International Journal of Arts and Social Science www.ijassjournal.com ISSN: 2581-7922, Volume 4 Issue 2, March-April 2021 Altangerel Balgan Page 167 Multidimensional Approaches to Stem-Steam- Steams Education in Mongolia; an Integrative Global Inquiry Altangerel Balgan 1 ,Saranchimeg Khandsuren 2 , Tsolmon Renchin 3 Kala Perkins 4 1 National University of Commerce and Business Foreign language department 2 Division of Humanities, School of Art and Science, National University of Mongolia 3 Physics Department, School of Art and Science, National University of Mongolia 4 EuBios Institute, AUSN; GTU Abstract: This study aims to determine the importance of Science, Technology, Engineering, Arts and Mathematics (STEAM) education – adding arts dimensions to traditional science fields, analyzing which factors are effective for its development in Mongolia. A survey was conducted on STEAM development in Mongolia in order to select best methodologies. Approximately 900 rural area boarding school teachers responded. 97 % of respondents expressed that STEAM today should be combined with traditional educational methods as its role is becoming increasingly significant for the future. They shared that STEAM plus meditation will be optimum. This research discusses STEAM education in Asia by examining how current educational reform efforts have affected boarding schools and revised their approaches. The results of this study suggest that STEAM educators need to reconsider, exploring more deeply positive impacts of Emotional and Social Learning (ESL) and spirituality, exploring how these have been applied elsewhere, adopting STEAM methodologies. KEYWORDS:-STEM to Art, Spirituality, Integrated learning I. INTRODUCTION Technological innovation in the modern age is only obtainable through the expertise of specialists with knowledge at the forefront of recent STEM research. Therefore, the role of STEM in developing countries is important because a country‟s economy is completely dependent on new developments from technology and science. STEM education is fairly globalized: Commonwealth countries follow trends in the United Kingdom while European and Asian countries tend to follow developments in the United States [1].However, the majority of technologies which developing countries need to reduce poverty, add value to natural resources and improve the efficiency of domestic industries, have already been invented and are widely used in high- income countries. The issue is that these technologies are not very prevalent in many developing countries. Consequently, the priority for STEM education requires developing engineering, technical and vocational skills rather than conducting state-of-the-art research and development[2]. Science and technology education can accelerate the development of a knowledge-based economy in developing countries. Information and Communication Technology (ICT) has developed rapidly and taken up significant roles in promoting aspects of quality education, such as the access and inclusion of learning opportunities, quality learning, and lifelong learning pathways [3]. There is a desire to keep pace with high-technology sectors in Asian countries [1]. In 2010 scholars in developed countries proposed that the teaching of science, technology, engineering and mathematics at secondary education level should be integrated into one subject under the guise of STEM and teachers of STEM would be able to teach any of the subjects [4]. The main motivation for an integrated STEM discipline at secondary school level was a response to vocational needs and economic aspirations [1]. However, this approach has