Internet of Things (IoT) engineering requires graduates with strong innovation capabilities, practical skills, and interdisciplinary collaboration abilities. Current curricula suffer from theory-practice disconnection, insufficient interdisciplinary integration, and inadequate project-based learning depth, creating skill gaps in complex engineering problem-solving. This study proposes an integrated teaching model combining embodied intelligence with STEAM education for undergraduate IoT programs. A quasi-experimental design compared experimental and control groups using multiple evaluation dimensions: academic performance, innovation assessments, project outcomes, and teamwork skills, supplemented by qualitative interviews. Results demonstrate that the proposed model significantly enhances students' innovation capabilities, hands-on skills, and cross-disciplinary collaboration. The integration of embodied intelligence with STEAM education effectively addresses existing curriculum limitations and provides a viable pathway for cultivating interdisciplinary talents and advancing higher education curriculum reform.

Yali Cao, Yuxin Chang, Yuansha Xie, Rongjun Chai, Cheng Ju. An Empirical Study on an Embodied Intelligence–Driven STEAM Curriculum for Enhancing Innovation and Practical Competence in IoT Engineering Undergraduates. Frontiers in Educational Research (2025), Vol. 8, Issue 11: 17-27. https://doi.org/10.25236/FER.2025.081103.

[1] Al-Sarawi, S., Anbar, M., Abdullah, R., & Al Hawari, A. B. Internet of things market analysis forecasts, 2020–2030[J]. In2020 Fourth World Conference on smart trends in systems, security and sustainability (WorldS4) , 2020, 449-453.

[2] Ajiga, D. I., Hamza, O., Eweje, A., Kokogho, E., & Odio, P. E. J. J. P. A. S. W. R. (2025). Developing interdisciplinary curriculum models for sustainability in higher education: a focus on critical thinking and problem solving[J]. International Institute of Academic Research and Development , 2025, 10: 87-102.

[3] Morales, C. J. Innovative Models and Practical Pathways of Interdisciplinary Integration in Curriculum Design[J].Advances in Curriculum Design & Education, 2025, 1(1). 

[4] Aguilera, D., & Ortiz-Revilla, J. J. E. s. STEM vs. STEAM education and student creativity: A systematic literature review[J].Education sciences, 2021, 11(7): 331. 

[5] Segarra-Morales, A. K., & Juca-Aulestia, M. Strategies and skills in STEAM education systematic review of the literature[J]. Information Technology and Systems, 2024, 398-411. 

[6] Aguayo, C., Videla, R., López-Cortés, F., Rossel, S., & Ibacache, C. J. H. Ethical enactivism for smart and inclusive STEAM learning design[J]. Heliyon, 2023, 9(9). 

[7] Prabakaran, M. J. Embodied and Contextual Intelligence: Towards a Policy Framework for Higher Education. Higher Education for the Future[J].Higher Education for the Future, 2025, 12(1): 10-26. 

[8] Zhang, W., Chen, Z., & Zhao, R. (2021). A review of embodied learning research and its implications for information teaching practice[J]. In 2021 IEEE 3rd international conference on Computer science and educational Informatization (CSEI), 2021, 27-34.

[9] Chiu, M.-C., Hwang, G.-J. J, Enhancing students’ critical thinking and creative thinking: An integrated mind mapping and robot-based learning approach[J]. Education and information Technologies, 2024, 29(17): 22779-812. 

[10] Le, N., & Taherdoost, H. Pervasive AI and IoT in STEAM Education: Advancing Future Learning Through Intelligent Systems and Computational Technologies[J].International Conference on Pervasive Computational Technologies (ICPCT), 2025, 736-741. 

[11] Kosmas, P., Zaphiris, P. J. E., & Technologies, I. Improving students’ learning performance through Technology-Enhanced Embodied Learning: A four-year investigation in classrooms[J]. Education and Information Technologies, 2023, 28(9): 11051-11074. 

[12] Junus, F. B., Bennett, J. A., Green, T., Morphew, J., & Wertz, R. Visuospatial and Embodied Cognition in STEM Education: A Systematic Literature Review[J]. In 2024 ASEE Annual Conference & Exposition, 2024, 42845. 

[13] Chang TS, Wang HC, Haynes AM, Song MM, Lai SY, Hsieh SH. Enhancing student creativity through an interdisciplinary, project-oriented problem-based learning undergraduate curriculum[J]. Thinking Skills and Creativity, 2022, 1(46): 101173.

