills, and develop a positive attitude towards STEAM subjects among all young learners. This study, therefore, lays the groundwork to propose a strategic framework for early childhood and primary STEAM education in Ghana and other similar contexts.

Full text

International Journal of STEM Education for Sustainability, Vol 4, No.1, 2024, pp. 54-69
e-ISSN 2798-5091. DOI. 10.53889/ijses.v4i1.322
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Prioritizing STEAM Education from the Start: The Path to Inclusive and Sustainable
STEAM Education
Submitted 14 October 2023 Revised 26 December 2023 Received 14 January 2024
Matthew Nyaaba1*, Bismark Nyaaba Akanzire2, Salamatu Haruna Mohammed3
1Mary Frances College of Education, University of Georgia, Athena, United States
2Gambaga College of Education, Gambaga, Ghana
3Al-saradeen Basic School, Winneba, Ghana
Corresponding Email: *Matthew.Nyaaba@uga.edu
Abstract
This study highlights the significance of prioritizing STEAM (Science, Technology, Engineering, Arts, and
Mathematics) education from the early stages of learning as a crucial step towards achieving inclusive and
sustainable STEAM education. The study adopted a critical discourse analysis (CDA) and an allegory method
entitled 'The Ancient Multi-Story Building'. The CDA involved studies, reports, and news on STEM-related and
STEM initiatives in Ghana. The findings revealed a substantial gap in early childhood and primary education
STEAM initiatives, largely due to prevailing misconceptions about these levels of education. The allegory of the
'Ancient Multi-Story Building' further explains the adverse impact of this gap by metaphorizing the flawed
approach of initiating and investing in upper-level STEAM education while neglecting the lower-level years, much
like a village constructing a multi-story building focusing on the higher floors without solidifying its base;
obviously, the results will be disastrous. Similarly, the findings show that previous STEM-related initiatives in
Ghana focusing on upper-level education have often been inclusively ineffective. The allegory further points out
that the few students who thrive in these lopsided STEM-related pathways are typically those from affluent
backgrounds with the necessary support. The study indicated that starting STEAM education in the early years of
education has the potential to promote gender equity, cultivate critical thinking skills, and develop a positive
attitude towards STEAM subjects among all young learners. This study, therefore, lays the groundwork to propose
a strategic framework for early childhood and primary STEAM education in Ghana and other similar contexts.
Keywords: STEAM, STEM, Early childhood, Primary education, Ghana
INTRODUCTION
Originating from STEM, STEAM is an educational framework that underscores the
criticality of familiarizing students with their environment through a comprehensive blend of
five disciplines: science, technology, engineering, the arts, and mathematics to cultivate
innovation, critical thinking, and creative problem-solving abilities (Ciftçi et al., 2022; Li et al.,
2020). Researchers have echoed this framework and advocated for integrating STEAM
principles into a nation's educational system at all levels, i.e., pre-K to graduate school.
Embracing a STEAM-based approach is recognized for its potential to impart diverse skills
among young learners simultaneously (Ministry of Education, 2018; Aktürk et al., 2017).
Ghana, mirroring the recognition of other developing nations, acknowledges the
significant role of STEAM in driving the nation's economic and sociopolitical progress
(Deming & Noray, 2020). To realize STEAM aspirations, the Ministry of Education (MOE)
2018 initiated the establishment of STEM high schools nationwide (MOE, 2018). The Ghana's

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government is implementing these initiatives through the National Education Reform
Secretariat (Anane-Amponsah, 2022). Following the Ghana Science and Tech Explorer
Challenge Prize (GSTEP) in 2022, the Ghana Education Service is creating a manual on STEM
education for junior high schools. These initiatives demonstrate the country's proactive
commitment to embedding STEAM education into its core educational strategy (GSTEP,
2022).
While these initiatives are both noteworthy and commendable, positioning Ghana as a
frontrunner in Africa for pioneering STEAM education (GSTEP, 2022) to tackle societal
challenges and bolster economic development, there is little or no emphasis on STEAM in the
early years of education (Early Childhood and Primary Education) (Ackah-Jnr et al., 2022).
However, Ciftçi et al. (2022) stated that the National Science and Technology Council (NSTC)
in 2013 highlighted a directive from President Obama advocating for the early integration of
STEAM education. The focus of this study is to examine the relevance of introducing STEAM
in the early years of education to ensure its inclusiveness and sustainability. Based on this
objective, the following questions guided the study:
1. How have previous STEAM-related initiatives been effectively implemented in Ghana?
2. How critical and beneficial is the implementation of STEAM in Ghana's early years of
education?
Children as STEAM Engineers
Children exhibit an innate curiosity about the world around them from the moment they
are born, which extends beyond just science but encompasses the broader aspects of STEAM
(National Research Council, 2014). Historically, there may have been an underestimation of
children's capabilities as STEAM learners. However, recent insights suggest that children's
knowledge and skills closely mirror the practices of real-world STEAM professionals (Barbarin
& Wasik, 2009; Stephen & Edwards, 2017). This is based on their direct experiences and their
daily activities, including conversations with family, hobbies, and media consumption (Stephen
& Edwards, 2017). Schweingruber et al. (2007) emphasize that children's inherent capabilities
are a valuable resource that should be harnessed and built upon during STEAM instruction. A
paradigm shift is required in the education system to unlock this potential. Educators, especially
those involved in K–8 STEAM instruction, are urged to reevaluate their pedagogical
approaches, considering the current understanding of children's innate STEAM abilities (Ng et
al., 2022). This assertion establishes a critical issue concerning the current STEAM initiative in
Ghana, as it emphasizes older learners (JHS, SHS, and university students) and not children
(early years of education).

