Research Information System
Erasmus Project, 2019 - 2022
The Digital Education Action Plan (2021-2027), adopted by the European Commission, outlines the need to reduce the gender gap through digital and entrepreneurship
education, promoting a more engagement of girls in ICT and STEMs. Actually, in the EU only 41% of scientists and engineers are women and 59% are men (Eurostat, 2018).
Recognising this need and avoiding stereotypes in education, IN2STE(A)M aims to assure equal access to education and future job careers for young girls through the use of
innovative learning methodologies and teaching in the field of STE(A)M. For that purpose, IN2STE(A)M improves the competences of primary school teachers in this field, with
the use of open educational resources and gender-inclusive STE(A)M approaches, methods and lesson plans. Considering that girls tend to lose their initial interest and
self-confidence, preferring to follow a non-STEM career, IN2STE(A)M aims to attract, empower and encourage girls, from primary school, to participate in STE(A)M related
activities. To achieve that, the project provided the tools necessary to improve teachers’ attitude and skills adopting inclusive and multidisciplinary teaching approaches that
integrate social science, Arts and science concepts.IN2STE(A)M wanted to foster the lifelong learning of primary school teachers and improve their skills and practices in everyday teaching, in order to adopt gender-inclusive
STE(A)M educational approaches at school. IN2STE(A)M main objectives were:
• To increase the competence development of teachers and educators to teach and expose STE(A)M concepts to young children at primary school, with a focus on girls, in
order to foster creativity, critical thinking and problem-solving competences;
• To increase and nurture girls’ interest in STEM fields through the development of gender-inclusive teaching methods and open resources focused on STE(A)M learning in
primary education;
• To support the interest in STE(A)M disciplines by adopting an inclusive teaching methodology that motivates young girls to develop their potential and motivation for a future
career in the scientific field, contrasting gender stereotypes;
• To integrate a 21st century education strategy for developing more creative learning environments in primary schools through the adoption of multidisciplinary STE(A)M
learning approaches, including both STEMs and Arts, and joining with gender inclusive practices in school curricula.
Research Phase: development of the “Report on the Value of STE(A)M in Girls' Education” including main findings from the desk researches, the interviews and the focus
group carried out with 91 teachers, 45 parents, 22 female STE(A)M professionals, 22 arts & design practitioners.
Development phase: development of the “Training Curriculum in STE(A)M learning and gender sensitive practices” including 6 online training modules as open educational
resources, OER.
Training Phase: online Joint Staff Training C1 for partners to validate the IO2 Training Curriculum.
Piloting phase: 102 teachers enrolled the OER and completed the 6 training modules successfully. Teachers reproduced what they learnt within 101 IN2STE(A)M Labs,
Report Form
Call: 2019
KA2
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involving 973 students. In addition, partners developed the “Digital Teacher's Toolkit” to familiarize teachers with the methodology. 22 lesson plans were also collected in the
“Activity Kit” e-platform and tested during the Labs.
Assessment phase: development of the “Behavioural Assessment Model (BAM)” to monitor students' progress in regard to STE(A)M. An “Impact Report” summarised the
experiences from the Labs and useful recommendations have been included in the “European Charter for STE(A)M Education.
The following outputs have been produced:
"IO1-Report on the Value of STE(A)M in Girls' Education": FOUR ELEMENTS drew up a comparative "Report on the Value of STE(A)M in Girls' Education" including national
primary and secondary data collection.
"IO2-Training Curriculum in STE(A)M learning and gender sensitive practices": The partners, led by CARDET, developed 6 training modules tested by 102 teachers.
"IO3-Digital Teacher’s Toolkit (DTT) with STE(A)M Activity Kit for Primary School ": The partners, led by CESIE, created a toolkit to familiarise teachers with STE(A)M. 22
lesson plans have been collected in the online Activity Kit set-up by DANMAR.
"IO4-Behavioural Assessment Model, BAM": The partners, led by INOVA+, developed a model for monitoring students’ behaviours and skills during the IN2STE(A)M Labs.
"IO4-Impact Report": The partners, led by INOVA+, reported the main findings from the IN2STE(A)M Labs.
"IO4-European Charter for STE(A)M Education": The partners, led by DOGA school, drew-up a document highlighting STE(A)M multidisciplinary learning approach.
5 local MEs, 1 International Science Day & Conference, 3 European Charter events.
6 Quality Reports delivered by INOVA+
6 Dissemination Reports delivered by CESIE.