Proyecto STEAM como puente de innovación y mejora de relaciones socioemocionales

This literature review analyzes the implementation of STEAM (Science, Technology, Engineering, Art, and Mathematics) projects as an educational innovation strategy for the development of social-emotional relationships in primary education, with an emphasis on Ecuador and comparisons with other Latin American countries during the period 2018-2025. The main objective is to examine how STEAM projects contribute to the comprehensive development of social-emotional skills in primary school students, identifying successful experiences, implementation challenges, and opportunities for improvement in the Latin American context. The research reveals that the STEAM methodology, based on social constructivism and project-based learning, generates significant positive impacts on the development of social-emotional skills such as collaboration, creativity, emotional self-regulation, and empathy. Ecuador has established a comprehensive STEAM implementation framework through the Ministry of Education with support from the OEI and UNICEF, although it faces challenges similar to other countries in the region: insufficient teacher training, limited resources, and digital divides. The results indicate significant positive correlations (rho = .665, p < 0.05) between participation in STEAM projects and the development of social-emotional skills. The conclusions highlight the need for inclusive public policies, continuous teacher training, and contextualized approaches to maximize the transformative potential of STEAM education in children's comprehensive development.