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RoadSTEAMer - Roadmap

Angelica Alejandra Gomez Castilla

Created on March 27, 2025

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STEAM roadmap for Science Education in Horizon Europe

Research actions

Relevant for:

Priority area 1

Priority area 2

Priority area 3

Priority area 4

Research (DG RTD)

Promoting equity with transdisciplinary, effective inclusive STEAM education paradigms

Strengthening the STEAM Curriculum at National and EU level

Enhancing Teacher Training and the Learning Environment

Aligning STEAM education and career design with societal and industrial needs - STEAM literate citizens

Education (DG EAC)

Employment (DG EMPL)

ICT and digital (DG CNECT)

Prioritize STEAM Training for Educators and school/university leaders

Foster inclusive and supportive Learning Environments harnessing AI and digital tools

Redefine STEAM as a Transdisciplinary Curriculum

Develop transdisciplinary STEAM Learning Materials and Teacher Resources

Develop STEAM career design and integrated learning pathways

Encourage agile partnerships with organizations to address industry and societal needs

Promote Intersectional approaches in STEAM, improving accessibility

Establish flexible, Inclusive and supportive STEAM education

Expands the STEM strategic plan

______________________

What is STEAM?

HE 2026-27

FP10 2028-34

HE 2026-27

FP10 2028-34

HE 2026-27

FP10 2028-34

HE 2026-27

FP10 2028-34

Actions categorisation

[coordinating with the

Union of SKills

and EU national policies]

European STEM Executive Panel

Mission education: systemic change of the educational system and assessment: skills-focused, transdisciplinary, inclusive, AI-enabled

EU Transnational definition and design of what is a STEAM holistic curriculum / school / university and assessment

Investigate the efficacy of policies to increase hybrid and blended learning to make STEAM educational more accessible

An economic case for inclusive STEAM education in secondary and tertiary education

Integrate STEAM education in Horizon Europe Pillar 2 calls, in particular Cluster 2

Development and testing of a STEAM transdisciplianry curriculum and assessemnt at secondary, vocational and university education level in lighthouse institutions

Deployment and investigation of new approach to teachers' training (pre-service and in-service) for transdisciplinary education

Research on STEAM teaching material, practices and assessment to investigate and test best practices

Deployment and investigation of education and training through citizen science applied to STEAM

STEAM (lack of) career selection

Horizon/ FP10 (2028-34)

Effectiveness of STEAM and transdisciplinary learning paradigms to support learning preferences and needs of diverse learners to increase inclusivity and improve skills

STEM Entrepreneurship education

STEAM career design

Investigation of what the arts, design and creativity bring to STEAM education and derive best practices

Increase STEAM teaching prestige through fostering schools/university collaborations with local actors

Doctoral network on STEAM

Capacity buiding in public administrations for multi-stakeholder collaborations and co-financing (open-schooling)

STEAM career exploration centers

Learning Environment design and its impact on learning outcomes

Previously Funded Projects

Funding Instruments

The new role of education/teachers/lecturers in an AI-enhanced STE(A)M education and work environment: arts for fostering equality and wellbeing

Development of networks, centres and alliances (incl. equipment) of teachers/lecturers/head teachers/principals for mutual learning on STEAM

Systematic organization of open-access STEAM teaching material, practices and assessment, identification of gaps and development in all EU languages with feedback loops for improvement

Joint diplomas, degrees, microcredentials with industry/civic organizations - fast tracking creditization at EU level

STEAM cradle to grave

Mentorship programs and scholarships for underrepresented groups

Erasmus+

Training for school heads, school leaders, university deans and policy makers on STEAM

Funding for EDTECH startups to promote STEAM

EU University alliance on STEAM

Other funding instruments

EU Council of societal challenges to introduce a challenge on education

Update the Digital Education Plan to have a broader definition of inclusivity

Policy Instruments

National policies

This project has received funding from the European Union's Horizon Europe research andinnovation programme under Grant Agreement No. 101058405

https://www.road-steamer.eu/

STEAM roadmap for Science Education in Horizon Europe

Funding Instruments: Horizon Europe and Erasmus (2026-27), FP10 (2028-2034)

[coordinating with:

Union of SKills

and EU national policies]

European STEM Executive Panel

Council for societal challenges

Mission education: systemic change of the educational system and assessment: skills-focused, transdisciplinary, inclusive, AI-enabled

Horizon Europe

FP10

Research actions

Relevant for:

Past | STEM edu strategic plan | 2026 2027 | 2028 2029 2030 2031 2032 2033 2034

Redefine STEAM as a Holistic Curriculum across Europe

Priority area 1

Strengthening the STEAM Curriculum at National and EU level

Previously Funded Projects

Research (DG RTD)

Development and testing of a STEAM transdisciplianry curriculum and assessement at secondary, vocational and university education level in lighthouse institutions

EU Transnational definition and design of what is a STEAM holistic curriculum / school / university and assessment

Education (DG EAC)

Investigation of what the arts, design and creativity bring to STEAM education and derive best practices

200.000 STEM students and staff trained in innovation and entrepreneurship by 2028

Employment (DG EMPL)

STEM competence framework 2026

Develop STEAM Learning Materials, Teacher Resources and incentives

Systematic organization and testing of STEAM teaching material, practices and assessment

Research on STEAM teaching material, practices and assessment to investigate and test best practices

ICT and digital (DG CNECT)

Deployment and investigation of education and training through citizen science applied to STEAM

STEM Entrepreneurship education

STEM strategic plan

Priority area 2

Enhancing Teacher Training and the Learning Environment

Prioritize STEAM Training for Educators and school/university leaders

Training for school heads, school leaders, university deans and policy makers on STEAM

Expands the STEM strategic plan

Doctoral network on STEAM

Integrate STEAM education in Horizon Europe Pillar 2 calls

______________________

By 2030 share of students enrolled in STEM in VET 45% (1 of 4 female)

Advanced digital skills competitions

EU University alliance on STEAM

What is STEAM?

Foster inclusive and supportive Learning Environments harnessing AI and digital tools

Research on STEAM (lack of) career selection

STEM specialists fellowship for international experts

Actions categorisation

By 2030 share of students enrolled in ICT PhD 5% (1 of 3 female)

Development of networks, centres and alliances (incl. equipment) of teachers/lecturers/head teachers/principals for mutual learning on STEAM

Upskilling and reskilling through short courses, micro-credentials, immersive learning

Deployment and investigation of new approach to teachers' training (pre-service and in-service) for transdisciplinary education

Joint educational programs, degrees and traning in STEM and interdisciplinary degrees

STEAM career design

Priority area 3

STEAM career exploration centers

Develop STEAM career design and integrated learning pathways

Aligning STEAM education and career design with societal and industrial needs - STEAM literate citizens

STEM education centres for dynamic learning ecosystems

STEM skills founderies 2026

Funding for EDTECH startups to promote STEAM

Increase the proportion of female apprentices in STEM showcasing good practices and mutual learning

Schools/university collaborations with local actors

Support agile partnerships with organizations to address industry and societal needs

Joint transnational programs - micro-credentials in strategic STEM sectors: centers and alliances leveraging private investment

Capacity building in public administrations for multi-stakeholder collaborations (open-schooling)

Joint diplomas, degrees, microcredentials with industry/civic organizations - fast tracking creditization at EU level

Establish flexible, Inclusive and supportive STEAM education

An economic case for inclusive STEAM education in secondary and tertiary education

Priority area 4

https://www.road-steamer.eu/

Learning Environment design and its impact on learning outcomes

This project has received funding from the European Union's Horizon Europe research andinnovation programme under Grant Agreement No. 101058405

Promoting equity with transdisciplinary, effective inclusive STEAM education paradigms

Effectiveness of STEAM and transdisciplinary learning paradigms to support learning preferences and needs of diverse learners to increase inclusivity and improve skills

By 2030 share of students enrolled in STEM in tertiary 32% (2 of 5 female)

1 million girls in STEM by 2028

More students from diverse backgrounds to STEM: STEM Tech Talent Introduction

Promote Intersectional approaches in STEAM, improving accessibility

STEM Futures: in 2026 succesful practices for girls and women

Mentorship programs and scholarships for underrepresented groups

Investigate the efficacy of policies to increase hybrid and blended learning to make STEAM educational more accessible

Past | STEM edu strategic plan | HE 2026 2027 | FP10 2028 2029 2030 2031 2032 2033 2034

Union of Skills

Roadmap future digital education and skills

EU teachers and trainers agenda

Increasing accessibility of higher education

AI in education initiatives

2008

2016

2018

2029

2033

2020

2022

2024

2025

2026

2027

2028

2030

2034

2031

2032

2035

School As Living Labs

ICSE Science Factory

CREATIONS

2023-2026

2015-2018

2020-2023

STE(A)M Learning Ecologies

REGGAE

Marine Mammals

LEVERS

2016-2019

2021

2023-2025

BLOOM

STEAMbrace

STREAM IT

OTTER

Horizon

2017-2020

2021-2024

2024-2026

RoadSTEAMer

VERTIGO-S+T+ARTS

2022-2025

2016-2020

SENSE

STORIES

2022-2025

2017-2018

SEER

PERFORM

2022-2025

2015-2018

STEAM INC

2019-2023

STEAMonEdu

2020-2022

Funding Instruments

Choice

2020-2022

STEAM4SEN Project

2019-2022

E-STEAM

ATS STEM

2021-2024

2018-2021

Erasmus+

STE(A)M IT

EuroSTEAM

2019-2022

2016-2019

EU STEM COALITION

2012-Present

Girls Self-ESTEAM

Learn STEM

2021-2023

2023-2025

SpicE Project

2022-2025

Cream Project

2021-2024

Funds on digital; other funds and policy instuments

ESTEAM Fests

2022-2024

For feedback please write to: sabrina.bresciani@polimi.it

https://www.road-steamer.eu/

Source: Road-STEAMer, SEER, SENSE

2008

2016

2018

2029

2033

2020

2022

2024

2025

2026

2027

2028

2030

2034

2031

2032

2035

Join in STEM: BMBWF action plan

Austria

2023 - 2030

STEM Action Plan

STEM Agenda

Belgium

2012 - 2020

2021 - 2030

The Resillence Plan

Bulgaria

2022 - 2026

Building a School STEM Environment

2020 - 2026

The Danish Technology Pact

Denmark

2018 - 2025

Estonian Lifelong Learning Strategy

Estonia

2014 - 2020

The LUMA (STEM) Strategy

Finland

2014 - 2025

Digital Eduation Strategy

France

EU Member States + UK and Ukraine

2023 - 2027

The 2019 STEM Action Plan

Germany

2019 -2021

National Pact for Woman in STEM Occupation

2008 - 2021

The National Recovery and Resillence Plan (PNRR)

Italy

2021 - 2026

National Development Plan (NDP2027)

Latvia

2021 - 2027

The New Educational Development Program

Lithuania

2021 - 2030

National Educational Strategy

Malta

2024 - 2030

The Netherlands

Technology Pact

2013 - 2020

Eduction 4.0: Ukrainian Sunrise

Ukraine

2020 - Present

For feedback please write to: sabrina.bresciani@polimi.it

https://www.road-steamer.eu/

Roadsteamer D3.1

Roadsteamer D7.5

Sources:

https://www.road-steamer.eu/

Contact: sabrina.bresciani@polimi.it

Action

Joint diplomas, degrees, microcredentials with industry/civic organizations - fast track recognition at EU level

Map and investigate best practices of joint programs between secondary/tertiary education providers with companies and/or civic organizations, in providing technical, agile and solid education aligned with market developments, credited by educational institutions and partially funded by companies and organizations. Investigate how educational institutions can effectively become facilitators of the establishment of academic programs that are co-designed with – and co-funded by - industrial and societal players that guarantee national and EU learning standards for credited education, including EU microcredentials for life long learning.

Tertiary education level:

China fast-tracking university majors in weeks

Vocational tertiary education (Universities of Applied Sciences /Fachhochsule/ Haute Ecole Spécialisée /ITS joint programs with industries

Secondary education level:

IB Career-related Programme

Potential funding instrument

Applied tertiary education in join programs with industry and non-commercial partners. Examples:

High school

Program

ITS Academy Machina Lonati (Italy) provides teritiary vocational education in STEAM (es. fashion tech). ITS programs are recognized across Europe as vocational tertiary education.

Examples

Education framework for students aged 16-19, combining academic study with career-focused learning, including traditional courses, career-related studies, personal and professional skills development.

Horizon Europe Cluster 2 and Erasmus+

Formal

Tertiary

ITS Feralpi (Italy) paid a full salary to students to learn steel industry management.

Formal

Tertiary

More examples:

Universities: Double degrees, such as Politecnico di Milano Double degree in Management Engineering and Product Service System Design

Formal

Tertiary

Alfa Academy school-industry partnership

STEAMhouse

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action aligns with the STEM strategy plan to design effective joint programs and microcredentials collaborating with educational institutions, businesses and industries. (3.2 pg. 10, “ i) boost the available range of joint programmes and microcredentials in STEM, including with a STEAM (science, technology, engineering, arts, and mathematics) educational approach”)

Related policy recommendations: Road-STEAMer recommendation 6

Evidence: SEER D3.1

SEER D3.2

Provide feedback and suggestions on the portal

Action

EU University alliance on STEAM

Support the creation of a European Universities alliance on STEM and STEAM education.

Potential funding instrument

CIVIS

EU STEM coalition

Course

University

PhD

Online resource

Non formal

Online resource

European University Initiative; Erasmus+ and National funds

Examples

It is not focused specifically on universities but includes several typologies of European STEM and sTEM actors

It is Europe's Civic University Alliance, bringing together a community of more than 470,000 students and 58,000 staff members. It is the fruit of the special collaboration between 11 leading research higher education institutions across Europe.

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

This action aligns with the alliance of universities for STEM education along with the STEAM education (3.2, pg. 9 “Working towards a European degree for engineers, by building on the European Universities alliances and ongoing Erasmus+ pilots, considering the needs of employers.”)

Related policy recommendations: [Coming soon]

Evidence: SEER D3.2

SEER D2.2

Provide feedback and suggestions on the portal

Projects

SEER

The overarching objective of the SEER project is to provide a set of roadmaps that will pave the way for the policy and institutional changes necessary for the large-scale implementation and mainstreaming of STE(A)M education in Europe. The SEER will synthesise the status of STE(A)M Education and evaluate national and international policies to understand which policy settings best support STE(A)M education. This analysis and resulting recommendations will be provided to Ministries of Education and EU policy makers to support policy improvements in Europe. In addition, STE(A)M initiatives and EU funded projects of all teaching levels will be mapped and evaluated, identifying educational strategies that provide the best outcomes for teachers and students. Source: https://www.scientix.eu/community/partner-projects/the-seer#about

Description

Time-frame:

2022 - 2025

Funding Instrument:

Horizon Europe

Action

Effectiveness of STEAM and transdisciplinary learning paradigms to support learning preferences and needs of diverse learners to increase inclusivity and improve skills

Longitudinal study to systematically test a variety of STEAM and transdisciplinary learning options to support diverse learning preferences and diverse assessment (skills-based), integrating the EU Digital Compass and Life Comp. To support the EU and Member States in defining and adopting a unified STEAM education strategy, research should be conducted to on the effectiveness of educational paradigms and available learning options to replace or heavily revise traditional national education paradigms. Interdisciplinary skills-based (rather than knowledge-based) educations, focused on real word challenges, can provide several economic benefits to European nations, off-setting the cost of a systemic change to the EU educational system. Research should test (i.e., with experimental trials) multiple STEAM and transdisciplinary (existing or new) learning approaches and evaluate which approach is most effective for which type of learner, including learners with disabilities or belonging to vulnerable groups (incl. intersectionality); such program include Universal Design for Learning (to be applied to STEAM education), the International Baccalaureate with STEM (in particular the Career-related Program), the Finnish STEM education program, etc.

H-Farm

Program

Primary-High school

University

UDL-BOE Blended learning in schools

Centre

Project (Funded)

High school

Potential funding instrument

Interactive tool

Middle

A secondary education teaching program based on the holistic International Bacchlaurate curriculum expanded to include STEM in collaboration with the Italian Institute of Technology (IIT), integrates science, research, and innovation, fostering interdisciplinary learning and technological advancements in education and cultural heritage. The International Bacchalaurate has proven more successful than national curricula in improving students skills (Dulun& Lane, 2023)

A project funded by Erasmus+ it focuses on developing practical tools to help teachers deliver effective and engaging learning in a digital space, addressing two key areas: inclusion and digital pedagogical competences, with the main target group being second-level teachers. The approach will be based on the Universal Design for Learning (UDL) framework (Cast.org), an inclusive approach to teaching and learning that offers all students an equal opportunity to fulfil their potential. This framework offers students different options for accessing, building and internalising learning.

