Learning Critical Thinking Through Dialogic STEAM Educational Activities: A Case of High School Students in Northeastern Mexico During Pandemic Times

This article examines the relationship between dialogic STEAM education (Science, Technology, Engineering, Arts, and Mathematics) and the development of critical thinking among high school students in Northeastern Mexico during the COVID-19 pandemic. The study involved 100 high school students and 10 teachers across six schools, employing a mixed-methods design (Quantitative and Qualitative) to evaluate the intervention’s impact. Pre- and post-intervention measurements were conducted using the EDUCATE INSIGHT Thinking Mindset (EITM) test, supplemented by field notes and interviews. Statistical analysis revealed notable effects in one school (School D) and among specific teachers (D1 and D2). For example, students in School D demonstrated significant growth in Learning Orientation (effect size: 0.646; p < .05) and Creative Problem Solving (effect size: 0.486; p < .05). Qualitative findings highlighted the pivotal role of relational dialogue and teacher practices in fostering critical thinking through STEAM activities. Teachers who prioritized dialogue, tailored support, and collaborative engagement positively influenced student outcomes. This research provides practical recommendations for implementing STEAM education in post-pandemic contexts, emphasizing the need for dialogic pedagogies to address educational inequities and promote critical thinking. Future research should explore scalable strategies for fostering critical thinking through relational approaches in diverse educational settings.