This study examines Disney\'s Moana (2016) and Moana 2 (2024) through the intersectional lens of hydrofeminism and STEAM (Science, Technology, Engineering, Arts, Mathematics) education theory. Drawing upon Neimanis\' (2017) conceptualization of bodies of water as relational and fluid entities, this research analyzes how the Moana duology embeds scientific knowledge within indigenous epistemologies while challenging Western patriarchal approaches to environmental understanding. The films present wayfinding as a complex STEAM discipline that integrates astronomical navigation, marine biology, engineering principles, and mathematical calculations within artistic and cultural frameworks (Hōkūleʻa, 2024). Through hydrofeminist analysis, the ocean emerges not merely as setting but as an active pedagogical agent that facilitates knowledge transmission through embodied, relational learning (Neimanis, 2022). Moana\'s relationship with water represents a departure from traditional masculine-dominated scientific narratives, emphasizing collaborative, intuitive, and environmentally-conscious approaches to problemsolving (Mulvey, 1975). The study employs qualitative textual analysis combined with visual semiotics to examine how water imagery, oceanic metaphors, and aquatic spaces function as sites of feminist knowledge production. Key findings reveal that the duology presents alternative STEAM pedagogies that prioritize indigenous ways of knowing, environmental stewardship, and community-based learning over individualistic achievement (Amirinejad & Rahimi, 2023). The films demonstrate how hydrofeminist principles can inform STEAM education by emphasizing fluidity, interconnectedness, and ecological consciousness. Water serves as both literal element enabling navigation and metaphorical space for identity formation, challenging binary distinctions between self/environment, culture/nature, and traditional/modern knowledge systems. This research contributes to growing scholarship on environmental humanities, feminist film studies, and critical STEAM pedagogy by demonstrating how popular media can model more inclusive, sustainable approaches to scientific education that honor both indigenous wisdom and contemporary environmental concerns.