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Gardner's Theory of Multiple Intelligences and Constructivist Learning Theory
Howard Gardner proposed that intelligence is not a single, static IQ score but rather a
dynamic array of different types of intelligence. These intelligences include linguistic, logical-
mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic
(Hasanuddin et al., 2022; Pangesty et al., 2022). Children possess different strengths and ways
of learning that can be tailored towards STEAM learning experiences (Wahyuningsih et al.,
2020; González-Treviño et al., 2020). For instance, a child with strong spatial intelligence might
benefit from visual aids and hands-on activities in a STEAM curriculum (Habibi, 2023).
In addition, the ideas of Jean Piaget and Lev Vygotsky on constructivism also posit that
learning is an active process where children construct knowledge based on their experiences.
This implies that rather than being passive recipients of information, children actively work to
understand their world (Hebe, 2017). The study leans towards these two major theories to
support the capabilities of children in learning STEAM education, as seen in Figure 1. STEAM
education prioritizes hands-on, exploratory activities that align with constructivist theory and
how children learn (Pass, 2004). The dominant learning approach for children is play-based
(Hsiao & Su, 2021). Play is a natural way for children to explore, experiment, and understand
their environment. Children will be engaged and motivated by incorporating play-based
learning into STEAM education (Hsiao & Su, 2021; Habgood & Ainsworth, 2011).
Figure. 1: Gardner's Multiple Intelligence and Constructivism
Early School Years: STEAM

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Several studies have revealed a noticeable propagation of STEAM practices in the early
years of schooling across numerous countries globally (Kayan-Fadlelmula et al., 2022; Gelir,
2022; DeJarnette, 2018), underscoring the international recognition of STEAM learning as a
vital component of twenty-first-century early years education (Murray, 2019). Predominantly,
most empirical studies have been centered in the USA (Li et al., 2022) and other European
nations, including Sweden, New Zealand, Ireland, and Australia (Gelir, 2021; Hunter-Doniger,
2021). STEAM practices have also permeated various Asian countries, such as Saudi Arabia,
Vietnam, and South Korea (Bui et al., 2023; Alghamdi, 2022; Delahunty & Rordáin, 2021).
While the review process is comprehensive, it's notable that no research on STEAM during the
early educational years was identified from an African country, despite Ghana often being
heralded as a "pioneer" in the STEAM movement within the continent (GSTEP, 2022). This
review section presents the STEAM acronym as predominantly the United States' educational
innovation, emphasizing that the USA educational culture indirectly influences many other
countries' educational goals (LeCompte, 2009; Alghamdi, 2022).
METHOD
This study adopted two qualitative approaches: critical discourse analysis (CDA) and
allegorical analysis. CDA focuses on how discourse (written or spoken communication) is used
to enact, confirm, legitimize, or challenge societal power structures (Kendall, 2007; Wodak &
Meyer, 2009). The discourse under investigation in this study pertained to study reports and
news on STEAM initiatives in Ghana (Amegah, 2022; GSTEP, 2022; Van Dijk, 2015).
Primarily, the study focused on an official report detailing the practical implementation of
STEAM education at the Junior High School (JHS) level in Ghana, as outlined in GSTEP
(2022). Guenther (2023) suggests that allegorical analysis represents an innovative approach to
research, enabling the depiction and comprehension of unique areas within a critical context
through creative and imaginative means. The allegorical analysis in this study involved the
'Allegory of the Ancient Multi-story Houses' to vividly demonstrate the critical necessity of
STEAM in the early years of education.
Current STEAM Initiative
The most recent STEM report that GSTEP presented to Ghana's Ministry of Education in
April 2022 served as the basis for this study (Anane-Amponsah, 2022). The GSTEP was
engaged in a three-year program working with 20,000 Junior High Schools (JHS) to explore
the practical teaching of STEM at JHS. This study was conducted in the two largest regions in