Horizon Europe Cluster 2 destination “Innovative Research on Social and Economic Transformations” and Erasmus+

Examples

School of Humanity (online middle and high school)

IN-STEAM

More examples:

Teacher Academy course "Universal Design for Learning: Strategies and Digital Tools to Support All Learners" and "Multi-Tiered Support System (MTSS) and Universal Design for Learning (UDL) for Academic and Behavioral Growth”

High school

Middle

Centre

International Baccalaureate transdisciplinary program,

Developed int he US with learning hubs worldwide, it partners with schools and with industries. It received several awards and it is based on a balance of interactive online learning, with time for offline, parent-led activities Instead of subjects, learners have daily workshops.

SpicE academy

IB in public schools

Still I rise

IB in Greece

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan to broaden its impact on under-represented and marginalized groups and increase employability.

Related policy recommendations: SEER D7.2

Road-STEAMer recommendation 7 D3.3

Evidence: Dulun& Lane, 2023

Road-STEAMer D4.2

Quigley et al., 2019

Thoma, Farassopoulos & Lousta, 2023

Action

Investigate the efficacy of policies to increase hybrid and blended learning to make STEAM educational more accessible

Research should investigate how hybrid and blended learning formats can address barriers, which can be physical or digital, to make STEAM curriculum, educational resources, tools, and facilities equally available to all students. Research should investigate the impact of policies to increase hybrid and blended (online and physical learning - beyond current only online or only physical learning) STEAM curriculum offers, and their efficacy in increasing accessibility to students, in particular from learners with difficulty to physically access secondary and tertiary education or language barriers.

Revere High School (USA)

Blended learning high school

UDL-BOE Blended learning in schools

Project (Funded)

Middle

Program

High School

Online resource

High School

Potential funding instrument

Middle

High School

Interactive tool

successfully transformeda a low-performing school to winning several awards, through a blended learning approach,setting it as a national (US) example of the type of programmatic systems change needed to move our schools forward, through flipped learning, iPads, SMARTBoard and monitoring progresses with iWalkthrough

Dwight Schools offer a Blended Learning Program, combining traditional classroom education with online learning through Dwight Global Online School. This allows students worldwide to pursue rigorous academics and personal passions simultaneously, with flexible course options.

a project funded by Erasmus+ it focuses on developing practical tools to help teachers deliver effective and engaging learning in a digital space, addressing two key areas: inclusion and digital pedagogical competences, with the main target group being second-level teachers. The approach will be based on the Universal Design for Learning (UDL) framework (Cast.org), an inclusive approach to teaching and learning that offers all students an equal opportunity to fulfil their potential. This framework offers students different options for accessing, building and internalising learning.

Horizon Europe Cluster 2 and Erasmus+

Examples

More examples:

[SPICE academy]

SORA online middle school and highschool

Suggested time frame:

2026-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

The action expands the "Pilot STEM education centers ecosystem" by suggesting the use of blended and hybrid learning, increasing accessibility for learners both physically and virtually. (3.2 pg. 9, “Pilot STEM education centres for school education, including VET schools, across the EU with the goal of improving how STEM is delivered and experienced in primary and secondary education”)

Related policy recommendations: Four key social dimensions: co-creation, access, agency, and most importantly identity (SENSE) National government should ensure that inclusion in education acknowledges the intersecting challenges faced by students who belong to multiple underrepresented groups. This includes addressing language and cultural barriers to make STEAM education more accessible and relevant to diverse populations (RoadSTEAMer)

Evidence:

Allan, 2019

Ahuja et al. 2023

European Education Area report: how blended learning can make education more inclusive

EU Blended mobility implementation guide for Erasmus+ higher education mobility KA131 guidance

Dziuban et al. 2018

SEER D3.1

Action

Development and testing of a STEAM transdisciplianary curriculum at secondary, vocational and university education level in lighthouse institutions

Co-design and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee & Duflo, 2009) for step-by-step progressive pathways, taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, Inclusion / Personalisation / Empowerment and equity) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To inform policies on intersectionality, studies should investigate the effectiveness of STEAM programs and holistic curriculum by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability of diverse curricula and teaching approaches, including a holistic curriculum based on challenges (such as climate change and health instead of subjects)

Roadsteamer STEAM criteria

IB Silicon Valley

Middle

Curriculum

Potential funding instrument

H-Farm

High School

Primary School

Middle

Curriculum

The holistic International Bacchlaurate curriculum Middle Years Programme (MYP) is enhanced with arts curriculum to encourages students to engage in both visual and performing arts, fostering interdisciplinary connections between artistic expression and STEM subjects. Through inquiry-based learning, students develop skills in creativity, communication, and innovation, essential for STEAM education.

A secondary education teaching program based on the holistic International Bacchlaurate curriculum expanded to include STEM in collaboration with the Italian Institute of Technology (IIT), integrates science, research, and innovation, fostering interdisciplinary learning and technological advancements in education and cultural heritage.

Examples

Horizon, Pillar 2 and WIDERA

More examples:

International Bacchalaureate transdisciplinary program

IB in Public Schools

IB in Greece

Still I rise

STEAM INC

Suggested time frame:

After action “Transnational definition and design of what is a STEAM holistic curriculum and school”; FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)

Related policy recommendations: Road-STEAMer recommendation 1, D3.3

SENSE recommendation 1

SENSE D4.4

JRC et al 2024

Banerjee & Duflo, 2009

Road-STEAMer-D2.2

Road-STEAMer-D4.1

Evidence: Road-STEAMer D2.3

SEER D3.2

Durall, Carter & Burns 2022

Action

Development and testing of a STEAM transdisciplianary curriculum at secondary, vocational and university education level in lighthouse institutions

Co-design and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee & Duflo, 2009) for step-by-step progressive pathways, taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, and Inclusion / Personalisation / Empowerment) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To inform policies on intersectionality, studies should investigate the effectiveness of STEAM programs and holistic curriculum by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability of diverse curricula and teaching approaches, including a holistic curriculum based on challenges (such as climate change and health instead of subjects)

Roadsteamer STEAM criteria

IB Silicon Valley

Potential funding instrument

Middle

Curriculum

H-Farm

Primary School

Curriculum

Middle

High School

A secondary education teaching program based on the holistic International Bacchlaurate curriculum expanded to include STEM in collaboration with the Italian Institute of Technology (IIT), integrates science, research, and innovation, fostering interdisciplinary learning and technological advancements in education and cultural heritage.

Examples

Horizon, Pillar 2 and WIDERA

More examples:

International Bacchalaureate transdisciplinary program

IB in Public Schools

IB in Greece

Still I rise

Suggested time frame:

After action “Transnational definition and design of what is a STEAM holistic curriculum and school”; FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)

Related policy recommendations: Road-STEAMer recommendation 1, D3.3

SENSE recommendation 1

SENSE D4.4

JRC et al 2024

Banerjee & Duflo, 2009

Road-STEAMer-D2.2

Road-STEAMer-D4.1

Evidence: Road-STEAMer D2.3

SEER D3.2

Durall, Carter & Burns 2022

Provide feedback and suggestions on the portal

Action

Systematic organization of open-access STEAM teaching material, practices and assessment, identification of gaps and development in all EU languages with feedback loops for improvement

STEAM material mapping, systematic organization, identification of gaps and development of open educational resources (including modules to be integrated into courses as well as holistic STEAM curricula) to be provided in a user-friendly platform, co-created with teachers and lecturers of diverse educational levels, organized by relevant variables (educational level, language, disciplines, time, inclusivity level, etc.). These materials should prioritise pedagogical relevance, ensuring they are meaningful rather than solely engaging or performative and based on real-life challenges and skills development (instead of knowledge-centred education), according for example to the EU “Lifecomp”and related to a range of careers exploration (in collaboration with external stakeholders including companies and governmental organizations). Starting by gathering already existing resources and making them accessible (in different languages) currently under-utilised resources from previous projects, including EU-funded initiatives, should be systematized in a one-stop-shopdigital space where lecturers can easily find materials, share, find peer-to-peer support and provide feedback on pedagogical effectiveness and evidence from assessment that takes into account AI implications for learning and assessment.

Planning tool

Project

University

SENSE-STEAM wiki and “The Learning Companion”

Roadsteamer map of STEAM practices in Europe

SciCultureD

Potential funding instrument

It is a free, transdisciplinary planning tool designed to help create courses, modules, or activities addressing societal challenges. It combines design thinking with creative teaching methods, using interactive tools to plan playfully. Outcomes can range from public performances to products or interventions.

Online resource

Project

A guide with real-life examples from education, research, and business.

Examples

Online resource

Project

Scientix

Erasmus+

Project

Online resource

Spice MOOC and school label

OCED STIP COMPASS

STREAM IT project National inspiration hubs

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

it can support the STEM Panel, and expand it to include STEAM practices (3.2 pg. 8, “In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party”.)

Related policy recommendations: Road-STEAMer recommendation 2 D3.3

SEER D7.2

Evidence: SENSE Policy Brief V1

SEER D7.2

Teaching, Learning and Assessing Creative and Critical Thinking Skills

Action

Effectiveness of STEAM and transdisciplinary learning paradigms to support learning preferences and needs of diverse learners to increase inclusivity and improve skills

Longitudinal study to systematically test a variety of STEAM and transdisciplinary learning options to support diverse learning preferences and diverse assessment (skills-based), integrating the EU Digital Compass and Life Comp. To support the EU and Member States in defining and adopting a unified STEAM education strategy, research should be conducted to on the effectiveness of educational paradigms and available learning options to replace or heavily revise traditional national education paradigms. Interdisciplinary skills-based (rather than knowledge-based) educations, focused on real word challenges, can provide several economic benefits to European nations, off-setting the cost of a systemic change to the EU educational system. Research should test (i.e., with experimental trials) multiple STEAM and transdisciplinary (existing or new) learning approaches and evaluate which approach is most effective for which type of learner, including learners with disabilities or belonging to vulnerable groups (incl. intersectionality); such program include Universal Design for Learning (to be applied to STEAM education), the International Baccalaureate with STEM (in particular the Career-related Program), the Finnish STEM education program, etc.

H-Farm

UDL-BOE Blended learning in schools

Program

Primary-High school

University

Centre

Project (Funded)

Potential funding instrument

a secondary education teaching program based on the holistic International Bacchlaurate curriculum expanded to include STEM in collaboration with the Italian Institute of Technology (IIT), integrates science, research, and innovation, fostering interdisciplinary learning and technological advancements in education and cultural heritage. The International Bacchalaurate has proven more successful than national curricula in improving students skills (Dulun& Lane, 2023)

High school

Interactive tool

Middle

a project funded by Erasmus+ it focuses on developing practical tools to help teachers deliver effective and engaging learning in a digital space, addressing two key areas: inclusion and digital pedagogical competences, with the main target group being second-level teachers. The approach will be based on the Universal Design for Learning (UDL) framework (Cast.org), an inclusive approach to teaching and learning that offers all students an equal opportunity to fulfil their potential. This framework offers students different options for accessing, building and internalising learning.

Horizon Europe Cluster 2 destination “Innovative Research on Social and Economic Transformations” and Erasmus+

Examples

School of Humanity (online middle and high school)

IN-STEAM

More examples:

International Baccalaureate transdisciplinary program,

High school

Middle

Centre

developed int he US with learning hubs worldwide, it partners with schools and with industries. It received several awards and it is based on a balance of interactive online learning, with time for offline, parent-led activities Instead of subjects, learners have daily workshops.

SpicE academy

IB in public schools

Still I rise

IB in Greece

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan to broaden its impact on under-represented and marginalized groups and increase employability.

Related policy recommendations: SEER D7.2

Road-STEAMer recommendation 7 D3.3

Evidence: Dulun& Lane, 2023

Road-STEAMer D4.2

Quigley et al., 2019

Thoma, Farassopoulos & Lousta, 2023

Provide feedback and suggestions on the portal

Projects

SENSE

SENSE aims to produce a New European Roadmap to STEAM Education that puts forward an art-integrative science education, grounded into a sensory and participatory approach to STEAM education. SENSE is centering its roadmap around STEAM pedagogical model and exemplary hands-on STEAM activities that have been implemented across its SENSE.STEAM labs, and have enabled the creation of a learning companion for developing STEAM learning sequences by educational practitioners. This has been further supplemented with toolkits for the assessment of spatial requirements as well as inclusive social creativity. Source: https://sense-steam.eu/

Description

Time-frame:

2022 - 2025

Funding Instrument:

Horizon Europe

Action

STEAM entrepreneurship education

Research should be funded to investigate how to foster entrepreneurship in STEAM through secondary and tertiary programs, for example developing highschool programs and university degrees focused on supporting learners to develop their own businesses, as well as experimenting with microfunding and networks with SMEs and businesses

Switzerland Venture program

High School Entrepreneurship

BUILD program

Potential funding instrument

High school

Program

Middle

Program

High School

program at Berkley university: 2 week program for 50 students per year supported to develop a business plan at the University campus

entreprneship prgrams from few hours to 3 years, embedded in The school program (USA)

Program

University

Non formal

Examples

the state-fianced start-up programs, competition and funds are potentially recognized as college credits and promoted in universities with a focus on technological startups

Horizon Europe Cluster 3 EIT and EIE

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action aligns with the plan: “Provide dedicated training on innovation, entrepreneurship and IP management to 200 000 STEM higher education students, academics and staff by 2028, building on the EIT Higher Education Institutions Initiative in synergy with the European Universities alliances and the EIT knowledge and innovation communities.” (pg. 10)

Related policy recommendations: Road-STEAMer recommendation 6

Evidence:

Poggesi et al., 2020

Provide feedback and suggestions on the portal

Projects

SpicE project

Comprises a bundle of actions aims to enhance Primary Education Teachers’ ability to implement effective STEAM instruction for protecting students with Mild Disabilities (Special Education) from educational and social exclusion. STEAM is used both as the means and as the purpose for enabling a much-needed shift in Special Education in Primary Education both at an in-service and pre-service level.

Description

Time-frame:

2022 - 2025

Funding Instrument:

Erasmus +

Projects

EU STEM Coalition

EU's main network of regional/national STEM platforms. IT fosters EU-wide cooperation between national STEM platforms.

Description

Time-frame:

2012 - Present

Funding Instrument:

Erasmus +

Action

Integrate STEAM education in Horizon Europe Pillar 2 calls, in particular Cluster 2

Integrating STEAM education into the Green Deal initiatives to provide students (especially in secondary and tertiary education) with the interdisciplinary skills needed to address complex issues like climate change. STEAM education should explicitly promote critical thinking and the ability to reflect on the ethical, political, and societal dimensions of technology and design, recognising that these are not neutral.

LOESS Project (Mission Soil)

Neuroclima (Mission Adaptation)

HORIZON-MISS-2023-OCEAN-01-11

Project (Funded)

Primary

Project (Funded)

Non formal

Toolkit

Potential funding instrument

Middle

High School

Non formal

the project will deliver three toolkits for stakeholders and citizens for the green transition towards combating climate change: (1) participatory design, (2) creative writing and (3) cinematography, animation, and performing arts. These toolkits foster inclusive and widespread participation, educate citizens of all ages, developing essential skills among educators, policymakers, decision-makers, and others in public governance to educate citizens about climate-related initiatives, gather feedback, and promote innovative participatory policy co-design.

