Examining the effect of STEAM Maker Instruction (SMI) on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settings
This study examined the impact of STEAM Maker Instruction (SMI) on the acquisition of a third language, and the development of socioemotional skills among multi-ethnic undergraduates (n = 265). By integrating the 5E instructional model with 36 real-world business projects, this study aimed to bridge...
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2452083 |
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| author | Fujun Li |
| author_facet | Fujun Li |
| author_sort | Fujun Li |
| collection | DOAJ |
| description | This study examined the impact of STEAM Maker Instruction (SMI) on the acquisition of a third language, and the development of socioemotional skills among multi-ethnic undergraduates (n = 265). By integrating the 5E instructional model with 36 real-world business projects, this study aimed to bridge the gap between traditional multiethnic classrooms and societal expectations. Analysis of the data indicated that socioemotional skills are essential in managing students’ anxiety and aspirations, which in turn fosters their creativity and academic performance in English for Specific Purposes (ESP). The 5E model significantly improved students’ business knowledge, learning skills, and attitudes, including learning capacity, social interaction, self-regulation, open innovation, team collaboration, and creativity. Social interactions, which rely on self-regulation, self-management, and resilience, were found to be essential for fostering creativity. This study demonstrated that SMI can develop socioemotional skills through engagement with real-world business projects. It offers a pathway for multicultural classroom teaching by incorporating SMI into undergraduate curricula. Nonetheless, this study acknowledges certain limitations, such as the limited sample size and concentration in a specific academic field. Future research should explore the long-term effects of socio-emotional skills and academic outcomes beyond the classroom. This includes examining the relationships among emotional engagement, behavioral engagement, and self-efficacy in the context of career decision-making strategies. |
| format | Article |
| id | doaj-art-29a62222b843412db2522a0343578303 |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-29a62222b843412db2522a03435783032025-01-16T10:48:25ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2452083Examining the effect of STEAM Maker Instruction (SMI) on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settingsFujun Li0School of Humanities and Social Sciences, Xinjiang Institute of Technology, Akesu, Xinjiang, ChinaThis study examined the impact of STEAM Maker Instruction (SMI) on the acquisition of a third language, and the development of socioemotional skills among multi-ethnic undergraduates (n = 265). By integrating the 5E instructional model with 36 real-world business projects, this study aimed to bridge the gap between traditional multiethnic classrooms and societal expectations. Analysis of the data indicated that socioemotional skills are essential in managing students’ anxiety and aspirations, which in turn fosters their creativity and academic performance in English for Specific Purposes (ESP). The 5E model significantly improved students’ business knowledge, learning skills, and attitudes, including learning capacity, social interaction, self-regulation, open innovation, team collaboration, and creativity. Social interactions, which rely on self-regulation, self-management, and resilience, were found to be essential for fostering creativity. This study demonstrated that SMI can develop socioemotional skills through engagement with real-world business projects. It offers a pathway for multicultural classroom teaching by incorporating SMI into undergraduate curricula. Nonetheless, this study acknowledges certain limitations, such as the limited sample size and concentration in a specific academic field. Future research should explore the long-term effects of socio-emotional skills and academic outcomes beyond the classroom. This includes examining the relationships among emotional engagement, behavioral engagement, and self-efficacy in the context of career decision-making strategies.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2452083Socioemotional skills5E instructional modelthird language acquisition (ESP)multi-ethnic classroomSTEAM Maker instructionWork-based Learning |
| spellingShingle | Fujun Li Examining the effect of STEAM Maker Instruction (SMI) on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settings Cogent Education Socioemotional skills 5E instructional model third language acquisition (ESP) multi-ethnic classroom STEAM Maker instruction Work-based Learning |
| title | Examining the effect of STEAM Maker Instruction (SMI) on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settings |
| title_full | Examining the effect of STEAM Maker Instruction (SMI) on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settings |
| title_fullStr | Examining the effect of STEAM Maker Instruction (SMI) on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settings |
| title_full_unstemmed | Examining the effect of STEAM Maker Instruction (SMI) on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settings |
| title_short | Examining the effect of STEAM Maker Instruction (SMI) on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settings |
| title_sort | examining the effect of steam maker instruction smi on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settings |
| topic | Socioemotional skills 5E instructional model third language acquisition (ESP) multi-ethnic classroom STEAM Maker instruction Work-based Learning |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2452083 |
| work_keys_str_mv | AT fujunli examiningtheeffectofsteammakerinstructionsmionsocioemotionalskillsaptitudeinmulticulturalandethnicallydiverseundergraduatesettings |