[14] Yan, Y., Linjun, Y., Meimei, Z., Maojing, Y., Shunzuo, Q., Xiaoyong, X., & Zequan, H. J. E. t. T. M. o. I. A. T. i. N. E. f. t. P. o. E. C. T. (2025). Exploring the Training Model of Innovative Applied Talents in New Engineering from the Perspective of Embodied Cognition Theory[J]. Education Study, 2025, 7(4): 406-409.

[15] Alkhatib, O. J. STEAM Integration and Engineering: Lessons From Transformative Approaches  (Transformative Approaches to STEAM Integration in Modern Education[J]. IGI Global Scientific Publishing, 2025, 345-374.

[16] Papadopoulou, E. A.Advancements in STEAM education for 21st century learners[J]. International Journal of Education, 2024, 16(4): 39-70.

[17] Zhan, Z., Niu, S. J. Subject integration and theme evolution of STEM education in K-12 and higher education research[J]. Humanities and Social Sciences Communication, 2023, 10(1): 1-13.

[18] Sangwaranatee, N., Sangwaranatee, N., & Saisin, K. Teaching STEAM and engineering education through project-based learning: Fostering creativity and innovation in students[J]. 9th International STEM Education Conference (iSTEM-Ed), 2024, doi.org/10.1109/iSTEM-Ed62750.2024.10663128.

[19] Rosyida, K. M. I., Prahani, B. K., & Kurtuluş, M. A. J. Analysis of the Role of STEAM Education in Improving Critical Thinking Skills for Sustainable Development[J]. Journal of Current Studies in SDGs, 2025, 1(1): 20-32.

[20] Singh, K. N. J. Promoting Creativity and Collaboration: Innovative Interdisciplinary Approaches to Enhance STEM Education and Critical Thinking in Students[J]. International Journal of Emerging Knowledge Studies, 2024, 3(9): 546-551. 

[21] Li, W. J. The Integration Of Higher Engineering Education And STEAM Education In China: Current Situation, Challenges And Future[J].Mediterranean Archaeology and Archaeometry, 2025, 25(2): 1767. 

[22] Bassachs, M., Cañabate, D., Nogué, L., Serra, T., Bubnys, R., & Colomer, J. J. E. s. Fostering critical reflection in primary education through STEAM approaches[J]. Education Sciences, 2020, 10(12): 384. 

[23] Dubek, M., DeLuca, C., & Rickey, N. J. T. J. o. e. r. Unlocking the potential of STEAM education: How exemplary teachers navigate assessment challenges[J]. The Journal of Educational Research, 2021, 114(6): 513-525. 

[24] Huang, X., Qiao, C. J. Enhancing computational thinking skills through artificial intelligence education at a STEAM high school[J].Science & Education, 2024, 33(2): 383-403.

[25] Dignam, C. J. Makerspace and the 5 C’s of learning: Constructing, collaborating, communicating, critically-thinking, and creatively-thinking[J]. International Journal of Studies in Education and Science, 2025, 6(1): 104-127. 

[26] Almarcha, M., Vázquez, P., Hristovski, R., & Balagué, N. Transdisciplinary embodied education in elementary school: a real integrative approach for the science, technology, engineering, arts, and mathematics teaching. [J]. Frontiers in Education, 2023, 8: 1134823.

[27] Broo, D. G., Kaynak, O., & Sait, S. M. J. J. o. I. I. I. Rethinking engineering education at the age of industry 5.0[J]. Journal of Industrial Information Integration, 2022, 25: 100311.

[28] Sun, D., Zhan, Y., Wan, Z. H., Yang, Y., Looi, C.-K. J. R. i. S., & Education, T. (2025). Identifying the roles of technology: A systematic review of STEM education in primary and secondary schools from 2015 to 2023[J]. Research in Science & Technological Education, 2025, 43(1): 145-169.

[29] Shen, Y. J. H. Harmonious passion and academic achievement in higher education: The mediating influence of exploratory and exploitative learning strategies[J]. Heliyon, 2024, 10(9).

[30] Straub, I. Embodied intelligence in physical, social and technological environments[J]. In IOP Conference Series: Materials Science and Engineering, 2022, 1: 012024.