Abstract
Extensive research has shown that students proficient in Science, Technology, Engineering, and Mathematics (STEM) subjects are more likely to succeed later in life. However, by adding the arts to the STEM curriculum (creating STEAM) and providing educators with a more interdisciplinary framework, students can be better prepared to understand and solve global problems and engage more effectively in social activities. This study employs a narrative approach to collect data and interpret results through interviews with three interdisciplinary art educators. The primary research question is: What is the self-perception of interdisciplinary art educators? By exploring how these educators integrate their specific fields into the arts to develop unique, comprehensive curricula, the study aims to highlight their role. Currently, the arts are viewed as optional rather than essential in education. Therefore, to create a truly effective, comprehensive, and engaging interdisciplinary educational system that benefits students, it is crucial to conduct in-depth interviews and research with interdisciplinary art educators, demonstrating that the arts are a vital component of all core curricula.
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