This article examines the theoretical and methodological foundations of implementing the STEAM approach (Science, Technology, Engineering, Art, Mathematics) in physics education and highlights its effectiveness in developing students’ specialized competencies. The study analyzes the psychological and pedagogical potential of STEAM, the suitability of physics for interdisciplinary integration, and the mechanisms for creating a learning environment aligned with 21st-century competencies. The article provides examples of real-life–based practical tasks, mini-projects, experimental–design activities, and laboratory processes grounded in modeling. It also substantiates the development of students’ research skills, technical literacy, and constructive thinking through technological tools, creative thinking, and collaborative project work. The findings show that the STEAM approach effectively promotes an innovative, practical, and integrative direction in physics education.