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Ghana, Greater Accra and Ashanti. The study also reported the plans of the ministry for
achieving its STEAM dreams, captured as follows:
"2018, the Ministry of Education published the Education Strategic Plan 2018-2030. GES
is developing a handbook on STEM education for JHSs (Ministry of Education, 2018). In
consultation with Ghana Education Service, the National Council for Curriculum and
Assessment (NaCCA) is developing a STEM curriculum and a handbook for Junior High
Schools. However, the government of Ghana is already building 35 STEM Senior High Schools
(SHS) and 5 STEM-based universities, as set out in the 2022 budget (General News of Sunday,
2021)". This investment intends to help bridge the gap between the demands of STEM
industries and employers; and what is taught in high schools". (GSTEP, 2022, p. 9).
GES is actively working on creating a dedicated handbook for STEM education in JHS.
This initiative aligns with NaCCA's effort to establish a comprehensive STEM curriculum and
handbooks for JHSs. The government of Ghana is also making a substantial physical investment
in this initiative. This clearly shows the ambitious project of constructing 35 STEM-focused
Senior high Schools (SHSs) and 5 STEM-based universities, as outlined in the 2022 budget.
Analysis
To answer research question 1, the approach advocated by Van Dijk (2015) for CDA was
adopted to interpret and explain previous STEAM-related initiatives. This involved a brief
review of the existing literature on past STEAM initiatives in Ghana and their overall
effectiveness.
To answer research question 2, the study incorporated the steps outlined by Guenther
(2023) in allegorical analysis. These steps involved selecting and describing the Allegory that
was pertinent to the study context, interpreting the Allegory within the context of its use, and
subsequently engaging in discussions that unveiled the deeper meanings and implications
embedded within the allegorical narrative.
RESULTS AND DISCUSSION
Trends of STEAM-related Initiatives in Ghana
In addressing the first research question regarding the historical implementation and
effectiveness of previous STEAM-related initiatives in Ghana, we looked at STEM-related
initiatives by the Ministry of Education as early as 1987. The focus of this initiative was to
augment knowledge in mathematics, science, technology, social sciences, and technical skills,
aiming to nurture students' creative potential, particularly at the JHS and Senior High School
(SHS) levels (Biney et al., 2015; GSTEP, 2022). Subsequently, in December 2016, UNESCO,
in collaboration with the Girls' Education Unit of the Ghana Education Service, organized the
first science, technology, mathematics, innovation, and education (STMIE) clinic. This

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initiative was to encourage JHS students to employ local materials to create products and
models for exhibition, with the goal of fostering innovation (Mohammed et al., 2020).
Furthermore, in 2015, Ghana's Ministry of Education, in collaboration with UNESCO,
published the ICT in Education Policy, emphasizing the necessity for teacher training in digital
skills and the integration of ICT as a subject from primary school through high school
(UNESCO, 2015). There have been a limited number of private organizations, such as
STEMBees, GHScientific, and BSTEM (Basic STEM), that advocate for the integration of
STEM education at the primary level (Takyi-Bondzie et al., 2023; Van Anh et al., 2022).
Unfortunately, these initiatives fell short of their intended impact, as reported in Biney et al.
(2014) and Mohammed et al. (2020) studies. Particularly, Mohammed et al.'s (2020) study
revealed a lack of functionality in the STMIE program, with school administrators expressing
concerns about its low participation and effectiveness. Private organizations are equally facing
challenges in effectively implementing STEAM programs in the early years of school due to
the lack of necessary logistical support required from the government (Takyi-Bondzie et al.,
2023).
Critical Role of Early Years STEAM
In addressing the second research question, which revolves around the critical importance
of early years STEAM education, we introduced a compelling allegorical narrative to explain
the critical benefits:
The Ancient Multi-Story Building
The Ancient Multi-Story Buildings can be seen in Figure 2. The Allegory aimed to help
the readers understand and appreciate the importance of education in the early years of life,
which is usually not given enough attention, and this lack of focus adversely affects the quality
and effectiveness of education at higher levels.
In an old, densely populated village, space became scarce. The village elders, keen on
solutions, consulted experts from afar. After much discussion, they envisioned a novel idea:
building houses atop one another, creating multi-story buildings (A Towering Dream).
In the excitement of this innovative concept, vast resources were poured into the project.
Old houses were stripped of their roofs to accommodate this new design. However, in their
haste and blinded by potential profit, the architects overlooked the importance of strengthening
the existing foundations (Image A). They presumed it was a waste to invest in the old bases and
they would suffice. Their towering dream became a reality with a nice erection atop the edifice.
To the villagers, these towering buildings were a symbol of triumph over their space
constraints. Unfortunately, the inadequate foundations couldn't bear the weight, and the ground

