Abstract
The emergence of STEAM education, which integrates the Arts into Science, Technology, Engineering, and Mathematics (STEM), reflects a growing recognition of the need to develop both technical proficiency and creative capacity in learners. This shift emphasizes the importance of preparing students to tackle complex, real-world problems through innovative and interdisciplinary thinking. Drawing on an integrative review of 108 scholarly articles, from Scopus, ERIC, and Web of Science, we included peer-reviewed articles published between 2010 and 2024; this paper traces the conceptual evolution of STEAM education and examines its pedagogical implications for the psychomotor domain. It critically explores how incorporating the Arts reshapes traditional understandings of skill acquisition by highlighting hands-on, embodied, and creative approaches to problem-solving. The article, therefore, explores the concept of psycho-productive competency to capture the interplay between psychomotor skills and cognitive-emotional dimensions of learning. Findings underscore the need for teaching strategies and learning environments that move beyond technical demonstration to foster creativity, innovation, and holistic development. This re-examination of the psychomotor domain positions educational practice in line with the demands of a rapidly changing, knowledge-driven world.