From integration to transformation: STEAM teaching methods and generative artificial intelligence to develop critical thinking, creativity and co-design in secondary schools

This study explores the transformative potential of integrating STEAM teaching and generative artificial intelligence (GAI) in promoting critical thinking, creativity and co-design skills among secondary school students. Using a quasi-experimental research design with a mixed-methods approach, both the cognitive and collaborative effects of the teaching intervention and the students' perceptions and the transformation of the teacher's role were analysed. The quantitative results show significant improvements in problem solving, aca-demic self-efficacy and collaboration, with particularly positive outcomes among students with ADHD. Qualitative data confirm greater motivation, engagement and agency, as well as a redefinition of the teacher as a facilitator and cognitive mediator. The study also highlights ethical issues related to the use of AIG, including authorship, algorithmic transparency and assessment. The results suggest that, when adopted critically and pedagogically, AIG can contribute to building inclusive, reflective, and future-oriented learning ecologies.