The HORIZON-MISS-2023-OCEAN-01-11 is a funding opportunity under the Horizon Europe program, aimed at using arts and creative sectors to engage the public in protecting and restoring aquatic environments. Projects are encouraged to collaborate with the Creative Europe program and align with the New European Bauhaus initiatives, particularly in coastal and maritime regions.

hands-on soil education through community-engaged research and learning, includingactivities tailored for schools to foster practical understanding of soil-related issues and the “Mooc soil education: an integrated stem approach”

Embed STEAM and industry/societal needs in Horizon Europe Pillar 2, cluster 2 destination 3 calls on education

Examples

More examples:

PREPSOIL Project (Mission Soil)

Suggested time frame:

26-27

Alignment with STEM Education Strategic Plan 2025

This action expands the plan to leverage existing funding instruments

Related policy recommendations: Road-STEAMer recommendation 5

SENSE recommendation 5

Evidence: SEER D3.2

Cedefop (2023c)

Projects

STREAM IT

“St(R)E(A)M It/Streaming Girls And Women Into Steam Education, Innovation And Research” (2024-26 financed with 1.85 M€). It aims to bridge persistent gender gaps in STEM education, research and innovation by implementing the European Manifesto for gender-inclusive STE(A)M education and careers.financed with 2.88 M€

Description

Time-frame:

2024 - 2026

Funding Instrument:

Horizon Europe

Call:

Enhancing the European R&I system (HORIZON-WIDERA-2023-ERA-01)

Action

Deployment and investigation of education and training through citizen science applied to STEAM

Identification and co-design of citizen science projects applied to STEAM, design and deployment of open science and citizen science projects for STEAM education in secondary and tertiary education, to investigate the effectiveness of citizen science as a learning practice, as well as providing data to current research (i.e., aligned with societal grand challenges), including more than human approachess

National Geographic Citizen Science projects

Malta Science in the City

Potential funding instrument

Non-formal

Project

Non-formal

Activity

Citizen science projects where volunteers help collect data for scientific research. These projects span various fields, including ecology and space, allowing individuals to contribute to real-world scientific discoveries. Participants can engage in activities like wildlife monitoring, weather observation, and environmental tracking.

Malta Science in the City is an Activity based on an annual festival that blends science, art, and innovation, encouraging public engagement through interactive exhibits, performances, and workshops emphasizing on Citizen Science, inviting the public to actively participate in scientific research and contribute to data collection. The event is part of the European Researchers' Night, helping bridge the gap between science and society.

Pillar 2 Cluster 2

Examples

SENSE project report on the Citizen Science and Art-Practices Workshop - Deliverable 3.2

Other projects

Roadsteamer STEAM criteria

MOST (Meaningful Open Schooling Connects Schools To Communities)

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

This action expands the plan

Related policy recommendations: SENSE recommendation 2, Policy-Brief-RP1-V1

Vohland et al. 2021

SENSE D3.4

Evidence: Road-STEAMer D3.1

Sauermann, H. et al. (2020)

Road-STEAMer-D2.2

Road-STEAMer-D4.1

Action

The new role of education/teachers/lecturers in an AI-enhanced STEAM education and work environment: arts for fostering equality and wellbeing

Research is needed to investigate the potential of AI to support customized education, in coordination with studies (funded by other calls/DGs) on changing requirements in workers' AI skills and changing role of skills needed by citizens (children and adults) due to AI development, including a critical appraisal of AI and its environmental, social and economic impact. Studies should consider effective development of students' skills in critical thinking, coping with information overload and complexity, with the aim to test how AI can be most effectively deployed in education for increasing inclusion of learners with a broad range of needs (neurodivergence, socio-economic background, sensory sensitivity, genders) and paying attention to mental health (anxiety) and AI support in students' self-evaluation.

Potential funding instrument

CIVIS AI and STEAM

CONNECT

IN-STEAM

Project (Funded)

Primary

Middle

Course

University

PhD

Course

Primary

Middle

High School

Formal

Online resource

Horizon Europe Pillar 2, cluster 4 (Digital, Industry and space) and cluster 2 (Culture, Creativity and inclusive society; destination: “Innovative Research on Societal and Economic Transformation”)

A comprehensive initiative for students (2025) that integrates AI into STEAM education through physical and virtual learning experiences

A training course for educators of the school sector will be implemented and delivered focused on the ELP method, its applications for inclusion and the exploitation of Artificial Intelligence in teaching STEAM.

A course, part of the Erasmus teacher training program, aims to bridge the gap between artificial intelligence (AI) advancements and classroom application, specifically designed for educators across Europe

Examples

AI Empowerment in STEM Education

More examples:

STEM learning resources on AI

Alpha AI powered school

STEAMBRACE project

STREAM IT project

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

This action partially aligns with the STEM Strategy Plan by contributing to the European STEM Executive Panel’s role in designing industry-relevant curricula and developing the STEM Competence Framework using the ESCO classification. It further expands the plan by emphasizing the need to address how digital tools and AI enable to address diverse learner needs, including those related to neurodivergence, mental health,etc through STEAM practices, resulting in a more inclusive and holistic framework. (3.2 pg. 8 I and 9 “Developing by 2026 a STEM competence framework for all learners at all stages of education and a taxonomy of STEM skills within the ESCO classification. This will inspire and promote curriculum design, and assessment frameworks for STEM skills.”)

Related policy recommendations: SEER D7.2

Evidence:

Xu & Ouyang, 2022

Kohnke & Zaugg, 2025

Park & Kwon, 2024

SEER D3.2

Action

EU Council of societal challenges to introduce a challenge on education

EU Council of societal challenges is advised to introduce a challenge on education and/or embed transversally education in all challenges, i.e., transdisciplinary STEAM approaches to support the climate emergency and STEAM focus on arts and skills-based open schooling approach to support mental health. We advocate for the stronger integration of education—school education, teacher training, and tertiary education—into the European research and innovation (R&I) agenda, in response to the Expert Group’s Align, Act, Accelerate Recommendation 7. This is an opportunity to enhance the existing collaborative framework between universities, research institutions, governments, civil society, and industry by explicitly recognising education as a driver of innovation, resilience, and societal transformation. Emphasising methodologies such as Open Schooling, STEAM education, Living Labs, Co-design, and Informal and Non-formal Learning, we call for dedicated funding, governance inclusion, support for transdisciplinary ecosystems, and investment in teacher capacity. Education is positioned not merely as preparatory but as an active co-creator of knowledge-based, human-centred solutions to complex societal challenges, contributing to a more inclusive, sustainable, and secure European future.

Schools as Living Labs

Make it Open

Middle School

Primary

Framework

Project

Potential funding instrument

High School

Middle

Primary

Project

Empowering schools to act as drivers of community well-being by building synergies between educational institutions, enterprises, and civil society organisations. The project facilitated the co-design and implementation of activities in which students addressed real-life local challenges in partnership with their communities. Drawing on tools and methodologies from the maker movement, the initiative promoted hands-on, inquiry-based learning while strengthening schools’ roles as hubs of social innovation and local engagement.

Living Labs are open-innovation spaces where students, schools, citizens, and organizations co-create STEAM-based solutions to real-world problems. The SALL project tested this approach in 400+ schools, showing strong results: 77% of teachers reported improved student independence and problem-solving, while 78% noted enhanced professional development in project-based learning and open schooling.

Examples

EU council of societal challenges

Suggested time frame:

FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan

Related policy recommendations: Road-STEAMer recommendation 5 D3.3

Evidence: SENSE D4.3

Projects

ESTEAM Fest

Organized by European Innovation Council and SMEs Executive Agency (EISMEA), ESTEAM stands for Entrepreneurship, Science, Technology, Engineering, Arts and Mathematics. Over the three years of the project STEAM eventsare organised in 19 EU Member States with the aim to boost women and girls’ competences, inspire them, and give them the chance to connect with like-minded peers.

Description

Time-frame:

2022 - 2024

Funding Instrument:

European Innovation Council, SMEs Executive Agency (EISMEA)

Action

Doctoral network on STEAM

Develop doctoral networks across univerisites and with industry partners to promote STEAM competence of PhD candidates and research on STEAM effectiveness, including strong monitoring skills and knowledge of randomized control trials

STEP CHANGE

CoDesign4Transitions

J-PAL policy action lab

Program

PhD

Program

PhD

Online resource

University

Potential funding instrument

Interdisciplinary doctoral program at Politecnico di Milano is a cross-departmental doctoral program in Science, Technology, and Policy for Sustainable Change, hosted at the Electronic Engineering department, focused on sustainability and policy implications of technical research

Provides training in conducting and evaluation randomized control trials

A Marie Skłodowska-Curie Doctoral Networks programme. The doctoral researchers carry out new research and develop skills at the intersection of co-design, sustainability, service and systems design, democratic innovation, and climate transitions

Examples

Marie Skłodowska-Curie joint and industrial doctorates

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action aligns with the plan (pg.4)

Action

Doctoral network on STEAM

Develop doctoral networks across univerisites and with industry partners to promote STEAM competence of PhD candidates and research on STEAM effectiveness, including strong monitoring skills and knowledge of randomized control trials

STEP CHANGE

CoDesign4Transitions

J-PAL policy action lab

Program

PhD

Program

PhD

Online resource

University

Potential funding instrument

interdisciplinary doctoral program at Politecnico di Milano is a cross-departmental doctoral program in Science, Technology, and Policy for Sustainable Change, hosted at the Electronic Engineering department, focused on sustainability and policy implications of technical research

provides training in conducting and evaluation randomized control trials

a Marie Skłodowska-Curie Doctoral Networks programme. The doctoral researchers carry out new research and develop skills at the intersection of co-design, sustainability, service and systems design, democratic innovation, and climate transitions

Examples

Marie Skłodowska-Curie joint and industrial doctorates

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action aligns with the plan (pg.4)

Provide feedback and suggestions on the portal

Action

Integrate STEAM education in Horizon Europe Pillar 2 calls, in particular Cluster 2

integrating STEAM education into the Green Deal initiatives to provide students (especially in secondary and tertiary education) with the interdisciplinary skills needed to address complex issues like climate change. STEAM education should explicitly promote critical thinking and the ability to reflect on the ethical, political, and societal dimensions of technology and design, recognising that these are not neutral.

LOESS Project (Mission Soil)

Neuroclima (Mission Adaptation)

HORIZON-MISS-2023-OCEAN-01-11

Project (Funded)

Primary

Project (Funded)

Non formal

Project (Funded)

Non formal

Toolkit

Potential funding instrument

the project will deliver three toolkits for stakeholders and citizens for the green transition towards combating climate change: (1) participatory design, (2) creative writing and (3) cinematography, animation, and performing arts. These toolkits foster inclusive and widespread participation, educate citizens of all ages, developing essential skills among educators, policymakers, decision-makers, and others in public governance to educate citizens about climate-related initiatives, gather feedback, and promote innovative participatory policy co-design.

Middle

High School

Non formal

The HORIZON-MISS-2023-OCEAN-01-11 is a funding opportunity under the Horizon Europe program, aimed at using arts and creative sectors to engage the public in protecting and restoring aquatic environments. Projects are encouraged to collaborate with the Creative Europe program and align with the New European Bauhaus initiatives, particularly in coastal and maritime regions.

hands-on soil education through community-engaged research and learning, includingactivities tailored for schools to foster practical understanding of soil-related issues and the “Mooc soil education: an integrated stem approach”

Embed STEAM and industry/societal needs in Horizon Europe Pillar 2, cluster 2 destination 3 calls on education

Examples

More examples:

PREPSOIL Project (Mission Soil)

Suggested time frame:

26-27

Alignment with STEM Education Strategic Plan 2025

This action expands the plan to leverage existing funding instruments

Related policy recommendations: Road-STEAMer recommendation 5

SENSE recommendation 5

Evidence: SEER D3.2

Cedefop (2023c)

Provide feedback and suggestions on the portal

Action

STEAM career exploration centers

Experiment and test the co-creation of career exploration centers that students can attend from the last year of middle school to university, substituting a part of class hours, to promote authentic transdisciplinary learning, an informed understanding of career options and experiences, focused on careers in high demand and in relation to EU priorities (i.e, the Green Deal, cybersecurity, entrepreneurship, etc.). The centers can offer structured activities between secondary and tertiary education, or teachers/university lecturers training on career design support to students, which are investigated through longitudinal studies to co-design and test the effectiveness in particular for vulnerable students. The centers promote lifelong learning beyond the traditional school years and encourage inclusion of local actors, in collaboration with businesses that co-finance the centers.

Explore STEM and pathways to STEM

Gereau Center for Applied Technology and Career Exploration

Career Exploration in high school

Potential funding instrument

Middle

High School

Program

Primary

Centre

Middle School

Program

High School

extra-curricular programs offered by a private educational travel America company that provides n20 different career, leadership, and technology programs that take place in cities across the United States and the world part of the WorldStrides company.

At the Gereau Center, career exploration is integrated into the eighth-grade (curriculum) through project-based learning, specialized courses, and hands-on experiences. Students explore fields like engineering, design, and medical studies while working on real-world projects. They engage with industry professionals, use applied technology, and develop critical thinking skills.

whole or half year option, students experience up to 8 different career programs, for 5 weeks each. It is a public program provided in 4 locations by the US Board of Cooperative Educational Services (BOCES) of ERIE 1 (19 school districts of NY State)

Horizon Europe Cluster 2 and Erasmus+

Examples

More examples:

Amazon future engineer

BECOME

Suggested time frame:

2026-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan, in particular the"STEM skills foundries" centres through which students experience and explore in-demand STEM career option in relation to EU priorities with the inclusion of local actors and take informed career choices. (3.2 pg. 10, “Pilot in 2026 the development of STEM skills foundries in strategic sectors by involving companies to mentor young student entrepreneurs, in cooperation with vocational education and training providers and with higher education institutions, providing them access to their laboratories, technical infrastructures and equipment, development of intellectual property (IP), as well as facilitating access to venture capital. This should also bring together VET and higher education providers, talented VET and higher education students and the world of finance, particularly venture capital”

Related policy recommendations: SENSE

Evidence: Visher et al., 2013

Example categorization

Type of Education:

Curriculum/Program

Course/Activity

Project (funded)

Teachers/lecturer traning

Initiative

Interactive tool/toolkit

Online Resource

Model/Framework

Level of Education:

Primary school

Phd

Middle school

formal/non-formal

High School

Centre/Institute

University/tertiary

Projects

EU STEM Coalition

EU's main network of regional/national STEM platforms. IT fosters EU-wide cooperation between national STEM platforms.

Description

Time-frame:

2012 - Present

Funding Instrument:

Erasmus +

Projects

ICSE Science Factory

International Centre for STEM education Science Factory

Description

Time-frame:

2023 - 2026

Funding Instrument:

Horizon Europe

Call:

European Research Area (HORIZON-WIDERA-2022-ERA-01)

Action

Funding for EDTECH startups to promote STEAM

Fund EU start-ups to promote STEAM education, modular learning materials with online training for educators, harnessing AI for students customized online learning, potentially online educational activities with students across EU Member states.

AI learning apps for educators

Edtech programs

Arduino

Middle

High School

Online resource

Potential funding instrument

University

Online resource

Middle School

Program

University

Brian AI teaching assistant is a gamified learning app for all educators established in Switzerland and utilized by the University of St. Gallen

Girls code it better is a 45h free program for girls at school, one afternoon a week at schools

Used by over 50,000 schools and universities, Arduino Education offers open-source STEAM tools for learning electronics, programming, IoT, and robotics from middle school to university. It's taught at top institutions like MIT and widely used in high school STEM programs, especially in robotics clubs and science fairs. In Italy, it's integrated into national curricula for technology and engineering.

Examples

Pillar 3 (I.e., EIT digital transformation)

More example:

Khan Academy

Suggested time frame:

FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

It expands the STEM strategic plan and alignes with EU priority of entrepreneurship.

Projects

The Levers for Climate (LEVERS)

To be done

Description

Time-frame:

2023 - 2025

Funding Instrument:

Horizon Europe

Call:

European Research Area (HORIZON-WIDERA-2022-ERA-01)

Action

STEAM career exploration centers

Experiment and test the co-creation of career exploration centers that students can attend from the last year of middle school to university, substituting a part of class hours, to promote authentic transdisciplinary learning, an informed understanding of career options and experiences, focused on careers in high demand and in relation to EU priorities (i.e, the Green Deal, cybersecurity, entrepreneurship, etc.). The centers can offer structured activities between secondary and tertiary education, or teachers/university lecturers training on career design support to students, which are investigated through longitudinal studies to co-design and test the effectiveness in particular for vulnerable students. The centers promote lifelong learning beyond the traditional school years and encourage inclusion of local actors, in collaboration with businesses that co-finance the centers.

Explore STEM and pathways to STEM

Gereau Center for Applied Technology and Career Exploration

Career Exploration in high school

Potential funding instrument

Middle

High School

Program

Primary

Centre

Middle School

Program

High School

extra-curricular programs offered by a private educational travel America company that provides n20 different career, leadership, and technology programs that take place in cities across the United States and the world part of the WorldStrides company.

