<![CDATA[Integrating STEAM and design thinking offers opportunities to connect science learning with human needs and sustainability challenges. However, using these terms does not necessarily establish meaningful disciplinary integration, an explicit design process, or robust evidence of learning outcomes. This draft systematic review examines integration practices, reported educational outcomes, relevance to energy education, and implications for curriculum design in lower secondary schools. The materials include a bibliographic export, a supplied selection diagram, and an extraction matrix containing 112 records marked as included. The diagram reports 155 initial records, 27 duplicates, seven exclusions during initial screening, and nine exclusions during eligibility assessment. An audit of extraction depth identified eight records supported by full-text sections, 71 by abstracts, 28 by metadata, and five records representing entire conference proceedings. A preliminary thematic synthesis distinguishes direct integration evidence, supporting STEAM research, and contextual evidence concerning energy and sustainability. The findings suggest that user engagement, alternative generation, and revision informed by testing help make the design process explicit. Several studies report favorable outcomes for motivation, creativity, and reasoning; however, variation in research designs, measures, and comparison conditions limits causal interpretation. Evidence specifically addressing STEAM with design thinking for energy learning and SDG 7 in lower secondary schools remains unconfirmed within the available extraction. The principal implication is the alignment of learning goals, interdisciplinary activities, teacher support, and individual assessment. Full-text verification, reconciliation of exclusion remains reasons, and methodological quality appraisal necessary before this manuscript can be treated as a completed systematic review.]]>
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