Mobile instant messaging applications in STEAM education: Scoping review

Mobile messaging surged as a teaching aid during and after the COVID-19 lockdowns, yet its evidence base in integrated science, technology, engineering, arts and mathematics (STEAM) education remains fragmented. Guided by Arksey-O’Malley and Joanna Briggs Institute scoping protocols, this review systematically searched Web of Science, Scopus, and ERIC for peer-reviewed articles published between 2020 and 2024 that embedded WhatsApp in STEAM learning. Twenty-one studies satisfied the requirements. Seventy-two percent of the applications were for math or science, and there weren’t many for engineering, technology, or, especially, the arts. This shows a clear imbalance between the fields. Most of the studies were short, cross-sectional, or qualitative; only four used experimental or longitudinal designs. Most of the reported benefits were in problem-solving, working together, and grasping concepts. The impact sizes were moderate, and there wasn’t much testing of higher-order skills like creativity, design thinking, and creative expression. Low data costs and user familiarity made it easy for people to start using it quickly, but too many messages, privacy problems, and exhaustion from interacting with too many people–especially in groups with more than fifty members–threatened long-term use. There was still not much evidence on fairness, ethics, and long-term learning. The review suggests (1) broadening the focus of the disciplines to include engineering, technology, and the arts, (2) using stronger, more complex research designs, (3) incorporating validated tools that measure advanced STEAM skills, and (4) including clear privacy and ethics guidelines to support long-lasting, scalable practice. The results together lay out a study plan for moving mobile instant messaging applications, such as WhatsApp, from being used as a one-off pilot to making strong, balanced contributions to STEAM teaching. © 2025 by authors.