At the Gereau Center, career exploration is integrated into the eighth-grade (curriculum) through project-based learning, specialized courses, and hands-on experiences. Students explore fields like engineering, design, and medical studies while working on real-world projects. They engage with industry professionals, use applied technology, and develop critical thinking skills.

whole or half year option, students experience up to 8 different career programs, for 5 weeks each. It is a public program provided in 4 locations by the US Board of Cooperative Educational Services (BOCES) of ERIE 1 (19 school districts of NY State)

Horizon Europe Cluster 2 and Erasmus+

Examples

More examples:

Amazon future engineer

BECOME

Suggested time frame:

2026-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan, in particular the"STEM skills foundries" centres through which students experience and explore in-demand STEM career option in relation to EU priorities with the inclusion of local actors and take informed career choices. (3.2 pg. 10, “Pilot in 2026 the development of STEM skills foundries in strategic sectors by involving companies to mentor young student entrepreneurs, in cooperation with vocational education and training providers and with higher education institutions, providing them access to their laboratories, technical infrastructures and equipment, development of intellectual property (IP), as well as facilitating access to venture capital. This should also bring together VET and higher education providers, talented VET and higher education students and the world of finance, particularly venture capital”

Related policy recommendations: SENSE

Evidence: Visher et al., 2013

Provide feedback and suggestions on the portal

Action

Systematic organization of open-access STEAM teaching material, practices and assessment, identification of gaps and development in all EU languages with feedback loops for improvement

STEAM material mapping, systematic organization, identification of gaps and development of open educational resources (including modules to be integrated into courses as well as holistic STEAM curricula) to be provided in a user-friendly platform, co-created with teachers and lecturers of diverse educational levels, organized by relevant variables (educational level, language, disciplines, time, inclusivity level, etc.). These materials should prioritise pedagogical relevance, ensuring they are meaningful rather than solely engaging or performative and based on real-life challenges and skills development (instead of knowledge-centred education), according for example to the EU “Lifecomp”and related to a range of careers exploration (in collaboration with external stakeholders including companies and governmental organizations). Starting by gathering already existing resources and making them accessible (in different languages) currently under-utilised resources from previous projects, including EU-funded initiatives, should be systematized in a one-stop-shopdigital space where lecturers can easily find materials, share, find peer-to-peer support and provide feedback on pedagogical effectiveness and evidence from assessment that takes into account AI implications for learning and assessment.

SENSE-STEAM wiki and “The Learning Companion”

Roadsteamer map of STEAM practices in Europe

SciCultureD

Planning tool

Project

University

Potential funding instrument

Online resource

Project

Examples

A guide with real-life examples from education, research, and business.

Scientix

Erasmus+

Online resource

Project

Spice MOOC and school label

OCED STIP COMPASS

Online resource

Project

STREAM IT project National inspiration hubs

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

it can support the STEM Panel, and expand it to include STEAM practices (3.2 pg. 8, “In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party”.)

Related policy recommendations: Road-STEAMer recommendation 2 D3.3

SEER D7.2

Evidence: SENSE Policy Brief V1

SEER D7.2

Teaching, Learning and Assessing Creative and Critical Thinking Skills

Provide feedback and suggestions on the portal

Action

Learning Environment design and its impact on learning outcomes

Research on the physical environment impact on educational outcomes for a variety of students' needs and abilities (including disabilities) to design STEAM spaces that consider the overall quality of the learning experience alongside functionality, and promoting participatory, reflective design strategies that create spaces reflecting the views and feelings of all participants. The traditional classroom is a “symbol” for a particular educational approach; a STEAM space is essentially a “not-a-classroom” space (SENSE) that can include labs, outdoor learning and learning through experiences with the school/university community. Investigate diverse pathways into science education through inclusive spaces, by creating platforms and opportunities for students and the school community to contribute to the design of learning environments. Research to provide evidence-based design of inclusive learning environments that are suitable for learners and lecturers with high sensory sensitivity or other needs (moving, privacy, rest, sensory rooms, labs) and its relation to making spaces accessible to everyone (SENSE), supporting wellbeing for all, through a positive impact on mental health, which should then be included into teachers training (pre-service and on-service).

SENSE project Deliverables

OTTER

Labs

Project (Funded)

Sensory and Quiet rooms

Centre

Middle

High School

Primary-High School

Formal

Potential funding instrument

Education institutions have sensory rooms or quiet rooms to be used for meltdown prevention

UCL Academy is a specialist school emphasizing a STEAM-focused curriculum. The school offers specialized facilities, including science laboratories, engineering suites, and performance spaces, to support its interdisciplinary approach to education

an Erasmus+ project on learning outside the classroom, specifically to improve scientific knowledge, get closer to STEAM subjects. It provides toolkits and guidelines practitioners can use to teach outside the classroom.

D5.1 Scoping report on STEAM spaces

D5.2. Report on Evaluation of space strategies for the STEAM Roadmap

Universal Design

Examples

Design for All

Horizon Europe Cluster 2 and Erasmus+

D5.3 Self-experimentation toolkits and design principles for STEAM spaces

Outdoor learning

D5.4 Policy recommendations: STEAM spaces and the New European Bauhaus

Examples:

The Green School in Bali

More examples:

SPICE academy

STEAM.SENSE lab Odyssea

UBC MOOC on STEM Outside

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan to promote more inclusive learning to increase the uptake of STEM education.

Related policy recommendations:

SENSE recommendation 1, D5.4

Evidence:

SENSE D5.4

Aron, 2002

McAllister, 2010

Byers, Terry, Wesley Imms, and Elizabeth Hartnell-Young. 2014

SENSE D5.1

Butera, et al., 2020

Rose, 2000

Pluess, 2019

Action

“Mission Education” - Systemic change of the educational system and assessment by orchestrating STEM/STEAM education research actions of EU funded projects for enhancing EU competitiveness through monitoring and scaling of actions for skills development, harnessing AI and digital technologies through a transdisciplinary inclusive approach to learning

Potential funding instrument

Develop a Mission for the systemic innovation of EU education with the aim to orchestrate long-term systemic innovation for transdisciplinary inclusive technical education in the EU to inform and work in close coordination with the upcoming “European STEM executive Panel” and the European skills high level board (STEM Education Strategic Plan pg. 8) and European Skills Intelligence Observatory, to supportthe development of the STEM Education Strategic Plan’s goal of “Improve overall STEM skills intelligence based on international indicators and benchmarks, by measuring graduate outcomes in VET and tertiary education” (pg.8). Such program could overcome the “fragmentation of resources across programs” (pg. 12). It would coordinate EU funded research projects, collecting and analyzing qualitative and quantitative longitudinal data at every level (student, teacher, school, region, countries), for the deployment and testing of digital education and AI in all educational levels, to scale existing successful projects and boost the opportunities that it provides for flexible (hybrid, blended, online) and inclusive (customized) skills-based STEAM education opportunities for vulnerable groups and learners with diverse abilities. It can be structured as the EU Missions (Cities, Adaptation, Soil, Ocean and Cancer), mobilizing systemic change through long-term (7-10 years) coordination of actions within and between European countries (as the National platforms in the Mission “Cities” and the “deep dives” of the Mission “Adaptation”) to deploy and investigate a step-by-step progressive pathway toward project-based, transdisciplinary, AI-enhanced transdisciplinary (challenge-based or phenomenon-based) education in line with EU priorities. The Mission Education should coordinate the definition of mixed methods, process and outcome indicators and sensemaking processes, collecting data and monitoring step-by-step progressive pathways of STEM and STEAM practices (beyond disciplinary silos), programs, schools and universities in the EU - assessing beyond knowledge also life skills and mental health/wellbeing- to inform policy making for evidence-based educational reforms.

Horizon Europe Pillar 2, cluster 2 (Culture, Creativity and inclusive society; destination: “Innovative Research on Societal and Economic Transformation”) and cluster 4 (Digital, Industry and space); Erasmus

Impact pathways in the Mission Cities

Mission Cities

Examples:

EU Missions

Mission Adaptation

Suggested time frame:

2026-27 + FP10 2028-34 (longitudinal action 7 to 10 years)

Alignment with STEM Education Strategic Plan 2025

This action expands the STEM Strategic Plan to propose the creation of a long-term research action to orchestrate systemic innovation in EU education, supporting the Union of Skills, to support the EU in achieving the goal of Improve overall STEM skills intelligence based on international indicators and benchmarks (pg.8).

STEM skills intelligence

Improve overall STEM skills intelligence based on international indicators and benchmarks, by measuring graduate outcomes in VET and tertiary education through the Eurograduate survey, and by better anticipating sector-specific skills needs as part of the future European Skills Intelligence Observatory and by leveraging the common European Data Space for Skills.

Evidence:

Mazzuccato 2018

Mazzuccato 2021

Pokropek, 2025

Action

EU Transnational definition and design of what is a STEAM holistic curriculum / school / university and assessment

From existing cases and scientific evidence of STEAM holistic curriculum and STEAM schools and universities, co-create with learners, lecturers and all stakeholders a pan-European definition and assessment that aligned with EU priorities (including digital education) and can be adaptable to national educational systems, identifying gaps and overlaps across EU MS and their alignment with EU priorities. This research action should also define indicators, collecting data and monitoring

Roadsteamer STEAM criteria

Nansledan School

Framework

Primary School

Program

This is a STEAM-based program, an experiential learning approach that fosters curiosity, resilience, and leadership, ensuring students build knowledge progressively and develop essential life skills

Penryn College, Cornwall UK

Curriculum

Middle School

Potential funding instrument

STEAM curriculum embedded in an arts/science rich college in which the learner's journey is mapped through various stages ensuring character build and career build are developed simultaneously through each step

Horizon Europe, Pillar 2, Cluster 2 “Culture, Creativity and inclusive society”, destination “innovative research on social and economic transformation”

Examples

STEM School label

Centre for Research in Transdisciplinary Education

Strategy

Research Center

A STEM School is defined as a school with a clear STEM strategy, characterised by different key elements and criteria. This definition is the result of the European STEM Schools Report which builds upon a vast literature review and a thorough consultation process with four groups of key stakeholders in Science, Technology, Engineering and Mathematics (STEM) education. Those key stakeholders are schools, STEM teachers, Ministries of Education and STEM Industries. The report's criteria for "STEM Schools" identify key areas that can help schools advance and have a clearer strategy for STEM education (funded by the H2020 project Scientix 4 Grant agreement N. 101000063, coordinated by European Schoolnet EUN)

This new Centre (est 2025) offers fertile dialogic ground to breed innovative ideas in educational research within and between subject disciplines. It draws on, and develops, new methodologies from arts-based, creative and post-qualitative methods through to exploratory quantitative approaches, working with STEAM and transdisciplinary educational practice and researching with community and industry partners

Suggested time frame

2026-27

Alignment with STEM Education Strategic Plan 2025

This action aligns and enhances the plan for a pan-European STEM competence framework, including holistic curricula design for STEM skill competencies. This will also add an inclusive lens to assess STEM skills ( 3.2, pg. 9 "Developing by 2026 a STEM competence framework for all learners at all stages of education and a taxonomy of STEM skills within the ESCO classification. This will inspire and promote curriculum design, and assessment frameworks for STEM skills")

Related policy recommendations: RoadSTEAMer Recommendation 1 (D3.3)

SEER D7.2

Evidence: Road-STEAMer-D2.3

Watts, D. S. and Richardson, J. W. (2020)

Road-STEAMer-D2.2

Road-STEAMer-D4.1

Provide feedback and suggestions on the portal

Action

STEAM entrepreneurship education

Research should be funded to investigate how to foster entrepreneurship in STEAM through secondary and tertiary programs, for example developing highschool programs and university degrees focused on supporting learners to develop their own businesses, as well as experimenting with microfunding and networks with SMEs and businesses

Switzerland Venture program

High School Entrepreneurship

BUILD program

Potential funding instrument

Program

High school

Middle

Program

High School

Program

University

Non formal

program at Berkley university: 2 week program for 50 students per year supported to develop a business plan at the University campus

entreprneship prgrams from few hours to 3 years, embedded in The school program (USA)

Examples

the state-fianced start-up programs, competition and funds are potentially recognized as college credits and promoted in universities with a focus on technological startups

Horizon Europe Cluster 3 EIT and EIE

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action aligns with the plan: “Provide dedicated training on innovation, entrepreneurship and IP management to 200 000 STEM higher education students, academics and staff by 2028, building on the EIT Higher Education Institutions Initiative in synergy with the European Universities alliances and the EIT knowledge and innovation communities.” (pg. 10)

Related policy recommendations: Road-STEAMer recommendation 6

Evidence:

Poggesi et al., 2020

Action

Mentorship programs and scholarships for underrepresented groups

Research the effectiveness of implementing targeted interventions for vulnerable and underrepresented students in STEAM, such as mentorship programs, peer to peer buddy programs, scholarships, access to a range of educational options and approaches (including part-time and micro-credentials) that can support a variety of their needs such as reduced mobility to diverse abilities, safety, religion or cost, sensory issues, anxiety, neurodiversity, and socio-economic status.

Schools and Universities support programs

Resources, mentorship, and networking

Scholarships (from sponsors)

Initiative

Potential funding instrument

Primary - High School

Non formal

University

Stepchange: mentally healthy universities framework of UniversitiesUK (whole university approach)

University

Non formal

Formal

Latinas in STEM empowers Latina women in STEM fields by offering resources, mentorship, and networking opportunities to support their success in education and careers

Google's Women Techmakers offers scholarships programs to women in computer science and related fields, providing financial support, mentorship, and networking opportunities.

University

Framework

Politecnico di Milano program for students with diverse abilities

Horizon Europe Cluster 2 and Erasmus+

Examples

MESA Community support program for disadvantged students

Initiative

Middle

University

High School

Mathematics, Engineering, Science Achievement (MESA) is an academic preparation program for pre-college, community college and university-level students. Established in 1970 in California, the program provides academic support to students from educationally disadvantaged backgrounds throughout the education pathway so they will excel in math and science and ultimately attain four-year degrees in science, technology, engineering or math (STEM) fields. MESA has been named among the top five most innovative public programs in the USA: an initiative of the Ford Foundation, the Kennedy School of Government at Harvard University, and the Council for Excellence in Government

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

The action does not align with STEM strategy plan, but it can expand by including vulnerable and under-represented groups to their mentorship program along with scholarship that can improve the attractiveness to STEM careers and education.

Related policy recommendations: While gender diversity remains critical, future policies should adopt a more comprehensive approach to inclusion in STEAM education, addressing barriers faced by ethnic minorities, low-income students, and students with disabilities providing access to a range of educational options and approaches that can cater the variety of their needs, and provide funding to monitor the effectiveness of those measures.

Road-STEAMer recommendation 8 D3.3

Evidence: Tandrayen-Ragoobur & Gokulsing, 2022

SEER D3.2

The_SEER_FocusGroup05 SENSE D6.1

Action

Deployment and investigation of new approach to teachers' traning (pre-service and in-service) for transdisciplinary education (pre-service and in-service): STEM competence framework for educators and school leaders

Development and application of trnsdisciplianry, project-based. students-focused STEAM frameworks, such as the STEAMComp Edu, possibly aligned with the ESCO classification, for training educators in Europe, at all educational levels. Research is needed to investigate the effectiveness of STEAM and transdisciplinary education frameworks in increasing teachers/lecturers, school heads, students and schools’ proficiency in breaking silos when teaching STEAM subjects, fostering interdisciplinary, trainers’ inclusive attitude and ability to collaborate among teachers, engage students and local actors. Include a multi-level governance component, addressing national training institutions (to be considered as multipliers) to adapt EU resources to specific contexts using tailored teachers training for collaborative project-based mindset, supported by content and tools.

Potential funding instrument

STEAMComp Edu

Still I rise educational approach

Framework

Formal

Non-formal

Formal

It is a framework that focuses on developing the competencies needed to design and implement effective STEAM ed ucation. The framework primarily supports educators in creating inclusive, engaging, and innovative learning experiences for students.

The humanitarian organization was nominated to the Nobel peace prize in 2023 for providing world-class education in vulnerable contexts. Teachers training include emotional intelligence, "critical and creative thinking, instilling deep passion and a concrete commitment to social justice and societal progress."

