INTEGRATIVE DESIGN OF PLANT PHYSIOLOGY CURRICULUM CONTENT THROUGH THE STEAM APPROACH IN HIGHER EDUCATION
Keywords:
STEAM education, Plant Physiology, curriculum design, integrative learning, interdisciplinary education, higher education, biology education, inquiry-based learning, digital technologies, virtual laboratory, mathematical modelling, engineering design, scientific reasoning, 21st-century competencies.Abstract
This paper examines the methodological potential of integratively
designing Plant Physiology curriculum content through the STEAM (Science,
Technology, Engineering, Arts, and Mathematics) approach in higher education. The
study focuses on establishing interdisciplinary connections between biological
knowledge, technological tools, engineering design, mathematical analysis, and creative
scientific activities. Particular attention is given to the integration of STEAM principles
into topics such as photosynthesis, transpiration, mineral nutrition, plant growth and
development, water relations, and plant responses to environmental factors. The paper
highlights the potential of inquiry-based learning, digital technologies, virtual
laboratories, experimental activities, mathematical modelling, and project-based tasks
to strengthen the practical and competency-oriented character of Plant Physiology
education. The integration of STEAM components is considered as an effective
methodological framework for developing students’ scientific reasoning, critical
thinking, creativity, digital literacy, problem-solving, quantitative skills, and
interdisciplinary competencies.
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