Abstract
STEAM (science, technology, engineering, arts, and mathematics) education aims to cultivate innovative talents with multidimensional literacy through interdisciplinary integration and innovative practice. However, lack of student motivation has emerged as a key factor hindering its effectiveness. This study explores the integrated application of positive emotions and flow experience in STEAM education from the perspective of positive psychology. It systematically explains how these factors enhance learning motivation and promote knowledge internalization, proposing feasible pathways for instructional design, resource provision, environment creation, and team building. The study provides theoretical insights and practical guidance for transforming STEAM education in the new era.
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