Design of a STEAM Teaching Strategy to Integrate General Chemistry and Environmental Education in Industrial Engineering

Abstract

This study addresses the need to innovate teaching and learning processes for developing sustainability competencies in higher education, particularly in engineering programs. The objective was to diagnose shortcomings in the integration of environmental education into the General Chemistry course within the Industrial Engineering program, design a STEAM-focused teaching strategy, and validate its relevance through expert review. A descriptive-propositive design with a mixed-methods, cross-sectional approach was adopted. The sample consisted of 90 students selected through non-probability purposive sampling, along with 8 faculty members interviewed and 5 experts participating in the validation process. An 11-item structured survey, organized into two dimensions, was used. Overall reliability achieved a Cronbach's alpha of 0.893. Statistical analysis identified limitations in the transfer of chemical knowledge to the understanding of environmental issues, as well as weaknesses in interdisciplinary articulation. In response to this diagnosis, a didactic model was developed, organized into integrated modules that link chemical content, industrial processes, and real-world environmental problems. Expert validation confirmed the relevance, scientific coherence, and feasibility of the proposal. It is concluded that the strategy constitutes a replicable methodological resource for strengthening environmental education in engineering, although future research should evaluate its impact in implementation contexts.