Authors : Mubilu Magella Moses; Dr. Mike Nandala

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/2x7wa3sb

Scribd : https://tinyurl.com/2nht23fw

DOI : https://doi.org/10.38124/ijisrt/26apr821

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Had every scientist embraced arts and design studies, the world would be more beautiful than it is now, and had all artists learned different sciences, there would have been more scientific innovation and creation. We would give our eyeteeth for an art-science Collaboration as the pedagogy of the 21st century. The incorporation of art and design into STEM education has led to the widespread use of the acronym (STEAM) in educational discussions. Therefore, this paper intends to evaluate the impact of collaborating art and design with Chemistry teaching on secondary student Creativity and engagement in Ugandan schools, demonstrating to educators, policymakers, Curriculum developers, and the public the benefits of Collaboration as a pedagogy to enrich the learners within the 21st century. A participatory demonstration with learners from Immaculate Heart Girls' School, Nyakibale, along with intentional analysis and observation, was carried out in the areas of recycling, ceramics, and metal casting. The results show a need for interdisciplinary pedagogical approaches.

Keywords : Pedagogy, Interdisciplinary, Art-Chemistry, Collaboration, Sustainability, Systems Thinking, Epistemological Approach, Green Chemistry, Creativity and Innovation.

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