The integration of arts into science education is increasingly recognized as a means to enhance both cognitive and non-cognitive learning outcomes. This study examines whether the incorporation of art elements into STEM lessons influences pupils’ motivation, self-efficacy, flow experience, and subject-specific interest. A longitudinal design was employed, with data collected from 471 pupils across eight schools at two measurement points. The findings indicate a significant increase in self-efficacy, subject-specific STEM interest, extrinsic regulation and interest in art among pupils who participated in the intervention. These results suggest that artistic activities not only make STEM subjects more engaging but also foster a broader appreciation for the arts. The study highlights the potential of interdisciplinary teaching strategies in enhancing motivation and self-efficacy, offering valuable implications for educational practice and future research.
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