It is well accepted that progression and innovation in science and technology has become a basis of national competitiveness, thus building a strategy for encouraging creative talents who will be leaders in science and technology is essential. The purposes of this study are as follows: (1) To investigate the value, necessity and legitimacy of STEAM Education and to propose practical approaching methods for STEAM Education to be applicable in Korea through a variety of literature review, case studies and collecting suggestions from domestic and international educational experts. (2) To seek implementation strategies for STEAM appropriate to Korean educational field through investigating and analyzing domestic and foreign representative trends of government’s policy on STEAM education, the level of policy execution, status of program development and its associated training, case studies, supports from government and ongoing research in education institutes.

Our research questions are as follows: (1) To explore the most applicable STEAM strategies in Korea by investigating cases of domestic and foreign STEAM policy operation. (2) To investigate the perception, understanding and recognitions of domestic and foreign professionals in STEAM education. (3) To analyze policy implications for an improvement in STEAM.

The following aspects of STEAM were found to be challenges in our current STEAM policy after analyzing multiple questionnaires with the professionals and case studies including their experiences, understanding, supports and directions of the policy from the governments. The results indicate that (1) there was a lack of precise and conceptual understanding of STEAM in respect to experience. Training sessions for teachers in this field to help transform their perception is necessary. Development of practical programs with an easy access is also required. It is important to get the aims of related educational activities recognized by the professionals and established standards for an evaluation. The experts perceived that a theme-based learning is the most preferred and effective approaching method and the programs that develop creative thinking and learning applicable to practice are required to promote. (2) The results indicate that there was a lack of programs and inducements for supporting outstanding STEAM educators. It is shown that making an appropriate environment for STEAM education takes the first priority before training numbers of teachers unilaterally, thus securing enough budget seems critical. The professionals also emphasize on developing specialized teaching materials that include diverse inter-related subjects such as science technology, engineering, arts and humanities and social science with diverse viewpoints and advanced technology. This work requires a STEAM network for teachers to link up and share their materials, documents and experiences. It is necessary to get corporations, universities, and research centers participated in the network. (3) With respect to direction, it is necessary to propose policy that makes STEAM education ordinary and more practical in the present education system. The professionals have recommended training sessions that help develop creative thinking and amalgamative problem-solving techniques. They require reducing the workload of teachers and changing teachers’ perspectives towards STEAM. They further urge a tight co­operation between departments of the government related with STEAM.