Repositioning Visual Arts Project Management in STEAM Education Through Project-Based Learning among Secondary School Students In Sabah, Malaysia

This study examines the repositioning of Project Management in Visual Arts within STEAM education through Project-Based Learning among secondary school students in Sabah, Malaysia. In the Malaysian education context, the growing emphasis on innovation, creativity, interdisciplinary learning and 21st-century competencies has not been fully translated into classroom practice, particularly in relation to Visual Arts as a structured project management process within STEAM learning. This study was conducted in response to the gap between national educational aspirations and actual pedagogical implementation, as well as the limited local empirical evidence on Visual Arts project management in under-resourced rural school settings. Using a qualitative case study design, the research was conducted in a rural secondary school in Kota Marudu, Sabah, involving 63 Form One students and three experienced Visual Arts teachers. Data were collected over eight weeks through the implementation of the ARTSCreaSTEAM Lab module, which incorporated project planning, idea development, collaborative production, problem-solving, presentation and reflection as key components of Visual Arts project management. Multiple data sources were used, including semi-structured interviews, classroom observations, document analysis, student artifacts, reflective journals, field notes and follow-up discussions. The data were analysed thematically using NVivo 12 Plus. The findings revealed that Visual Arts project management through Project-Based Learning enriched STEAM learning despite contextual constraints. Three major themes emerged: implementation challenges related to pedagogical competence, resource limitations, curriculum alignment, time management and resistance to change; positive learning outcomes reflected in stronger engagement, higher motivation, improved conceptual understanding, creative problem-solving and enhanced higher-order thinking; and meaningful student experiences marked by autonomy, collaboration, cultural expression, emotional connection and ownership of learning. The findings indicate that Project Management in Visual Arts is not merely a procedural component of art-making, but a pedagogically significant strategy for strengthening inclusive, creative, interdisciplinary and context-responsive STEAM education in Sabah and the wider Malaysian secondary school context.

Project Management in Visual Arts ; STEAM Education ; Visual Arts Education

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