Enhancing Scientific Literacy in Teacher Education Students through STEAM: A Pathway and Innovative Practice

Guided by the STEAM educational philosophy, this study takes primary education teacher candidates of Zhaoqing University as the research objects, and systematically explores the current status and improvement pathways of their scientific literacy through a combination of questionnaires and interviews. The findings reveal three core issues in the current training model: insufficient interdisciplinary integration (87.5% of respondents lack multi-disciplinary practical experience), weak practical innovation capabilities (only 28% have project-based learning experience), and fragmented curriculum design. These challenges require enhanced knowledge integration and application through innovative practices like project-based learning. The study demonstrates three innovative aspects: (1) Focusing on university teacher candidates to fill research gaps; (2) Employing a mixed-methods approach combining quantitative and qualitative analysis to enhance objectivity; (3) Breaking disciplinary barriers through STEAM perspectives to propose actionable improvement pathways. The research provides theoretical and practical support for optimizing teacher education systems and enhancing future educators’ scientific literacy.