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floor collapsed (Image B), detaching the building from its foundation and making it hover above
a pile of rocks and debris. To prevent mass accusations for their flaws, both the leaders and
architects, accepted the buildings for use because many of the members were ignorant about
what a multi-story building really looked like. The few members of the village with climbing
abilities, and those with financial capabilities to afford a forklift, are the ones who get access to
the buildings while the rest continue to blame themselves for not being able to climb. The
Allegory emphasizes the importance of foundational elements if we truly want to promote
inclusive education and advancement for all."
Figure 2: The Ancient Multi-Story Buildings
Table 1: Allegory's Key Terminology and Representations
Term
Meaning
The Ancient Village
A Country's Education System
Experts
Educational Authorities
Village Leaders
Government
Multi-story Building
School Systems (Levels)
Bedrocks (Foundation)
Early Childhood Education
Existing houses
Elementary Education
The Allegory of the village's multi-story buildings serves as a metaphor for the systemic
issues within educational access and social justice. Just as the village elders overlooked the
necessity of reinforcing the old foundations before erecting their towering structures, society
often neglects the foundational education of its young citizens, especially those from
underrepresented and low-income communities. This oversight leads to a risky situation where

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the higher levels of education, represented by the upper stories of the buildings; become
accessible only to the few who have the means or the rare ability to reach them, much like the
villagers who could climb or afford a forklift. The result is a stratified system where Ivy League
and other prestigious institutions are disproportionately populated by the affluent, while those
from marginalized backgrounds find themselves unable to 'climb' due to early educational
neglect. This imbalance perpetuates a cycle where the rich get richer, in terms of knowledge
and opportunity, and the poor remain trapped in the lower levels of the socioeconomic structure.
Furthermore, the Allegory reflects on the broader implications for a society that prioritizes
STEM and STEAM education at the higher education level without addressing the cracks in
the early educational foundation. The image of the ground floor collapsing under the weight of
the upper stories is akin to the failure of realizing a society rich in STEM citizens when the
educational groundwork is shaky. Without a robust, inclusive early education system that
equips all children with the necessary skills and knowledge, the dream of a technologically and
scientifically advanced society will remain just that—a dream, hovering out of reach above a
pile of unrealized potential. To truly triumph in the fields of STEM and STEAM, and to build
a just and equitable society, the focus must shift to reinforcing the educational foundations,
ensuring that every child, regardless of their socioeconomic status, has the support and
resources needed to ascend to higher learning.
The Evolution of Early Childhood Education in Ghana Pre-2002 indicated a lack of
institutions specializing in early childhood education (Morrison, 2002). There were 38 colleges
of education at that time, but none focused on early childhood (Morrison, 2002). Early
childhood care and education (ECCE) program at the University of Education, Winneba,
followed the 2002 introduction of a two-year kindergarten program for 4-year-olds, which
became a turning point in early childhood education by allowing teachers to specialize in early
childhood education (Morrison, 2002; Agbenyega, 2008; Osseo-Asare, 2021). This evolution
seems to have led to longstanding misconceptions and prejudices about early schooling in
Ghana. For example, Jinapor (2014) studies found that the public and many educational
authorities do not see why people should be trained with degrees to handle children in
kindergartens. There is the perception that early childhood levels only sing songs and recite
rhymes (Jinapor, 2014; Moloney, 2010). In 2017, a tragic incident occurred in Ghana where a
dilapidated building collapsed, resulting in the untimely death of six kindergarten pupils who
were sitting behind their classroom during a break time (Adom Online, 2017). On the other
hand, in the same school, the JHS buildings were well established and renovated. This sequence

