STEAM education finds in electronic textiles, or e-textiles, a particularly compelling way to connect science, technology, engineering, art, and mathematics from an early age.
The article by Paola Guimeráns-Sánchez, Almudena Alonso-Ferreiro, María-Ainoa Zabalza-Cerdeiriña, and Inés María Monreal-Guerrero, published in RIED, reviews the scientific literature on the educational use of e-textiles with students aged 6 to 13. Based on a systematic review following PRISMA standards, the study analyzes research published between 2006 and 2021 in Scopus, ERIC, Web of Science, and ACM, ultimately selecting 35 studies to understand how these resources foster competency-based STEAM learning.
The results show that e-textiles enable learning by doing: designing, sewing circuits, programming boards, creating light-based, interactive, or wearable artifacts, and solving problems creatively.
The LilyPad kit emerges as the most widely used tool, although other options such as Makey Makey, Flora, EduWear, and Calliope are also identified. Beyond the technological component, the educational value of e-textiles lies in their ability to make technology visible, integrate artistic expression with computing, and promote active, collaborative, project-based methodologies.
The study also highlights that many of these experiences take place in non-formal contexts, such as workshops, computing clubs, or extracurricular activities, although there is promising evidence for their integration into schools.
Among its most relevant contributions is its potential to foster participation, equity, and interest in scientific and technological fields, especially among girls and groups traditionally underrepresented in these areas. Ultimately, e-textiles are not only an innovative tool: they are an opportunity to rethink STEAM education through creativity, inclusion, and meaningful learning.
---
How to Cite: Guimeráns-Sánchez, P., Alonso-Ferreiro, A., Zabalza-Cerdeiriña, M.-A., & Monreal-Guerrero, I. M. (2024). E-textiles for STEAM education in primary and middle school: a systematic review. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 417–448. https://doi.org/10.5944/ried.27.1.37645
