This article examines the didactic potential of STEAM (Science, Technology, Engineering, Arts, and Mathematics) technologies in developing students’ algorithmic culture and educational competencies from a scientific and pedagogical perspective. The relevance of the study is determined by the growing need to foster algorithmic thinking, problem-solving skills, critical and logical reasoning, and digital literacy in the context of educational digitalization. The research explores the integration of mathematics and geometry through the STEAM approach to enhance students’ algorithmic activities, creativity, collaboration skills, responsibility, communication, and reflective abilities. Based on theoretical analysis, pedagogical observation, and comparative methods, the findings demonstrate that STEAM technologies serve as an effective tool not only for developing algorithmic culture but also for fostering students’ educational and value-oriented competencies. Furthermore, linking algorithmic activities with real-life problems was found to increase students’ learning motivation, interest in academic subjects, and engagement in independent learning processes.
Didactic Opportunities for Developing Students’ Algorithmic Culture and Educational Competencies Based on Steam Technologies
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