Given the complexity of work and sociocultural contexts, youth require transdisciplinary insights as they plan their careers to meet challenges of the 21st century. In particular, there is great demand for science, technology, engineering, arts, and mathematics (STEAM) skills in today's technological society. By integrating vocational psychology, education, and community perspectives, this study illustrates dynamic solutions for advancing STEAM learning and career exploration.
This presentation describes ongoing transdisciplinary research examining STEAM learning among elementary students through project-based learning activities facilitated by creative collaborations with community organizations in a large city in the midwestern United States. Informed by Social Cognitive Career Theory (Lent et al., 1994), this research examines the experiences of elementary students of color who participate in projects to address real-world problems and explore STEAM while developing critical thinking, problem-solving, communication, collaboration, and creativity skills. Thematic analysis revealed three central themes: self-efficacy development, project-based learning, and contextual factors. Students described how mastery experiences, peer modeling, encouragement, and emotional regulation contributed to self-efficacy, while project-based activities contributed to creativity, collaboration, and problem-solving. Contextual factors (including family involvement, mentorship, school culture, and community partnerships) played a central role in shaping student experiences. This presentation emphasizes the benefits of transdisciplinary approaches to research by describing how pivotal collaborations with educators, artists, and community partners can advance intentional strategies to support students as they prepare to address future societal challenges that require new approaches to learning and career exploration.