The article is devoted to the problems and advantages of monitoring the implementation of STEAM-oriented educational environments in institutions of general secondary education, identifying criteria and indicators for its implementation, and analysis of the state of development of STEAM-oriented educational environments in 2024 in Ukraine based on defined criteria. The approaches to monitoring the STEAM-oriented educational environment development for general secondary education are highlighted. The study showed a significant interest of teachers, students, and other participants in implementing and developing a STEAM-oriented educational environment in general education institutions. The study identified gaps in the assessment of the effectiveness of the use of STEM education in Ukrainian schools through a series of surveys and studies, especially in the absence of a single approach to continuous monitoring. Therefore, the authors proposed criteria based on both international approaches and the peculiarities of the Ukrainian education system. The following problems were identified in the Ukrainian educational institutions: funding STEAM projects; provision of general education institutions with modern laboratories, tools, means of virtual and augmented reality, and special classrooms; maintaining the motivation of teachers and students to participate in STEAM activities. The article analyses the results of studies by the Ministry of Education and Science of Ukraine and its studies in 2022-2023. These studies have raised the issue of the effectiveness of the STEAM-oriented educational environment based on the point of view of Ukrainian teachers.