ABSTRACT

 Objectives: This study investigates the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) into music education with three main aims: (1) to assess teachers’ and students’ self-perceived creativity in music, (2) to explore their perceptions of music learning, and (3) to evaluate the effectiveness of instructional plans within the STEAM framework. Methods: A mixed-methods design combined qualitative and quantitative data. Two STEAM-based lesson plans were developed and reviewed by subject experts. Classroom observations captured instructional practice, while surveys administered to 265 teachers and 453 students gathered data on creativity, attitudes, and perceived instructional quality. Results: The results indicated marked improvement in students’ creativity and attitudes towards music after engaging with STEAM-based instruction. Key factors included collaborative learning, personalised teaching, and experiential activities. Both groups reported higher engagement and greater appreciation of music as a creative, interdisciplinary subject. Conclusion: STEAM integration represents a shift from traditional STEM models to a broader educational approach. The findings offer empirical support for adopting STEAM in music education, underlining its capacity to enhance creativity, critical thinking, and learner-centred pedagogy.