Examples

Horizon Europe Pillar 2, cluster 2

More examples:

[steamonedu]

LUMA Centre

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

Aligns with the STEM competence framework which should be enlarged to STEAM holistic competence (3.2 pg. 9 “Developing by 2026 a STEM competence framework for all learners at all stages of education and a taxonomy of STEM skills within the ESCO classification. This will inspire and promote curriculum design, and assessment frameworks for STEM skills.”)

Related policy recommendations: Road-STEAMer recommendation 3 D3.3

Evidence: SEER D2.2 (3 pg. 27),

Spyropoulou & Kameas, 2023

Oanh, 2025

Provide feedback and suggestions on the portal

Projects

STE(A)M IT

Innovative and cross-disciplinary approaches to STEM (science, technology, engineering and mathematics) teaching.

Description

Time-frame:

2019 - 2022

Funding Instrument:

Erasmus +

Action

Investigate the efficacy of policies to increase hybrid and blended learning to make STEAM educational more accessible

Research should investigate how hybrid and blended learning formats can address barriers, which can be physical or digital, to make STEAM curriculum, educational resources, tools, and facilities equally available to all students. Research should investigate the impact of policies to increase hybrid and blended (online and physical learning - beyond current only online or only physical learning) STEAM curriculum offers, and their efficacy in increasing accessibility to students, in particular from learners with difficulty to physically access secondary and tertiary education or language barriers.

Revere High School (USA)

Blended learning high school

UDL-BOE Blended learning in schools

Project (Funded)

Middle

Program

High School

Online resource

High School

Potential funding instrument

Middle

High School

Interactive tool

successfully transformeda a low-performing school to winning several awards, through a blended learning approach,setting it as a national (US) example of the type of programmatic systems change needed to move our schools forward, through flipped learning, iPads, SMARTBoard and monitoring progresses with iWalkthrough

Dwight Schools offer a Blended Learning Program, combining traditional classroom education with online learning through Dwight Global Online School. This allows students worldwide to pursue rigorous academics and personal passions simultaneously, with flexible course options.

a project funded by Erasmus+ it focuses on developing practical tools to help teachers deliver effective and engaging learning in a digital space, addressing two key areas: inclusion and digital pedagogical competences, with the main target group being second-level teachers. The approach will be based on the Universal Design for Learning (UDL) framework (Cast.org), an inclusive approach to teaching and learning that offers all students an equal opportunity to fulfil their potential. This framework offers students different options for accessing, building and internalising learning.

Horizon Europe Cluster 2 and Erasmus+

Examples

More examples:

[SPICE academy]

SORA online middle school and highschool

Suggested time frame:

2026-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

The action expands the "Pilot STEM education centers ecosystem" by suggesting the use of blended and hybrid learning, increasing accessibility for learners both physically and virtually. (3.2 pg. 9, “Pilot STEM education centres for school education, including VET schools, across the EU with the goal of improving how STEM is delivered and experienced in primary and secondary education”)

Related policy recommendations: Four key social dimensions: co-creation, access, agency, and most importantly identity (SENSE) National government should ensure that inclusion in education acknowledges the intersecting challenges faced by students who belong to multiple underrepresented groups. This includes addressing language and cultural barriers to make STEAM education more accessible and relevant to diverse populations (RoadSTEAMer)

Evidence:

Allan, 2019

Ahuja et al. 2023

European Education Area report: how blended learning can make education more inclusive

EU Blended mobility implementation guide for Erasmus+ higher education mobility KA131 guidance

Dziuban et al. 2018

SEER D3.1

Provide feedback and suggestions on the portal

Projects

CREATIONS

H2020-SEAC-2014-1 CSA that took place in 2015-2018 (1.979 M€)

Description

Time-frame:

2015 - 2018

Funding Instrument:

Horizon 2020

Call:

H2020-SEAC-2014-1 CSA that took place in 2015-2018 (1.979 M€)

Action

Increase STEAM teaching prestige through fostering schools/university collaborations with local actors

Increase STEAM teaching prestige through fostering structured schools/university collaborations with local actors (industry players, SMEs, civic organizations, governmental institutions) to equip educators with practical knowledge that they can transfer into the classroom and increase the school/university reputation. Develop best practices and investigate the impact of collaborations on teachers/lecturers perceived self-efficacy and reputation.

SATO

School As living Labs (SALL EU project)

Program

Primary

Secondary

Potential funding instrument

Project (Funded)

Primary

Secondary

The Schools Across the Ocean program, developed by the University of Exeter, Emirates Literature Foundation, and Khorfakkan University, helps teachers address climate education. Involving 14 schools in the UK and UAE, it engages 400 children to explore ocean-related issues using a specially designed toolkit, fostering community connections and action.

Schools As Living Labs" (SALL) is a project that adapts open-schooling and Living Lab methodologies to create and test new tools for schools in 10 countries. It involves 412 school communities, aiming to support the design and implementation of living-lab activities, foster community-building, and promote sustainable open-schooling practices across Europe.

Examples

Horizon Europe or Erasmus+

More examples:

[SciCultureD]

[EFPM839 Transdisciplinary Collaborations for Creative Futures]

Teach For All

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

Aligns with the European STEM Executive Panel development (3.2 pg. 8, “ to foster close cooperation between business and STEM education”; “Supported by Erasmus+, these centres will create dynamic learning ecosystems that drive innovation in STEM teaching and learning in schools, by stepping up cooperation with businesses, science museums, STEM organisations, libraries, cultural associations, creative industries, universities and research institutions”)

Related policy recommendations: Road-STEAMer recommendation 4, D3.3

Evidence: SEER D2.2

(3.2)

Projects

EuroSTEAM

The project aimed to provide accessible STEAM camps throughout Europe which teachers used in their classrooms to enhance the students experience of the STEAM subjects.

Description

Time-frame:

2016 - 2019

Funding Instrument:

Erasmus +

Projects

STEAM INC

STEAM INC was an Erasmus+ project (2019–2022) that united seven European institutions to explore how integrating Arts into STEM (STEAM) can enhance higher education. It developed a shared STEAM definition, tested teaching methods, and created tools to support interdisciplinary, creative, and innovative learning.

Description

Time-frame:

2019 - 2023

Funding Instrument:

Erasmus +

Projects

BLOOM

Boosting European citizens knowledge and awareness of bioeconomy, H2020-BB-2017-1 CSA that took place in 2017-2020 (2.4 M€) - although not specific on STEM

Description

Time-frame:

2017 - 2020

Funding Instrument:

Horizon 2020

Call:

H2020-BB-2017-1 CSA that took place in 2017-2020 (2.4 M€)

Action

EU Transnational definition and design of what is a STEAM holistic curriculum / school / university and assessment

From existing cases and scientific evidence of STEAM holistic curriculum and STEAM schools and universities, co-create with learners, lecturers and all stakeholders a pan-European definition and assessment that aligned with EU priorities (including digital education) and can be adaptable to national educational systems, identifying gaps and overlaps across EU MS and their alignment with EU priorities. This research action should also define indicators, collecting data and monitoring

Framework

Roadsteamer STEAM criteria

Primary School

Program

Nansledan School

This is a STEAM-based program, an experiential learning approach that fosters curiosity, resilience, and leadership, ensuring students build knowledge progressively and develop essential life skills

Middle School

Curriculum

Penryn College, Cornwall UK

Potential funding instrument

STEAM curriculum embedded in an arts/science rich college in which the learner's journey is mapped through various stages ensuring character build and career build are developed simultaneously through each step

Strategy

STEM School label

Horizon Europe, Pillar 2, Cluster 2 “Culture, Creativity and inclusive society”, destination “innovative research on social and economic transformation”

A STEM School is defined as a school with a clear STEM strategy, characterised by different key elements and criteria. This definition is the result of the European STEM Schools Report which builds upon a vast literature review and a thorough consultation process with four groups of key stakeholders in Science, Technology, Engineering and Mathematics (STEM) education. Those key stakeholders are schools, STEM teachers, Ministries of Education and STEM Industries. The report's criteria for "STEM Schools" identify key areas that can help schools advance and have a clearer strategy for STEM education (funded by the H2020 project Scientix 4 Grant agreement N. 101000063, coordinated by European Schoolnet EUN)

Centre for Research in Transdisciplinary Education

Examples

Research Center

More Example:

International Experiential School

Suggested time frame

2026-27

Alignment with STEM Education Strategic Plan 2025

This action aligns and enhances the plan for a pan-European STEM competence framework, including holistic curricula design for STEM skill competencies. This will also add an inclusive lens to assess STEM skills ( 3.2, pg. 9 "Developing by 2026 a STEM competence framework for all learners at all stages of education and a taxonomy of STEM skills within the ESCO classification. This will inspire and promote curriculum design, and assessment frameworks for STEM skills")

Related policy recommendations: RoadSTEAMer Recommendation 1 (D3.3)

SEER D7.2

Evidence: Road-STEAMer-D2.3

Watts, D. S. and Richardson, J. W. (2020)

Road-STEAMer-D2.2

Road-STEAMer-D4.1

Transdisciplinary education and innovation through STEAM, Carter, C.

Action

Development of networks, centres and alliances (incl. equipment) of teachers/lecturers/head teachers/principals for mutual learning on STEAM

Development of networks of teachers/lecturers/head teachers/principals for hybrid (face-to-face and online training) mutual learning on STEAM curriculum and STEAM schools/universities., through both physical and digital collaborative environments, for example through twinning programs, teachers exchanges, MOOCs and face-to-face events for peer-to-peer learning, to promote knowledge exchange and the dissemination of successful STEAM practices.

Scientix

EASE – EuropeAn Network of STEAM Educators

PHERECLOS project

Potential funding instrument

More examples:

Online resource

Formal

Project (Funded)

Primary

Middle

STEAMonEdu MOOC

Online resource

Primary

Middle

High School

It is the STEM Education Community in Europe. It offers the space for all people working in the field of science education to exchange, collaborate and learn from each other. It includes the STEM Alliance, a platform for STEM educators and companies

A non-profit organization that aims at enhancing the work of all educators and teachers in terms of promoting STEAM skills with children, young people and adults in formal and non-formal education.

Examples

A Horizon project, building upon the experience of Children’s Universities (CUs) in Europe and beyond. Due to their engagement with children and young people, they help to break down institutional boundaries between universities and the wider society, focusing on open schooling, STEAM education is highlighted. The project developed a complete teacher training toolkit. There is also a collection of good practices.

School As living Labs (SALL EU project)

Erasmus+

[ArtsWork creating seven STEAM networks in SE England]

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

It expands by including a STEAM focus on the creation of centres and alliances, that could be focused on specific sub-sectors of STEM (3.2 pg. 10 D ii. encourage the centres and alliances to coordinate their STEM offer and to pool and share their investments in STEM infrastructure, equipment and educational technologies.)

Related policy recommendations: Road-STEAMer recommendation 4, D3.3

Evidence: SEER D3.2

Action

Mentorship programs and scholarships for underrepresented groups

Research the effectiveness of implementing targeted interventions for vulnerable and underrepresented students in STEAM, such as mentorship programs, peer to peer buddy programs, scholarships, access to a range of educational options and approaches (including part-time and micro-credentials) that can support a variety of their needs such as reduced mobility to diverse abilities, safety, religion or cost, sensory issues, anxiety, neurodiversity, and socio-economic status.

Schools and Universities support programs

Resources, mentorship, and networking

Scholarships (from sponsors)

Initiative

Potential funding instrument

University

Primary - High School

Non formal

Stepchange: mentally healthy universities framework of UniversitiesUK (whole university approach)

University

Non formal

Formal

Latinas in STEM empowers Latina women in STEM fields by offering resources, mentorship, and networking opportunities to support their success in education and careers

Google's Women Techmakers offers scholarships programs to women in computer science and related fields, providing financial support, mentorship, and networking opportunities.

University

Framework

Politecnico di Milano program for students with diverse abilities

Horizon Europe Cluster 2 and Erasmus+

Examples

MESA Community support program for disadvantged students

Initiative

Middle

High School

University

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

The action does not align with STEM strategy plan, but it can expand by including vulnerable and under-represented groups to their mentorship program along with scholarship that can improve the attractiveness to STEM careers and education.

Related policy recommendations: While gender diversity remains critical, future policies should adopt a more comprehensive approach to inclusion in STEAM education, addressing barriers faced by ethnic minorities, low-income students, and students with disabilities providing access to a range of educational options and approaches that can cater the variety of their needs, and provide funding to monitor the effectiveness of those measures.

Road-STEAMer recommendation 8 D3.3

Evidence: Tandrayen-Ragoobur & Gokulsing, 2022

SEER D3.2

The_SEER_FocusGroup05 SENSE D6.1

Provide feedback and suggestions on the portal

Projects

VERTIGO

Adding socio-economic value to industry through the integration of artists in research and open innovation processes, H2020-ICT-2016-1 CSA that took place in 2016-2020 (4.258 M€)

Description

Time-frame:

2016 - 2020

Funding Instrument:

Horizon 2020

Call:

H2020-ICT-2016-1 CSA that took place in 2016-2020 (4.258 M€)

Projects

STEAMbrace

This project aims to bridge the current gender gap in STEM fields by unlocking the potential of STEAM (STEM + Arts) education approach for future European innovators, especially women. Thus, this project will establish a coordination Alliance at European level and develop numerous networking and educational activities using creative thinking and a scientific evidence-based approach. financed with 2.88 M€

Description

Time-frame:

2024 - 2026

Funding Instrument:

Horizon Europe

Call:

Research and innovation on cultural heritage and CCIs - 2023 (HORIZON-CL2-2023-HERITAGE-01)

Action

Research on STEAM teaching material, practices and assessment to investigate and test best practices

Building on the action “systematic organization of open-access STEAM teaching material, practices and assessment, identification of gaps and development in all EU languages with feedback loops for improvement”, systematic assessment and data collection (potentially a monitoring tool) on the use of STEAM teaching material and practices to derive the most effective practices in diverse contexts and for diverse learners’ profiles. Specific research should be conducted on teachers/lecturer ability and compliance and encountered challenges for large scale implementation of the STEAM approach in government educational institutions, including methodologies to finance labs and STEAM resources and materials

STEAM Hub Leadership Programme (UK)

STEAMonEdu MOOC

Framework

Project

Potential funding instrument

High School

Middle

Program

Primary

The project aims to boost STE(A)M education by supporting educators' professional development through blended training and an online community. It will create a STE(A)M education framework, including curricula, competencies, and policies. The project also offers a MOOC (Massive Open Online Course) for educators, guides on best practices, and tools for STE(A)M policy influencers, focusing on diversity and competence development.

The STEAM Hub Leadership Programme empowers teachers to design STEAM curricula and build industry partnerships while equipping diverse young people with skills for STEAM careers. It fosters an inclusive STEAM community in Camden, influencing policy and regional growth.

Horizon Europe Pillar 2, cluster 2

Examples

Roadsteamer STEAM criteria

ETH Zurich

Cream project

More examples:

SpicE MOOC

eTwinning

Suggested time frame:

FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

It can expand the European STEM Executive Panel to include the STEAM approach (3.2 pg. 8 encourage the centres and alliances to coordinate their STEM offer and to pool and share their investments in STEM infrastructure, equipment, and educational technologies.)

Related policy recommendations: Road-STEAMer recommendation 2

Evidence: SEER, Focus group 7

Road-STEAMer D2.3

Road-STEAMer-D2.2

Road-STEAMer-D4.1

Supporting Teachers to Foster Creativity and Critical Thinking: Cassie Hague

Action

Multi-stakeholder collaborations through open-schooling

Multi-stakeholder collaborations through open-schooling, fuse the STEAM approach, open schooling environment and living lab practice within an empowering partnership based on local level collaboration between formal, non-formal and informal technology and science education providers, enterprises, local businesses, cultural institutions, and civil society (also called “STEAM Learning Ecologies”; ref. SENSE, SEER). Research should investigate how STEAM Learning Ecologies can sustain the implementation and cost of STEAM teaching and learning practices, and how it can foster a systemic change in the education system through multi-stakeholder collaborations. Schools and universities innovate their role – aligned with Europe vision of systemic change implemented in the EU Missions– which in enacted through a revised role of public institutions as enablers of systemic change by activating the local ecosystem, empowering trainers and learners to become themselves agents of change (SENSE). The investigation of the effectiveness of partnerships could include sharing or sponsoring spaces and equipment, as well as mentorship programmes to foster meaningful interaction between professionals, scientists, and students, ensuring that students gain insights into real-world applications of their learning. Partnerships should align educational outcomes with labour market needs and societal challenges, particularly in sectors requiring both technical and creative skills, such as digital innovation, design, and renewable energy, as well as considering top skills that can foster employment (i.e., Data Analysis and Interpretation; Artificial Intelligence (AI) and Machine Learning; Cybersecurity; Cloud Computing; Programming and Software Development; Analytical/Mathematical Thinking; People Management and Leadership; Communication and Teamwork; Adaptability & Innovation; Technical Proficiency and IT Skills (SEER). Collaboration with industries and livinglabs can provide the necessary labs and materials fro STEAM activities.

