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Abstract
This article provides a theoretical analysis of how the methodology for developing secondary school students' creative abilities in a digital STEAM environment can be improved. The aim of the study is to assess the reliability of the existing empirical evidence and, on that basis, to develop a methodological model. Following the methodology of a systematic literature review, 68 sources published between 2018 and 2026 were analysed, each double-coded for reported effect magnitude and for methodological reliability. The analysis shows that the high effectiveness estimates reported in meta-analyses (in some cases d > 3.0) rest on methodologically weak primary studies characterised by small samples, absent control groups, short intervention periods and self-report measurement instruments. The author therefore refrains from an unconditional positive assessment of the effect of STEAM environments on creativity and proposes interpreting it as a design-dependent effect. The scientific novelty of the work lies in a four-stage methodological model incorporating a mandatory iteration cycle, in which the digital tool is treated not as an end in itself but as an instrument for producing a creative artefact.
References
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