This chapter introduces a Plexus Model of STEA+M Education framework that centres on interdisciplinary thinking, emphasising the development of student Agency, design thinking, and problem-solving capacities. Traditional STEM education often operates within discipline-specific silos, limiting students’ ability to engage with real-world challenges in holistic and meaningful ways. STEA+M education, by contrast, integrates Science, Technology, Engineering, Agency, and Mathematics within a plexus framework, where knowledge is dynamically interwoven to address contemporary social, environmental, and ethical issues. In the chapter we argue that a plexus STEA+M education must move beyond content acquisition to develop students as active participants in shaping the world. By embedding ethical and civic reasoning, fostering societal engagement, and promoting cross-disciplinary collaboration, students apply their knowledge within culturally relevant contexts, enhancing their ability to contribute to their communities. A key argument presented is that Agency should be at the core of STEA+M education, positioning students not as passive recipients of knowledge but as change-makers who critically engage with their learning. The chapter examines the Australian Curriculum to assess how it supports Agency development, identifying opportunities for greater integration of action-oriented learning experiences. The Plexus Model of STEA+M Education frames design thinking, Agency, and problem-solving as interdependent elements in fostering innovation and responsible decision-making. By reframing STEA+M education to prioritise societal relevance, ethical responsibility, and interdisciplinary engagement, this chapter highlights the transformative potential of education in preparing students for the challenges and uncertainties of the twenty-first century.