<![CDATA[The rapid transformation of education in the twenty-first century demands learners who are able to think critically, communicate, collaborate, and generate creative ideas. This study used a systematic literature review to synthesise findings on the implementation of the STEAM (Science, Technology, Engineering, Art, and Mathematics) and STEM approaches in primary education and their contribution to developing twenty-first century competencies. Twenty-seven publications dated between 2021 and 2026 were selected from academic databases through a keyword search, screening, and eligibility assessment, then analysed thematically. The synthesis indicates that the STEAM/STEM approach consistently strengthens critical thinking, creativity, collaboration, communication, and scientific, numeracy, and digital literacy among primary school learners across various instructional designs, including classroom action research, quasi-experiments, research and development, and literature-based studies. The approach also aligns with the Merdeka Curriculum and the Pancasila Student Profile because it positions learners as active constructors of contextual, project-based knowledge. Nevertheless, several persistent obstacles were identified, namely limited teacher competence in integrating multiple disciplines, inadequate learning facilities, and rigid time management in project-based activities. This review recommends sustained professional development for teachers and policy support for infrastructure so that the STEAM/STEM approach can be implemented optimally in primary schools.]]>
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