SALL

OSOS

Primary

Toolkit

Project (Funded)

High School

Primary

High School

Model

Interactive tool

Potential funding instrument

Schools As Living Labs" (SALL) is a (project) that adapts open-schooling and Living Lab methodologies to create and test new tools for schools in 10 countries. It involves 412 school communities, aiming to support the design and implementation of living-lab activities, foster community-building, and promote sustainable open-schooling practices across Europe.

The OSOS Open Schooling Model helps school leaders explore ways to transform schools into innovation hubs, enabling effective co-design and use of educational content, tools, and services for personalized science learning and teaching.

Examples

Horizon Europe Cluster 2 all pillars and Missions, Cluster 3 EIT and EIE, and Erasmus+

More examples:

[Smithsonian Museum and Ukraine Ministry of Education and Science]

[Polifactory: fablab of Politecnico di Milano]

[InChildHealth example of project]

Bosch-Stiftung Germany

Politecnico di Milano: Festival dell'ingegneria

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action support the plan expanding it to STEAM (3.2 pg. 8, In 2025, “The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education”)

Related policy recommendations: SENSE recommendation 2 & 4 (SENSE D5.4)

Collaboration between Education and Industry (SEER D3.2)

Evidence: SENSE D5.5

SEER D3.2

STREAM-IT (forthcoming)

Provide feedback and suggestions on the portal

Projects

STE(A)M Learning Ecologies

To be done

Description

Time-frame:

2023 - 2025

Funding Instrument:

Horizon Europe

Call:

European Research Area (HORIZON-WIDERA-2022-ERA-01)

Action

Increase STEAM teaching prestige through fostering schools/university collaborations with local actors

Increase STEAM teaching prestige through fostering structured schools/university collaborations with local actors (industry players, SMEs, civic organizations, governmental institutions) to equip educators with practical knowledge that they can transfer into the classroom and increase the school/university reputation. Develop best practices and investigate the impact of collaborations on teachers/lecturers perceived self-efficacy and reputation.

SATO

School As living Labs (SALL EU project)

Program

Primary

Secondary

Potential funding instrument

Project (Funded)

Primary

Secondary

Schools As Living Labs" (SALL) is a project that adapts open-schooling and Living Lab methodologies to create and test new tools for schools in 10 countries. It involves 412 school communities, aiming to support the design and implementation of living-lab activities, foster community-building, and promote sustainable open-schooling practices across Europe.

Examples

Horizon Europe or Erasmus+

More examples:

[SciCultureD]

[EFPM839 Transdisciplinary Collaborations for Creative Futures]

Teach For All

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

Aligns with the European STEM Executive Panel development (3.2 pg. 8, “ to foster close cooperation between business and STEM education”; “Supported by Erasmus+, these centres will create dynamic learning ecosystems that drive innovation in STEM teaching and learning in schools, by stepping up cooperation with businesses, science museums, STEM organisations, libraries, cultural associations, creative industries, universities and research institutions”)

Related policy recommendations: Road-STEAMer recommendation 4, D3.3

Evidence: SEER D2.2

(3.2)

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Action

Learning Environment design and its impact on learning outcomes

Research on the physical environment impact on educational outcomes for a variety of students' needs and abilities (including disabilities) to design STEAM spaces that consider the overall quality of the learning experience alongside functionality, and promoting participatory, reflective design strategies that create spaces reflecting the views and feelings of all participants. The traditional classroom is a “symbol” for a particular educational approach; a STEAM space is essentially a “not-a-classroom” space (SENSE) that can include labs, outdoor learning and learning through experiences with the school/university community. Investigate diverse pathways into science education through inclusive spaces, by creating platforms and opportunities for students and the school community to contribute to the design of learning environments. Research to provide evidence-based design of inclusive learning environments that are suitable for learners and lecturers with high sensory sensitivity or other needs (moving, privacy, rest, sensory rooms, labs) and its relation to making spaces accessible to everyone (SENSE), supporting wellbeing for all, through a positive impact on mental health, which should then be included into teachers training (pre-service and on-service).

SENSE project Deliverables

OTTER

Labs

Sensory and Quiet rooms

Project (Funded)

Middle

High School

Centre

Primary-High School

Formal

Potential funding instrument

Education institutions have sensory rooms or quiet rooms to be used for meltdown prevention

an Erasmus+ project on learning outside the classroom, specifically to improve scientific knowledge, get closer to STEAM subjects. It provides toolkits and guidelines practitioners can use to teach outside the classroom.

UCL Academy is a specialist school emphasizing a STEAM-focused curriculum. The school offers specialized facilities, including science laboratories, engineering suites, and performance spaces, to support its interdisciplinary approach to education

D5.1 Scoping report on STEAM spaces

D5.2. Report on Evaluation of space strategies for the STEAM Roadmap

Universal Design

Examples

Horizon Europe Cluster 2 and Erasmus+

Design for All

D5.3 Self-experimentation toolkits and design principles for STEAM spaces

Outdoor learning

Examples: The Green School in Bali

D5.4 Policy recommendations: STEAM spaces and the New European Bauhaus

UBC MOOC on STEM Outside

More examples:

SPICE academy

STEAM.SENSE lab Odyssea

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan to promote more inclusive learning to increase the uptake of STEM education.

Related policy recommendations: SENSE recommendation 1, D5.4

Evidence: SENSE D5.1

SENSE D5.4

Aron, 2002

McAllister, 2010

Byers, Terry, Wesley Imms, and Elizabeth Hartnell-Young. 2014

Pluess, 2019

Butera, et al., 2020

Rose, 2000

Provide feedback and suggestions on the portal

Projects

OTTER

Outdoor Science Education for a Sustainable Future, H2020-SwafS-2020-2-two-stage CSA took place in 2021-2024 (1 59M€)

Description

Time-frame:

2021 - 2024

Funding Instrument:

Horizon 2020

Call:

H2020-SwafS-2020-2-two-stage CSA took place in 2021-2024 (1 59M€)

Action

An economic case for inclusive STEAM education in secondary and tertiary education

Calculate the economic case of increasing STEAM education at secondary and tertiary level to provide evidence for policy making, and specifically the economic case for developing learning paths and environment that are inclusive for underrepresented groups, including women and all genders, people with disabilities, autism, ADHD, sensory sensitivity, low socio-economic status, migration background, etc., in partnership with industry players and other organizations. A longitudinal study (control trial) can inform future policies on the economic advantages of developing tailored skills development and career support for STEAM experts that are otherwise unemployed or underemployed because of vulnerabilities.

Companies and programs with inclusive culture and programs

Learning programs suitable for twice-exceptional students

Potential funding instrument

Centre

Formal

Auticon

Bridges Academy is a leading school for gifted and twice-exceptional students (2e). Our students have an individual mix of high abilities and learning challenges.

Microsoft's Neurodiversity Hiring Program

Examples

Horizon Europe Cluster 2 destination “Innovative Research on Social and Economic Transformations

SAP's Autism at Work

IBM's Neurodiversity Advancement Initiative

LiNC-IT

Google Autism Career Program in collaboration with the Stanford Neurodiversity Project

Program

Formal

employment program that collaborates with government, nonprofits, and employers to provide employment opportunities for individuals with Autism Spectrum Disorder

Specialisterne

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

The action expands the plan to broaden its impact on under-represented and marginalized group and increase employability.

Related policy recommendations: Road-STEAMer recommendation 6

Evidence: SEER D3.1

Perales & Aróstegui, 2024

OECD Learning Compass for Mathematics

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Action

Funding for EDTECH startups to promote STEAM

fund EU start-ups to promote STEAM education, modular learning materials with online training for educators, harnessing AI for students customized online learning, potentially online educational activities with students across EU Member states.

AI learning apps for educators

Edtech programs

Arduino

Middle

High School

Online resource

Potential funding instrument

University

Online resource

Middle School

Program

University

Brian AI teaching assistant is a gamified learning app for all educators established in Switzerland and utilized by the University of St. Gallen

Girls code it better is a 45h free program for girls at school, one afternoon a week at schools

Examples

Pillar 3 (I.e., EIT digital transformation)

More example:

Khan Academy

Suggested time frame:

FP10

Alignment with STEM Education Strategic Plan 2025

It does not align with the STEM strategic plan.

Related policy recommendations: [Coming soon]

Evidence: [Coming soon]

Provide feedback and suggestions on the portal

Action

STEAM career design

Longitudinal study to design and test support for STEAM career design and exploration across the learner's journey (cradle to grave) aligned with EU priorities (Green Deal, competitiveness, security, democracy) and job market needs. Define and test a replicable methodology for career exploration and life design with a focus on STEAM.

STEAMULE

STEAMiE

Designing Your Life

Primary

Middle

Formal

Interactive tool

University

PhD

Interactive tool

Project (Funded)

Program

Potential funding instrument

High school

Formal

The STEAMULE project challenges career-related prejudices, such as gender stereotypes, to inspire young people to explore diverse career options. It encourages informed reflection on career choices through discussions. Additionally, the project supports educational teams by providing training in teaching practices and new skills, aligned with the Pact for Teaching Excellence and polytechnic education goals.

Through this program, students are able to identify their ideal life and career, in collaboration with executive coaches and academic advisors to design an individualized, goal-driven pathway.

An educational game engine developed by Ohio University to expose middle school students to science career fields.

Examples

Horizon Europe Pillar 2

Suggested time frame:

2026-27 + FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan.

Evidence: Road-STEAMer D7.4

Provide feedback and suggestions on the portal

Action

Deployment and investigation of new approach to teachers' traning (pre-service and in-service) for transdisciplinary education (pre-service and in-service): STEM competence framework for educators and school leaders

Development and application of trnsdisciplianry, project-based. students-focused STEAM frameworks, such as the STEAMComp Edu, possibly aligned with the ESCO classification, for training educators in Europe, at all educational levels. Research is needed to investigate the effectiveness of STEAM and transdisciplinary education frameworks in increasing teachers/lecturers, school heads, students and schools’ proficiency in breaking silos when teaching STEAM subjects, fostering interdisciplinary, trainers’ inclusive attitude and ability to collaborate among teachers, engage students and local actors. Include a multi-level governance component, addressing national training institutions (to be considered as multipliers) to adapt EU resources to specific contexts using tailored teachers training for collaborative project-based mindset, supported by content and tools.

Potential funding instrument

Still I rise educational approach

STEAMComp Edu

Framework

Formal

Non-formal

It is a framework that focuses on developing the competencies needed to design and implement effective STEAM ed ucation. The framework primarily supports educators in creating inclusive, engaging, and innovative learning experiences for students.

The humanitarian organization was nominated to the Nobel peace prize in 2023 for providing world-class education in vulnerable contexts. Teachers training include emotional intelligence, "critical and creative thinking, instilling deep passion and a concrete commitment to social justice and societal progress."

Examples

Horizon Europe Pillar 2, cluster 2

More examples:

[steamonedu]

LUMA Centre

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

Aligns with the STEM competence framework which should be enlarged to STEAM holistic competence (3.2 pg. 9 “Developing by 2026 a STEM competence framework for all learners at all stages of education and a taxonomy of STEM skills within the ESCO classification. This will inspire and promote curriculum design, and assessment frameworks for STEM skills.”)

Related policy recommendations: Road-STEAMer recommendation 3 D3.3

Evidence: SEER D2.2 (3 pg. 27),

Spyropoulou & Kameas, 2023

Oanh, 2025

Action

Investigation of what the arts, design and creativity bring to STEAM education and derive best practices

Triangulate literature with bottom-up evidence of which contribution and under which conditions the arts and design bring effective benefits to STEAM education, including mental health and career readiness, in order and derive best practices of interdisciplinary and transdisciplinary education along the educational continuum (primary school to lifelong learning) within the European context. Investigate how strengthening the arts element in STEAM is helpful in trauma-conscious education, in which art can serve as a healing tool for traumatized or struggling students and tohelp teachers of STEM subjects to recognize art's relevance.

Cultural Learning Alliance Project

Creation features

Middle School

Program

Primary

Project

Primary

Middle School

This is a STEAM-based program, an experiential learning approach that fosters curiosity, resilience, and leadership, ensuring students build knowledge progressively and develop essential life skills

Potential funding instrument

Is an activity, where Eastbourne's STEAM project used art and science to explore plastic pollution through photography, sculpture, journaling, graphic design, and culminating in a public exhibition

Examples

Horizon, Pillar 2 and WIDERA

EASE

Quantum Visions

CREAM digital art project

More examples:

Particle Physics and the visual arts

Arts at CERN

Vertigo S+T+Arts

Suggested time frame

2026-27

Alignment with STEM Education Strategic Plan 2025

This action supporta and expands the plan advocating a stronger focus on the STEAM approach that supports holistic learning, curriculum design, that can be applied to create “Joint transnational programmes and short courses” in more informed STEAM approach. (3.2, pg. 10 “Develop joint transnational programmes and short courses leading to microcredentials in strategic STEM sectors, as identified in the Competitiveness Compass, through the Centres of Vocational Excellence and European Universities alliances. In close cooperation with their respective innovation ecosystems and with EU skills academies: i) boost the available range of joint programmes and microcredentials in STEM, including with a STEAM (science, technology, engineering, arts, and mathematics) educational approach

Related policy recommendations: RoadSTEAMer Recommendation 1 (D3.3)

Evidence: SENSE D3.2 (4.1 pg. 29)

Road-STEAMer D3.1

Road-STEAMer D2.2

Penprase, B.E. (2018)

Pirrie, A. (2019)

Road-STEAMer-D2.2

Road-STEAMer-D4.1

STEM Competencies, Challenges, and Measurements, Biagi F.

Action

Joint diplomas, degrees, microcredentials with industry/civic organizations - fast track recognition at EU level

Map and investigate best practices of joint programs between secondary/tertiary education providers with companies and/or civic organizations, in providing technical, agile and solid education aligned with market developments, credited by educational institutions and partially funded by companies and organizations. Investigate how educational institutions can effectively become facilitators of the establishment of academic programs that are co-designed with – and co-funded by - industrial and societal players that guarantee national and EU learning standards for credited education, including EU microcredentials for life long learning.

Tertiary education level:

China fast-tracking university majors in weeks

Vocational tertiary education (Universities of Applied Sciences /Fachhochsule/ Haute Ecole Spécialisée /ITS joint programs with industries

Secondary education level:

IB Career-related Programme

Potential funding instrument

Applied tertiary education in join programs with industry and non-commercial partners. Examples:

High school

Program

ITS Academy Machina Lonati (Italy) provides teritiary vocational education in STEAM (es. fashion tech). ITS programs are recognized across Europe as vocational tertiary education.

Examples

Education framework for students aged 16-19, combining academic study with career-focused learning, including traditional courses, career-related studies, personal and professional skills development.

Formal

Horizon Europe Cluster 2 and Erasmus+

Tertiary

ITS Feralpi (Italy) paid a full salary to students to learn steel industry management.

Formal

Tertiary

More examples:

Formal

Universities: Double degrees, such as Politecnico di Milano Double degree in Management Engineering and Product Service System Design

Tertiary

Alfa Academy school-industry partnership

STEAMhouse

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action aligns with the STEM strategy plan to design effective joint programs and microcredentials collaborating with educational institutions, businesses and industries. (3.2 pg. 10, “ i) boost the available range of joint programmes and microcredentials in STEM, including with a STEAM (science, technology, engineering, arts, and mathematics) educational approach”)

Related policy recommendations: Road-STEAMer recommendation 6

Evidence: SEER D3.1

SEER D3.2

Projects

School As Living Labs

Schools as Living Labs, H2020-SwafS-2019-2-two-stage CSA that took place in 2020-2023 (1.51 M€)

Description

Time-frame:

2020 - 2023

Funding Instrument:

Horizon 2020

Call:

H2020-SwafS-2019-2-two-stage CSA that took place in 2020-2023 (1.51 M€)

Action

STEAM (lack of) career selection

Investigate the motivation of students exposed and not exposed to STEAM education and open schooling approaches integrating social and corporate collaborations, in selecting a STE(A)M education (secondary/vocational/tertiary) and a career in STE(A)M: identify barriers, enablers and biases.

