Lately STEAM (science, technology, engineering, art/aesthetics/architecture/all, mathematics) education has become a common notion. Yet, the theoretical and practical perspectives on STEAM, from its nature to classroom applications and its implementation in teacher education have unexamined potential. This special issue includes an editorial and three articles that challenge us to rethink STEAM education, reveal the potential of STEAM, and offer ideas for future research.

Guest editors
Jaana Herranen, University of Helsinki, Finland
Erik Cyrus Fooladi, Volda University College, Norway
Marina Milner-Bolotin, The University of British Columbia, Vancouver, Canada