<![CDATA[This study addresses the gap in understanding how prospective mathematics teachers design interdisciplinary STEAM-based learning projects, particularly in integrating mathematics, science, and arts meaningfully. The research aims to analyze the profile of students’ abilities in designing STEAM-based literacy projects. A descriptive qualitative approach was employed, involving 14 master’s students in Mathematics Education at Universitas Negeri Makassar. Data were collected through document analysis of students’ mini-projects and evaluated using a rubric covering five aspects: transdisciplinary integration, creativity and innovation, literacy and curriculum relevance, technology utilization, and scientific reflection. The results indicate that most students demonstrate strong abilities, with scores predominantly in the very good to excellent categories. Students effectively integrate mathematics with science and arts in contextual projects and align their designs with literacy and curriculum demands. However, variations remain in creativity, optimal use of technology, and depth of scientific reflection. Technology is often used as a supporting tool rather than a conceptual exploration medium, and reflective practices tend to be descriptive rather than critical. The findings suggest that while students possess a solid foundation in designing STEAM-based learning, further enhancement is needed in pedagogical technology integration and reflective thinking. In conclusion, the students’ ability profile is categorized as high, with strengths in transdisciplinary integration and literacy relevance, but requiring reinforcement in technological innovation and deeper scientific reflection to achieve more meaningful and comprehensive STEAM learning designs.]]>
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