The growing popularity of STEAM clubs reflects a shift from “learning about” disciplines toward learning through interdisciplinary action. However, the educational promise of STEAM is not automatically realized by simply combining science, technology, engineering, arts, and mathematics. A particularly powerful mechanism for turning STEAM into deep learning is the creation of a socially beneficial product—an artifact designed to address a real need in the school, family, or local community. This article examines how product creation in STEAM clubs can strengthen both cognitive outcomes (conceptual understanding, design reasoning, systems thinking) and socio-moral outcomes (responsibility, empathy, collaboration, and civic orientation). The study is presented as a design-based pedagogical analysis aligned with established theories of experiential learning, sociocultural development, and social learning. A practical STEAM club model is proposed in which learners move through iterative cycles of problem discovery, stakeholder dialogue, prototyping, testing, and public presentation. Educational effectiveness is conceptualized not only as academic gain but also as the quality of students’ decision-making, their ability to justify design choices with evidence, and their readiness to reflect on the social consequences of technology. The article argues that socially oriented making creates a natural bridge between engineering practices and moral education, because it requires students to negotiate constraints, safety, fairness, inclusion, and sustainability. The findings provide a coherent rationale for assessing learning through product documentation, reflective evidence, and community feedback, and they clarify conditions under which STEAM clubs become a meaningful environment for holistic education.

STEAM club, socially beneficial product, design-based learning

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