Editorial

This special issue features eight original research papers based on data from five different countries that contribute to discussions related to theoretical and empirical knowledge on the educational and psychosocial factors that have contributed and continue to contribute to STEM or STEAM talent development. The papers in this issue provide insights into the diverse approaches and competencies needed for successful talent development in the fields of science, technology, engineering, mathematics, and the arts. This introduction will provide an overview of the papers and their contributions to the field, and conclude with suggestions for further research.

STEM talent development is becoming an increasingly important goal of education in many countries worldwide, as it prepares students for the future and equips them with the skills necessary to tackle the unprecedented problems that the current and next generation will face. The educational efforts have expanded to include STEAM programs, which aim to develop creativity and STEM talent by integrating arts into STEM talent development.

Interdisciplinary Curriculum for STEAM talent development: Two papers in this issue explore interdisciplinary curricula that influence our understanding of STEAM talent development. Shih-Chen Tuan and Ching-Chih Kuo from Taiwan examine the effects of a STEAM curriculum that integrates STEM with arts. Their findings suggest that interdisciplinary curricula facilitate students’ development in cross-disciplinary literacy, creativity, and problem-solving ability. June Maker, Randy Pease, and Robert Zimmerman explore the ways in which educators can recognize, cultivate, and extend the blend of diverse talents, going beyond domain-specific to domain-integrated abilities through a teaching model, Real Engagement in Active Problem Solving (REAPS). Juah Kim, Suksil Han, Doehee Ahn, and Seokhee Cho from South Korea conducted a study titled “Catalysts and Deterrents for STEAM Talent Development” with aim of understanding the catalysts and deterrents of STEM talent in students from economically disadvantaged families at each developmental stage from early childhood to early adulthood through Specialized Residential Science (and Art) High Schools.

Educational programs for STEM Talent Development: David Yun Dai and Xian Li attempt to analyze the Matthew effect on science career development through the lens of Evolving Complexity Theory based on their qualitative study on accelerated programs in China for precocious children. Chia-Yi Lin delves into components related to math creative problem-solving ability, including motivation, knowledge and skills in general and in math, creative thinking, and logical thinking of gifted and non-gifted Taiwanese elementary school students. Gulnur Ozbek and Seokhee Cho examine project-based learning using real-life problems of STEM-talented students in Turkey. Monica Meadows and Ann Robinson examine the factors that perpetuate disparities in STEM sense of belonging for young adolescents, such as STEM classroom/peer climate, STEM self-identification, amount of STEM exposure, and gender. Jenny Yang and her colleagues analyzed instructional strategies that effective teachers use and found that effective teachers set high expectations, use activities for promoting critical and creative thinking and active classroom talk, and provide support for language development.

This special issue provides insights into the contributions of various educational programs to STEM or STEAM talent development, such as inter-disciplinary or multi-disciplinary programs, Real Engagement in Active Problem Solving, Project Production and Management programs, accelerated programs, BRIDGE programs for gifted English learners, and specialized science high school programs. The papers in this issue also shed light on the psychosocial factors that need to be developed in the process of talent development, including exposure to STEM experiences, creativity, problem-solving ability, motivation, and knowledge and skills in STEM. However, further research is needed to understand the differences in STEAM and STEM talents and educational programs that aim to develop them. Additionally, critical experiences at each developmental stage for STEAM talent development need to be studied further.