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of events is a clear indication of how early childhood and primary education are regarded in
Ghana.
Early childhood education, particularly STEAM initiatives, plays a pivotal role in
instigating and nurturing curiosity, critical thinking, and creativity (3-Cs) among young learners
(Nikolopoulou, 2022; Van Anh et al., 2022). Engaging young children in STEAM-related
activities not only stimulates an energetic and explorative desire for knowledge but also fosters
a developmental trajectory towards becoming innovative and analytical thinkers (Mohr-
Schroeder et al., 2020; Wahyuningsih et al., 2020). This resonates with Ghana's early years
education curriculum, which aims to cultivate individuals who are not only literate but also
adept at handling complex problems, innovative in their thinking, and capable of actively
contributing to the local and worldwide communities in which they live (NaCCA, Ministry of
Education, 2019; Farwati et al., 2021; Li et al., 2022).
Initiating STEAM education from an early age strategically equips students with essential
tools to emerge as adept problem solvers, a theme underscored across numerous research
studies (Wahyuningsih et al., 2020; Bui et al., 2023; Ng et al., 2022). A pedagogical approach
grounded in STEAM not only aligns with the natural curiosity and preferences of young
children (John et al., 2018) but also presents them with opportunities to devise solutions to
problems within a context that is both engaging and developmentally appropriate
(Wahyuningsih et al., 2020; Bui et al., 2023). Moreover, the integration of regionally relevant
cultural content into STEAM projects not only enhances students' awareness and engagement
with their immediate communities and societies but also fosters an intrinsic connection between
STEAM education and resolving issues pertinent to their local environments (Masud et al.,
2023; Areljung & Günther-Hanssen). This fits with the core competencies outlined in Ghana's
new standard-based curriculum. It stresses that teachers should give students the skills they
need to approach and solve problems analytically. This will help students take ownership of
their learning experiences and challenges (NaCCA, Ministry of Education, 2019).
Studies have shown the profound impact gendering processes exert on students'
opportunities to both engage with STEAM subjects and pursue related careers at higher
education levels. Men often demonstrate heightened commitment towards STEAM disciplines,
excluding art, while women exhibit a more pronounced dedication to the arts yet often eschew
STEM fields (Archer et al., 2012). However, early exposure to STEAM education, particularly
during foundational schooling years, has the potential to disrupt these established patterns and
foster a gender-parity discourse in STEAM (Areljung & Günther-Hanssen, 2022; Ng et al.,
2022). Mulvey and Irvin (2018) further posited that even from a tender age, children can discern

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the importance of adhering to their interests, thereby highlighting the need to nurture these
career aspirations before stereotypical norms.
Children are competent from birth (Frimpong, 2021), and therefore early engagement
with STEAM will not only spur motivation but also instill a positive attitude among young
learners in STEAM courses in their subsequent academic pursuits (Johnston et al., 2022).
Dejarnette (2012) articulates that initial involvement with STEM education can act as a catalyst,
propelling children to opt for advanced STEM courses in subsequent educational stages and
influencing their decisions to select these fields during high school and university (Bush et
al.2020). The linkage between early exposure and future academic choices suggests a critical
pathway through which young children can be inspired and encouraged to navigate towards
STEAM fields in their subsequent academic and career pursuits (Ganira, 2022).
CONCLUSION
In this study, we adopted CDA and allegorical analysis to comprehensively examine
STEAM initiatives in Ghana. The CDA was very helpful in critically evaluating both past and
present STEAM-related initiatives. This showed that early year's STEAM education is often
ignored while higher levels STEAM-related initiatives are given more attention, even though
many of these have been shown to be ineffective (Mohammed et al., 2020). This recurring
disregard for early and primary education appeared to be rooted in systemic prejudices towards
early-year education.
On the other hand, the allegorical method served as a creative tool to vividly depict the
critical importance of prioritizing STEAM initiatives in the early years of education. Without
this consideration of early years education, the result will always be a stratified system where
Ivy League and other prestigious institutions are disproportionately populated by the affluent,
while those from marginalized backgrounds find themselves unable to 'climb' due to early
educational neglect. The benefits of advancing STEAM education from the start include the
promotion of gender equity, the cultivation of critical thinking skills, and the development of a
positive attitude towards STEAM subjects among young learners. Without a robust, inclusive
early education system that equips all children with the necessary skills and knowledge, the
dream of a technologically and scientifically advanced society will remain just that dream,
hovering out of reach above a pile of unrealized potential. To truly triumph in the fields of
STEAM and to build a just and equitable society, the focus must shift to reinforcing the
educational foundations, ensuring that every child, regardless of their socioeconomic status, has
the support and resources needed to ascend to higher learning. One of the primary objectives of
this research is to lay the groundwork for the development of a STEAM framework for early

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childhood education and primary education in Ghana and similar countries. This framework
will aim to empower young learners, foster inclusivity, and contribute to the advancement of
STEAM education at all levels of education.
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