STEAM education: Assessment in the architecture curriculum

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Abstract
This study examines the evaluation of science, technology, engineering, arts, and mathematics (STEAM) education within the architecture curriculum. By discussing the application and impact of STEAM education in the architecture curriculum, this study aims to clarify its role in improving the quality of architecture education. Taking the decision-making trial and evaluation laboratory (DEMATEL) approach, this study also assesses the degrees of association and influence between various components of STEAM education in the architecture curriculum. It is found that the engineering course group has the highest centrality, while the arts course group has the lowest. This study emphasizes the strengthening of the leading role of the arts course group and provides suggestions. This study not only reveals the mutual impact relations between different components of STEAM education in architectural education but also provides practical implications and possible research directions for educational practice, offering a scientific basis and practical guidelines for promoting innovation and development of architectural education.

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