Integration of Digital Tools and AI in STEAM Education: A Comparative Analysis

Abstract

This current research paper explores the application of digital devices and artificial intelligence (AI) in the functioning of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) educators through comparative analysis of two groups of teachers: those actively using digital and AI-based instruction tools and those who do not. Although some parts of the world are at a global path towards technology-enabled learning, many gaps still exist in the research regarding the impact of these tools on STEAM pedagogy, teacher competence, student engagement, and classroom innovations. To resolve such vacuums, the study uses the Independent Sample t -tests to determine statistically significant differences between the two groups on a variety of key dimensions, such as instructional efficacy, assessment policies, perceived challenges, and the global efficacy of the self implementing STEAM education. The evidence shows that teachers who use digital and artificial intelligence are characterized by a much greater degree of teaching creativity, increased efficiency of classroom management, and more extensive application of multifaceted and interdisciplinary tasks. But the underlying systemic obstacles comprising limited access to professional training, lack of proper infrastructure and formalised policy provision is rife in both groups despite their adoption of technology. This comparative analysis can be productive in the literature on STEAM, as it provides evidence-based information on the transformative nature of digital and AI integration. Moreover, it contains practical recommendations of teacher professional growth, institutional capacity development and future research directions of honing the role of technology on STEAM-based education.