The discussions within the programs on higher education have highlighted the challenges facing the higher education systems in the Republic of Moldova, namely: an inconsistency between the competences that the Republic of Moldova needs and the competences available. The labor market of the Republic of Moldova often faces deficits in certain high-qualified professions, both in terms of qualifications and in terms of the quality of associated skills. At the same time, too many students graduate with basic skills and without having the range of transverse skills (problem solving, communication, etc.) that they need to cope with a changing world. In the Republic of Moldova there is a request not covered by graduates in the fields of science, technology, engineering, (arts) and mathematics (STEAM) and in education. [1] It is important that all students in higher education, regardless of discipline, have to acquire advanced transverse skills and key skills that will allow them to develop. High level digital skills, mathematical skills, critical thinking and problem-solving ability are increasingly important attributes. The teachers, as a facilitator of learning, play an important role in the good performance of the educational act based on the STEAM concept. They are the ones who have to concentrate learning between the curricular content and the involvement of students in steam activities, they are the ones who have to model the process of forming knowledge in such a way that not only includes the interdisciplinarity elements, but to focus on the importance of the problem studied for the student and relevance to the topics addressed. The research in question is dedicated to the analysis of the impact of implementing Steam skills on the quality of higher education.