Pew Research Center survey

Education and Training Monitor 2024 (Finland)

CAREER project

Potential funding instrument

Non formal

Project (Funded)

Non formal

Online resource

funded by an ERC Starting Grant from the European Research Council (ERC). From School to Career: Towards A Career Perspective on the Labor Market Returns to Education (CAREER) is a five-year research project (2021-2026), funded by the European Research Council. It aims to develop a better understanding of workers’ employment trajectories in the context of changing labour markets.

Pew Research Center survey on why more American students do not pursue STEM majors

Online resource

Examples

Horizon Europe Pillar 2, Cluster 2 destination 3

Finland education focus on STEM does not increase STEM uptake.

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

This action partly aligns with the STEM strategy plans where it expands the scope of proposed action of identifying the underlying the pre-existing causes and motivation of students on how to attract them to STEM education through STEAM approaches (3.2 pg. 8, “better anticipating sector-specific skills needs as part of the future European Skills Intelligence Observatory and by leveraging the common European Data Space for Skills.)

Evidence:

Holmegaard, et al. 2014

Mandalapu & Gnog, 2019

Wang, Ye & Degol, 2017

Tandrayen-Ragoobur & Gokulsing, 2022

Provide feedback and suggestions on the portal

Projects

Learn STEM

Innovative Model of learning STEM in secondary schools. It aimed to product LEARN STEM Pedagogical Model, a definition of LEARN STEM Teacher Training Programme, the Design and test of the LEARN STEM online learning environment on the topics of: recycling, pollution, nature, climate.

Description

Time-frame:

2021 - 2023

Funding Instrument:

Erasmus +

Projects

Cream project

The CREAM project (2021–2024) is an Erasmus+ initiative that integrates creative writing with STEAM education through Creative Writing Labs (CWLs). Aimed at secondary school students, it uses storytelling to enhance engagement, creativity, and problem-solving in science-related subjects. Piloted across several European countries, the project produced toolkits, policy briefs, and videos to support wider adoption in classrooms.

Description

Time-frame:

2021 - 2024

Funding Instrument:

Erasmus +

Action

Training for school heads, school leaders, university deans and policy makers on STEAM

Development and testing of training for school heads, school leaders, university deans and policy makers on STEAM and related actions such as the effect of a "STEAM coordinator" or STEAM specialist in each school or university

Innovative Leaders Institute

Purdue Polytechnic Institute

McDaniel College STEM Instructional Leader

Potential funding instrument

Program

Formal

Program

University

The Innovative Leaders Institute is a year-long program designed for school leaders aiming to transform current practices and bring high-quality STEM education to their students.

Master of Science in Technology Leadership and Innovation with a focus on STEM Education Leadership. Graduates of the STEM Education Leadership program are prepared to become leaders in integrated STEM in a variety of positions including university professors, K-12 teachers, policymakers, administrators, informal learning specialists, and others. Participants learn to conduct research that informs practice.

University

Program

Examples

This graduate certificate program aimed at preparing educators to take on STEM leadership roles within their schools and districts. The program is delivered online, consisting of 18 credits, and focuses on equipping participants with the skills necessary to make a significant impact in STEM education.

Erasmus+

More examples:

Navigate EdTech – Choosing Wisely for Learners

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

this action expands the plan Alignment with the JRC Science for Policy Brief “STEM and STEAM education, and disciplinary integration: a guide to informed policy action”: “Whole school approaches “imply collective and collaborative action in and by a school community to improve student learning, behaviour and well-being, and the conditions that support these”[27] by engaging the local community, school leaders, middle management, teaching and non-teaching staff, learners, parents, and families.” (pg. 5)

Related policy recommendations: to be developed

Evidence:

Douthit, 2021;

Abbas et al. 2024;

SEER 2.3 (2.3 pg. 15)

SEER focus group 7 (pg. 6)

SEER D7.2 (pg. 14)

Projects

PERFORM

Participatory Engagement with Scientific and Technological Research through Performance (PERFORM), H2020-SEAC-2014-1 RIA that took place in 2015-2018 (1.997 M€)

Description

Time-frame:

2015 - 2018

Funding Instrument:

Horizon 2020

Call:

H2020-SEAC-2014-1 RIA that took place in 2015-2018 (1.997 M€)

Action

STEAM cradle to grave

Improving the connections from early years (EY) through primary upwards and beyond tertiary in STEAM education to provide a coherent progression for learners from kindergarten to retirement. More research is needed in STEAM practices for secondary and tertiary education and the linkages between educational levels. including continuos learning and upskilling. Learning from successful STE(A)M in primary education could be investigated at vocational training, secondary education and universities.

Potential funding instrument

Horizon Europe call “Effective education and labour market transitions of young people”

River as a learning & teaching space - Educational Transition Guide

Examples

Horizon Europe Pillar 2, Erasmus++

Project (Funded)

EU Pact for Sklls

EU micro-credentials

Suggested time frame:

FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

Thia ction algins and expands the STEM Education Strategic Plan

Related policy recommendations:

SENSE recommendation 2 & 5, D5.5

SENSE D6.4

Evidence:

Tytler et al. 2008

Nugent, et al. 2015

Shaby, et al. 2021

Action

“Mission Education” - Systemic change of the educational system and assessment by orchestrating STEM/STEAM education research actions of EU funded projects for enhancing EU competitiveness through monitoring and scaling of actions for skills development, harnessing AI and digital technologies through a transdisciplinary inclusive approach to learning

Develop a Mission for the systemic innovation of EU education with the aim to orchestrate long-term systemic innovation for transdisciplinary inclusive technical education in the EU to inform and work in close coordination with the upcoming “European STEM executive Panel” and the European skills high level board (STEM Education Strategic Plan pg. 8) and European Skills Intelligence Observatory, to supportthe development of the STEM Education Strategic Plan’s goal of “Improve overall STEM skills intelligence based on international indicators and benchmarks, by measuring graduate outcomes in VET and tertiary education” (pg.8). Such program could overcome the “fragmentation of resources across programs” (pg. 12). It would coordinate EU funded research projects, collecting and analyzing qualitative and quantitative longitudinal data at every level (student, teacher, school, region, countries), for the deployment and testing of digital education and AI in all educational levels, to scale existing successful projects and boost the opportunities that it provides for flexible (hybrid, blended, online) and inclusive (customized) skills-based STEAM education opportunities for vulnerable groups and learners with diverse abilities. It can be structured as the EU Missions (Cities, Adaptation, Soil, Ocean and Cancer), mobilizing systemic change through long-term (7-10 years) coordination of actions within and between European countries (as the National platforms in the Mission “Cities” and the “deep dives” of the Mission “Adaptation”) to deploy and investigate a step-by-step progressive pathway toward project-based, transdisciplinary, AI-enhanced transdisciplinary (challenge-based or phenomenon-based) education in line with EU priorities. The Mission Education should coordinate the definition of mixed methods, process and outcome indicators and sensemaking processes, collecting data and monitoring step-by-step progressive pathways of STEM and STEAM practices (beyond disciplinary silos), programs, schools and universities in the EU - assessing beyond knowledge also life skills and mental health/wellbeing- to inform policy making for evidence-based educational reforms.

Potential funding instrument

Horizon Europe Pillar 2, cluster 2 (Culture, Creativity and inclusive society; destination: “Innovative Research on Societal and Economic Transformation”) and cluster 4 (Digital, Industry and space); Erasmus

Impact pathways in the Mission Cities

Mission Cities

Examples:

EU Missions

Mission Adaptation

Suggested time frame:

2026-27 + FP10 2028-34 (longitudinal action 7 to 10 years)

Alignment with STEM Education Strategic Plan 2025

This action expands the STEM Strategic Plan to propose the creation of a long-term research action to orchestrate systemic innovation in EU education, supporting the Union of Skills, to support the EU in achieving the goal of Improve overall STEM skills intelligence based on international indicators and benchmarks (pg.8).

Evidence:

Mazzuccato 2018

Mazzuccato 2021

Pokropek, 2025

Action

Deployment and investigation of education and training through citizen science applied to STEAM

Identification of citizen science projects applied to STEAM, design and deployment of open science and citizen science projects for STEAM education in secondary and tertiary education, to investigate the effectiveness of citizen science as a learning practice, as well as providing data to current research (i.e., aligned with societal grand challenges).

National Geographic Citizen Science projects

Malta Science in the City

Potential funding instrument

Non-formal

Project

Non-formal

Activity

Malta Science in the City is an Activity based on an annual festival that blends science, art, and innovation, encouraging public engagement through interactive exhibits, performances, and workshops emphasizing on Citizen Science, inviting the public to actively participate in scientific research and contribute to data collection. The event is part of the European Researchers' Night, helping bridge the gap between science and society.

Pillar 2 Cluster 2

Examples

SENSE project report on the Citizen Science and Art-Practices Workshop - Deliverable 3.2

Other projects

[ MOST (Meaningful Open Schooling Connects Schools To Communities)]

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

[Coming soon]

Related policy recommendations: SENSE recommendation 2, Policy-Brief-RP1-V1

Vohland et al. 2021

SENSE D3.4

Evidence: Road-STEAMer D3.1

Sauermann, H. et al. (2020)

Provide feedback and suggestions on the portal

Action

An economic case for inclusive STEAM education in secondary and tertiary education

Calculate the economic case of increasing STEAM education at secondary and tertiary level to provide evidence for policy making, and specifically the economic case for developing learning paths and environment that are inclusive for underrepresented groups, including women and all genders, people with disabilities, autism, ADHD, sensory sensitivity, low socio-economic status, migration background, etc., in partnership with industry players and other organizations. A longitudinal study (control trial) can inform future policies on the economic advantages of developing tailored skills development and career support for STEAM experts that are otherwise unemployed or underemployed because of vulnerabilities.

Companies and programs with inclusive culture and programs

Learning programs suitable for twice-exceptional students

Potential funding instrument

Centre

Formal

Auticon

Bridges Academy is a leading school for gifted and twice-exceptional students (2e). Our students have an individual mix of high abilities and learning challenges.

Microsoft's Neurodiversity Hiring Program

Examples

Horizon Europe Cluster 2 destination “Innovative Research on Social and Economic Transformations

SAP's Autism at Work

IBM's Neurodiversity Advancement Initiative

LiNC-IT

Program

Formal

Google Autism Career Program in collaboration with the Stanford Neurodiversity Project

employment program that collaborates with government, nonprofits, and employers to provide employment opportunities for individuals with Autism Spectrum Disorder

Specialisterne

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

The action expands the plan to broaden its impact on under-represented and marginalized group and increase employability.

Related policy recommendations: Road-STEAMer recommendation 6

Evidence: SEER D3.1

Perales & Aróstegui, 2024

OECD Learning Compass for Mathematics

Projects

Choice

The project aimed to promote and improve STEM education at schools by designing innovative Open Educational Resources (OERs) collected in a MOOC, policy reccomndations and teachers training resources.

Description

Time-frame:

2020 - 2022

Funding Instrument:

Erasmus +

Example categorization

Type of Eduation:

Curriculum/Program

Course/Activity

Project (funded)

Teachers/lecturer traning

Initiative

Interactive tool/toolkit

Online Resource

Model/Framework

Level of Eduation:

Primary school

Phd

Middle school

formal/non-formal

High School

Centre/Institute

University/tertiary

Projects

STORIES

Stories of Tomorrow - Students Visions on the Future of Space Exploration, H2020-ICT-2016-1 RIA that took place in 2017-2019 (2.703 M€)

Description

Time-frame:

2017 - 2019

Funding Instrument:

Horizon 2020

Call:

H2020-ICT-2016-1 RIA that took place in 2017-2019 (2.703 M€)

Action

STEAM career design

Longitudinal study to design and test support for STEAM career design and exploration across the learner's journey (cradle to grave) aligned with EU priorities (Green Deal, competitiveness, security, democracy) and job market needs. Define and test a replicable methodology for career exploration and life design with a focus on STEAM.

STEAMULE

STEAMiE

Designing Your Life

Primary

Middle

Formal

Interactive tool

University

PhD

Interactive tool

Project (Funded)

Program

High school

Potential funding instrument

Formal

Through this program, students are able to identify their ideal life and career, in collaboration with executive coaches and academic advisors to design an individualized, goal-driven pathway.

An educational game engine developed by Ohio University to expose middle school students to science career fields.

Examples

Horizon Europe Pillar 2

Suggested time frame:

2026-27 + FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan.

Evidence: Road-STEAMer D7.4

Projects

REGGAE

Researchers for European Green Growth And Education (REGGAE), Marie Skłodowska-Curie Actions MSCA-NIGHT-2020bis - European Researchers' Night , CSA that took place in 2021 (0.153 M€)

Description

Time-frame:

2021

Funding Instrument:

Horizon 2020

Call:

Marie Skłodowska-Curie Actions MSCA-NIGHT-2020bis - European Researchers' Night , CSA that took place in 2021 (0.153 M€)

Action

Training for school heads, school leaders, university deans and policy makers on STEAM

Development and testing of training for school heads, school leaders, university deans and policy makers on STEAM and related actions such as the effect of a "STEAM coordinator" or STEAM specialist in each school or university

Innovative Leaders Institute

Purdue Polytechnic Institute

McDaniel College STEM Instructional Leader

Potential funding instrument

Program

Formal

Program

University

The Innovative Leaders Institute is a year-long program designed for school leaders aiming to transform current practices and bring high-quality STEM education to their students.

Master of Science in Technology Leadership and Innovation with a focus on STEM Education Leadership. Graduates of the STEM Education Leadership program are prepared to become leaders in integrated STEM in a variety of positions including university professors, K-12 teachers, policymakers, administrators, informal learning specialists, and others. Participants learn to conduct research that informs practice.

University

Program

Examples

This graduate certificate program aimed at preparing educators to take on STEM leadership roles within their schools and districts. The program is delivered online, consisting of 18 credits, and focuses on equipping participants with the skills necessary to make a significant impact in STEM education.

Erasmus+

More examples:

Navigate EdTech – Choosing Wisely for Learners

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

this action expands the plan Alignment with the JRC Science for Policy Brief “STEM and STEAM education, and disciplinary integration: a guide to informed policy action”: “Whole school approaches “imply collective and collaborative action in and by a school community to improve student learning, behaviour and well-being, and the conditions that support these”[27] by engaging the local community, school leaders, middle management, teaching and non-teaching staff, learners, parents, and families.” (pg. 5)

Related policy recommendations: to be developed

Evidence:

Douthit, 2021;

Abbas et al. 2024;

SEER 2.3 (2.3 pg. 15)

SEER focus group 7 (pg. 6)

SEER D7.2 (pg. 14)

Provide feedback and suggestions on the portal

Action

Development of networks, centres and alliances (incl. equipment) of teachers/lecturers/head teachers/principals for mutual learning on STEAM

Development of networks of teachers/lecturers/head teachers/principals for hybrid (face-to-face and online training) mutual learning on STEAM curriculum and STEAM schools/universities., through both physical and digital collaborative environments, for example through twinning programs, teachers exchanges, MOOCs and face-to-face events for peer-to-peer learning, to promote knowledge exchange and the dissemination of successful STEAM practices.

Scientix

EASE – EuropeAn Network of STEAM Educators

PHERECLOS project

Potential funding instrument

More examples:

Online resource

Formal

Project (Funded)

Primary

Middle

STEAMonEdu MOOC

Online resource

Primary

Middle

It is the STEM Education Community in Europe. It offers the space for all people working in the field of science education to exchange, collaborate and learn from each other. It includes the STEM Alliance, a platform for STEM educators and companies

High School

a non-profit organization that aims at enhancing the work of all educators and teachers in terms of promoting STEAM skills with children, young people and adults in formal and non-formal education.

Examples

A Horizon project, building upon the experience of Children’s Universities (CUs) in Europe and beyond. Due to their engagement with children and young people, they help to break down institutional boundaries between universities and the wider society, focusing on open schooling, STEAM education is highlighted. The project developed a complete teacher training toolkit. There is also a collection of good practices.

