Abstract:

Over the past decade, the integration of Science, Technology, Engineering, Mathematics, and Social Sciences (STEAM) disciplines into educational models has emerged as a crucial aspect of preparing future generations. This integration, facilitated by innovative technologies like virtual reality, gamification, and social platforms such as Webex and Teams alongside conventional tools, significantly enhances the overall learning experience.

However, adopting these new educational models, particularly those incorporating immersive technologies, brings challenges and opportunities to the current educational landscape. A key challenge lies in the continuous training of educators, necessitating the updating of methodological approaches and the acquisition of proficiency in utilizing emerging technologies and collaborative networks.

In our pursuit of establishing a global STEAM model, our research team conducted a series of sub-studies to investigate the impact of technical and affective factors on the evolving university education model. Comparative studies were undertaken between two distinct university models in Spain and Ecuador, funded publicly and privately, respectively. Beyond technical considerations, our observations extended to the influence of psychosocial risks on these models, notably the anxiety experienced by teachers due to constant methodological updates and technological advancements.

This paper proposes a novel STEAM learning model based on partial results obtained from our investigations. The model incorporates multimedia systems, information and communication technology (ICT), gamification, social networks, and collaborative platforms. Additionally, it addresses stress factors encountered by teachers in challenging work conditions. Emphasizing the significance of work experience, the absence of structured models for classroom application, and the necessity for continuous training, our proposed model aims to alleviate barriers hindering ICT integration. However, the abrupt shift in training methods has adversely impacted teachers' ICT skills, resulting in adverse effects such as emotional disorders (depression, anxiety, and technostress).

In conclusion, recognizing the indispensable role of teachers is paramount for establishing a sustainable higher education system. Addressing the challenges highlighted in this study is crucial for fostering effective STEAM education and ensuring the well-being of educators in the rapidly evolving educational landscape.

Keywords:

New Technologies, Social Networks, Collaborative Platforms, Sustainability, Rick Factors, New Steams Models.