Abstract
The knowledge society faces challenges in addressing changes in students’ graduate profiles due to the rapid expansion of artificial intelligence, automation, and smart cities, which has generated the need for an educational paradigm centered on action and informed decision-making. Continuous teacher training constitutes the foundation of new educational proposals in the twenty-first century. This research was conducted through a systematic literature review following the PRISMA methodology applied to the field of education. A mixed-methods descriptive–analytical approach was adopted, supported by qualitative thematic and relational analysis aimed at identifying conceptual dimensions. A total of 96 articles were selected from the Scopus, ERIC, and Web of Science databases with the objective of analyzing the conceptual dimensions involved in the implementation of STEAM education in formal educational contexts. In conclusion, an integrated conceptual model derived from semantic network analysis inspired by Atlas.ti is consolidated. STEAM/STEM education is positioned as the structural core of the model, while teacher training is articulated as a mediating dimension that enables holistic pedagogical and didactic integration with teaching practice, in order to address challenges and leverage opportunities inherent to twenty-first-century education.
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APA 7th edition
In-text citation: (Segarra-Morales & Rodríguez-Miranda, 2026)
Reference: Segarra-Morales, A. K., & Rodríguez-Miranda, F. D. P. (2026). Teacher training and conceptual dimensions for the implementation of STEAM education in formal educational contexts: A systematic literature review.
European Journal of STEM Education, 11(1), Article 5.
https://doi.org/10.20897/ejsteme/17821
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Segarra-Morales AK, Rodríguez-Miranda FDP. Teacher training and conceptual dimensions for the implementation of STEAM education in formal educational contexts: A systematic literature review.
European Journal of STEM Education. 2026;11(1), 5.
https://doi.org/10.20897/ejsteme/17821
Chicago
In-text citation: (Segarra-Morales and Rodríguez-Miranda, 2026)
Reference: Segarra-Morales, Andrea Katalina, and Francisco de Paula Rodríguez-Miranda. "Teacher training and conceptual dimensions for the implementation of STEAM education in formal educational contexts: A systematic literature review".
European Journal of STEM Education 2026 11 no. 1 (2026): 5.
https://doi.org/10.20897/ejsteme/17821
Harvard
In-text citation: (Segarra-Morales and Rodríguez-Miranda, 2026)
Reference: Segarra-Morales, A. K., and Rodríguez-Miranda, F. D. P. (2026). Teacher training and conceptual dimensions for the implementation of STEAM education in formal educational contexts: A systematic literature review.
European Journal of STEM Education, 11(1), 5.
https://doi.org/10.20897/ejsteme/17821
MLA
In-text citation: (Segarra-Morales and Rodríguez-Miranda, 2026)
Reference: Segarra-Morales, Andrea Katalina et al. "Teacher training and conceptual dimensions for the implementation of STEAM education in formal educational contexts: A systematic literature review".
European Journal of STEM Education, vol. 11, no. 1, 2026, 5.
https://doi.org/10.20897/ejsteme/17821
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Segarra-Morales AK, Rodríguez-Miranda FDP. Teacher training and conceptual dimensions for the implementation of STEAM education in formal educational contexts: A systematic literature review. European Journal of STEM Education. 2026;11(1):5.
https://doi.org/10.20897/ejsteme/17821