School As living Labs (SALL EU project)

Erasmus+

[ArtsWork creating seven STEAM networks in SE England]

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

It expands by including a STEAM focus on the creation of centres and alliances, that could be focused on specific sub-sectors of STEM (3.2 pg. 10 D ii. encourage the centres and alliances to coordinate their STEM offer and to pool and share their investments in STEM infrastructure, equipment and educational technologies.)

Related policy recommendations: Road-STEAMer recommendation 4, D3.3

Evidence: SEER D3.2

Provide feedback and suggestions on the portal

Projects

STEMonEDU

aimed to increase the adoption and impact of STE(A)M education by investing in the community of stakeholders and the professional development of educators. Through co-design it developed the MOOC “Professional development of STE(A)M educators”.

Description

Time-frame:

2020 - 2022

Funding Instrument:

Erasmus +

Projects

Marine Mammals

Using marine mammals for making science education and science careers attractive for young people, H2020-SEAC-2015-1 CSA that took place in 2016-2019 (1.797 M€)

Description

Time-frame:

2016 - 2019

Funding Instrument:

Horizon 2020

Call:

H2020-SEAC-2015-1 CSA that took place in 2016-2019 (1.797 M€)

Projects

ATS STEM

Assessment of Transversal Skills in STEM was a policy experimentation project conducted across 8 EU countries aiming to enhance digital assessment of second level students’ transversal skills in STEM (Science, Technology, Engineering and Mathematics).

Description

Time-frame:

2020 - 2022

Funding Instrument:

Erasmus +

Action

Capacity buiding in public administrations for multi-stakeholder collaborations and co-financing (open-schooling)

Multi-stakeholder collaborations through open-schooling, fuse the STEAM approach, open schooling environment and living lab practice within an empowering partnership based on local level collaboration between formal, non-formal and informal technology and science education providers, enterprises, local businesses, cultural institutions, and civil society (also called “STEAM Learning Ecologies”; ref. SENSE, SEER). Research should investigate how STEAM Learning Ecologies can sustain the implementation and cost of STEAM teaching and learning practices, and how it can foster a systemic change in the education system through multi-stakeholder collaborations. Schools and universities innovate their role – aligned with Europe vision of systemic change implemented in the EU Missions– which in enacted through a revised role of public institutions as enablers of systemic change by activating the local ecosystem, empowering trainers and learners to become themselves agents of change (SENSE). The investigation of the effectiveness of partnerships could include sharing or sponsoring spaces and equipment, as well as mentorship programmes to foster meaningful interaction between professionals, scientists, and students, ensuring that students gain insights into real-world applications of their learning. Partnerships should align educational outcomes with labour market needs and societal challenges, particularly in sectors requiring both technical and creative skills, such as digital innovation, design, and renewable energy, as well as considering top skills that can foster employment (i.e., Data Analysis and Interpretation; Artificial Intelligence (AI) and Machine Learning; Cybersecurity; Cloud Computing; Programming and Software Development; Analytical/Mathematical Thinking; People Management and Leadership; Communication and Teamwork; Adaptability & Innovation; Technical Proficiency and IT Skills (SEER). Collaboration with industries and livinglabs can provide the necessary labs and materials fro STEAM activities.

Primary

SALL

Toolkit

Project (Funded)

High School

OSOS

Primary

Model

Interactive tool

High School

Potential funding instrument

Schools As Living Labs" (SALL) is a (project) that adapts open-schooling and Living Lab methodologies to create and test new tools for schools in 10 countries. It involves 412 school communities, aiming to support the design and implementation of living-lab activities, foster community-building, and promote sustainable open-schooling practices across Europe.

Examples

Horizon Europe Cluster 2 all pillars and Missions, Cluster 3 EIT and EIE, and Erasmus+

More examples:

[Smithsonian Museum and Ukraine Ministry of Education and Science]

[Polifactory: fablab of Politecnico di Milano]

[InChildHealth example of project]

Bosch-Stiftung Germany

Politecnico di Milano: Festival dell'ingegneria

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action support the plan expanding it to STEAM (3.2 pg. 8, In 2025, “The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education”)

Related policy recommendations: SENSE recommendation 2 & 4 (SENSE D5.4)

Collaboration between Education and Industry (SEER D3.2)

Evidence: SENSE D5.5

SEER D3.2

STREAM-IT (forthcoming)

Biagi, F (2020)

Action

Research on STEAM teaching material, practices and assessment to investigate and test best practices

Building on the action “systematic organization of open-access STEAM teaching material, practices and assessment, identification of gaps and development in all EU languages with feedback loops for improvement”, systematic data collection on the use of STEAM teaching material and practices to derive the most effective practices in diverse contexts and for diverse learners’ profiles. Specific research should be conducted on teachers/lecturer ability and compliance and encountered challenges for large scale implementation of the STEAM approach in government educational institutions.

STEAM Hub Leadership Programme (UK)

STEAMonEdu MOOC

Framework

Project

Potential funding instrument

High School

Middle

Program

Primary

The project aims to boost STE(A)M education by supporting educators' professional development through blended training and an online community. It will create a STE(A)M education framework, including curricula, competencies, and policies. The project also offers a MOOC (Massive Open Online Course) for educators, guides on best practices, and tools for STE(A)M policy influencers, focusing on diversity and competence development.

Examples

Horizon Europe Pillar 2, cluster 2

More examples:

SpicE MOOC

Suggested time frame:

FP10

Alignment with STEM Education Strategic Plan 2025

It can expand the European STEM Executive Panel to include the STEAM approach (3.2 pg. 8 encourage the centres and alliances to coordinate their STEM offer and to pool and share their investments in STEM infrastructure, equipment, and educational technologies.)

Related policy recommendations: Road-STEAMer recommendation 2

Evidence: SEER, Focus group 7

Road-STEAMer D2.3

Provide feedback and suggestions on the portal

Projects

Girls Self-ESTEAM

Empowering girls through digital and entrepreneurial competencies to follow a career in ESTEAM

Description

Time-frame:

2023 - 2025

Funding Instrument:

Erasmus +

Action

Update the Digital Education Plan to be more inclusive

Revise the Digital Education Plan ensuring that it covers all underrepresented groups to access digital education and a more complete definition of equity and inclusivity in addition to gender(s), to consider physical and mental disabilities, neurodivergence, diverse abilities, sensory needs, socio-economic background, mobility limitations, language and literacy competence. In particular, action 13 of the DEAP should be expanded to incorporate more diversity not just across the gender spectrum, but incorporating other identity lines such as race, disability and class in a truly intersectional approach. In this sense it is essential to ensure that learning materials for digital education are designed with a multiplicity of needs in mind, adopting a Design for All approach. Equity is about the systemic or structural attention to giving everyone access to things in the right way for their needs. The shift to more inclusive practices should be reflected in KPIs and other targets, moving beyond a mere increase in the number or percentage of women (or other underrepresented groups) studying, working and doing business in digital and STEM fields, towards more comprehensive measures of inclusive representation , including at a minimum measures of diversity at all level of the organisation, within decision-making bodies, pay equity and chances of career advancement including diverse abilities and sensory needs, as well as (reduction in) cases of discrimination and harassment.

Potential funding instrument:

Digital Education Plan

Suggested time frame:

2026

Alignment with STEM Education Strategic Plan 2025

Related policy recommendations: Road-STEAMer recommendation 7

Evidence: in the Digital Education Action Plan 2021-2027 (DEAP), STEAM is mentioned in Action 13 as a way to increase women’s participation in STEM studies and careers – just intended as an instrument to improve the outcomes of STEM education, without making fundamental changes

Díaz-García, C., González-Moreno, A., & Jose Sáez-Martínez, F. (2013)

Carter et al., 2021

Action

EU Council of societal challenges to introduce a challenge on education

EU Council of societal challenges is advised to introduce a challenge on education and/or embed transversally education in all challenges, i.e., transdisciplinary STEAM approaches to support the climate emergency and STEAM focus on arts and skills-based open schooling approach to support mental health. We advocate for the stronger integration of education—school education, teacher training, and tertiary education—into the European research and innovation (R&I) agenda, in response to the Expert Group’s Align, Act, Accelerate Recommendation 7. This is an opportunity to enhance the existing collaborative framework between universities, research institutions, governments, civil society, and industry by explicitly recognising education as a driver of innovation, resilience, and societal transformation. Emphasising methodologies such as Open Schooling, STEAM education, Living Labs, Co-design, and Informal and Non-formal Learning, we call for dedicated funding, governance inclusion, support for transdisciplinary ecosystems, and investment in teacher capacity. Education is positioned not merely as preparatory but as an active co-creator of knowledge-based, human-centred solutions to complex societal challenges, contributing to a more inclusive, sustainable, and secure European future.

Schools as Living Labs

Make it Open

Framework

Middle School

Primary

Project

Potential funding instrument

Middle

Primary

Project

High School

Living Labs are open-innovation spaces where students, schools, citizens, and organizations co-create STEAM-based solutions to real-world problems. The SALL project tested this approach in 400+ schools, showing strong results: 77% of teachers reported improved student independence and problem-solving, while 78% noted enhanced professional development in project-based learning and open schooling.

Examples

EU council of societal challenges

Suggested time frame:

FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

This action expands the plan

Related policy recommendations: Road-STEAMer recommendation 5 D3.3

Evidence: SENSE D4.3

Provide feedback and suggestions on the portal

Action

EU University alliance on STEAM

Support the creation of a European Universities alliance on STEM and STEAM education.

Potential funding instrument

CIVIS

EU STEM coalition

Course

University

PhD

Online resource

Non formal

Online resource

It is not focused specifically on universities but includes several typologies of European STEM and sTEM actors

It is Europe's Civic University Alliance, bringing together a community of more than 470,000 students and 58,000 staff members. It is the fruit of the special collaboration between 11 leading research higher education institutions across Europe.

European University Initiative; Erasmus+ and National funds

Examples

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

This action aligns with the alliance of universities for STEM education along with the STEAM education (3.2, pg. 9 “Working towards a European degree for engineers, by building on the European Universities alliances and ongoing Erasmus+ pilots, considering the needs of employers.”)

Related policy recommendations: [Coming soon]

Evidence: SEER D3.2

SEER D2.2

Action

Investigation of what the arts, design and creativity bring to STEAM education and derive best practices

Triangulate literature with bottom-up evidence of which contribution and under which conditions the arts and design bring effective benefits to STEAM education, including mental health and career readiness, in order and derive best practices of interdisciplinary and transdisciplinary education along the educational continuum (primary school to lifelong learning) within the European context. Investigate how strengthening the arts element in STEAM is helpful in trauma-conscious education, in which art can serve as a healing tool for traumatized or struggling students and tohelp teachers of STEM subjects to recognize art's relevance.

Cultural Learning Alliance Project

Creation features

Middle School

Program

Primary

Project

Primary

Middle School

This is a STEAM-based program, an experiential learning approach that fosters curiosity, resilience, and leadership, ensuring students build knowledge progressively and develop essential life skills

Potential funding instrument

Is an activity, where Eastbourne's STEAM project used art and science to explore plastic pollution through photography, sculpture, journaling, graphic design, and culminating in a public exhibition

Examples

Horizon, Pillar 2 and WIDERA

EASE

Quantum Visions

CREAM digital art project

More examples:

Particle Physics and the visual arts

Arts at CERN

Vertigo S+T+Arts

Suggested time frame

2026-27

Alignment with STEM Education Strategic Plan 2025

This action supporta and expands the plan advocating a stronger focus on the STEAM approach that supports holistic learning, curriculum design, that can be applied to create “Joint transnational programmes and short courses” in more informed STEAM approach. (3.2, pg. 10 “Develop joint transnational programmes and short courses leading to microcredentials in strategic STEM sectors, as identified in the Competitiveness Compass, through the Centres of Vocational Excellence and European Universities alliances. In close cooperation with their respective innovation ecosystems and with EU skills academies: i) boost the available range of joint programmes and microcredentials in STEM, including with a STEAM (science, technology, engineering, arts, and mathematics) educational approach

Related policy recommendations: RoadSTEAMer Recommendation 1 (D3.3)

Evidence: SENSE D3.2 (4.1 pg. 29)

Road-STEAMer D3.1

Road-STEAMer D2.2

Penprase, B.E. (2018)

Pirrie, A. (2019)

Road-STEAMer-D2.2

Road-STEAMer-D4.1

STEM Competencies, Challenges, and Measurements, Biagi F.

Provide feedback and suggestions on the portal

Action

STEAM (lack of) career selection

Investigate the motivation of students exposed and not exposed to STEAM education and open schooling approaches integrating social and corporate collaborations, in selecting a STE(A)M education (secondary/vocational/tertiary) and a career in STE(A)M: identify barriers, enablers and biases.

Pew Research Center survey

Education and Training Monitor 2024 (Finland)

CAREER project

Potential funding instrument

Non formal

Project (Funded)

Non formal

Online resource

funded by an ERC Starting Grant from the European Research Council (ERC). From School to Career: Towards A Career Perspective on the Labor Market Returns to Education (CAREER) is a five-year research project (2021-2026), funded by the European Research Council. It aims to develop a better understanding of workers’ employment trajectories in the context of changing labour markets.

Online resource

Pew Research Center survey on why more American students do not pursue STEM majors

Examples

Finland education focus on STEM does not increase STEM uptake.

Horizon Europe Pillar 2, Cluster 2 destination 3

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

This action partly aligns with the STEM strategy plans where it expands the scope of proposed action of identifying the underlying the pre-existing causes and motivation of students on how to attract them to STEM education through STEAM approaches (3.2 pg. 8, “better anticipating sector-specific skills needs as part of the future European Skills Intelligence Observatory and by leveraging the common European Data Space for Skills.)

Evidence:

Holmegaard, et al. 2014

Mandalapu & Gnog, 2019

Wang, Ye & Degol, 2017

Tandrayen-Ragoobur & Gokulsing, 2022

Projects

STEAM4SEN

Inclusive and innovative STE(A)M education for students with special education needs.

Description

Time-frame:

2019 - 2022

Funding Instrument:

Erasmus +

RoadSTEAMer - Roadmap

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Transcript

STEAM roadmap for Science Education in Horizon Europe

Research actions

______________________

This project has received funding from the European Union's Horizon Europe research andinnovation programme under Grant Agreement No. 101058405

https://www.road-steamer.eu/

STEAM roadmap for Science Education in Horizon Europe

Research actions

______________________

https://www.road-steamer.eu/

This project has received funding from the European Union's Horizon Europe research andinnovation programme under Grant Agreement No. 101058405

For feedback please write to: sabrina.bresciani@polimi.it

https://www.road-steamer.eu/

For feedback please write to: sabrina.bresciani@polimi.it

https://www.road-steamer.eu/

https://www.road-steamer.eu/

Contact: sabrina.bresciani@polimi.it

Joint diplomas, degrees, microcredentials with industry/civic organizations - fast track recognition at EU level

China fast-tracking university majors in weeks

Potential funding instrument

High school

Program

Education framework for students aged 16-19, combining academic study with career-focused learning, including traditional courses, career-related studies, personal and professional skills development.

Horizon Europe Cluster 2 and Erasmus+

Formal

Tertiary

Formal

Tertiary

Formal

Tertiary

Suggested time frame:

26-27 and FP10 (2028-34)

Alignment with STEM Education Strategic Plan 2025

Related policy recommendations: Road-STEAMer recommendation 6

Evidence: SEER D3.1

SEER D3.2

EU University alliance on STEAM

Support the creation of a European Universities alliance on STEM and STEAM education.

Potential funding instrument

Course

University

PhD

Online resource

Non formal

Online resource

European University Initiative; Erasmus+ and National funds

It is not focused specifically on universities but includes several typologies of European STEM and sTEM actors

It is Europe's Civic University Alliance, bringing together a community of more than 470,000 students and 58,000 staff members. It is the fruit of the special collaboration between 11 leading research higher education institutions across Europe.

Suggested time frame:

2026-27

Alignment with STEM Education Strategic Plan 2025

This action aligns with the alliance of universities for STEM education along with the STEAM education (3.2, pg. 9 “Working towards a European degree for engineers, by building on the European Universities alliances and ongoing Erasmus+ pilots, considering the needs of employers.”)

Related policy recommendations: [Coming soon]

Evidence: SEER D3.2

SEER D2.2

SEER

Effectiveness of STEAM and transdisciplinary learning paradigms to support learning preferences and needs of diverse learners to increase inclusivity and improve skills

Program

Primary-High school

University

Centre

Project (Funded)

High school

Potential funding instrument