TEAMSTEAM-Developing STEAM Literacy

With the project we desired to create STEAM literacy in school education by utilizing the programmatic approach; We promoted digital competency in classrooms by informing and training educational...

With the project we desired to create STEAM literacy in school education by utilizing the programmatic approach; We promoted digital competency in classrooms by informing and training educational leaders and teachers for a continued supply of a workforce for the 21st-century demands and challenges; We trained teachers based on a reflective, creative, and collaborative training framework; We adopted more innovative educational approaches; We reshaped mindsets of educators in STEAM literacy.

In the majority of STEM implementations thus far, STEAM has only been used by specialized subject teachers as a topic or theme-based education within their own group, and the outcomes and influence have been personal and small-scale, indicating that it is not a successful dissemination process. Although educators intend to prepare students for the complex world and workforce, if STEAM educational practices are not granted holistically and inter/beyond disciplinary, it may shallow STEAM representations with undesired effects. Thus, the overarching goal of this project is to develop "STEAM Literacy" to fulfill the gap in the need to enhance the applications of STEAM-oriented education approaches and broaden the use of these approaches on a more widespread basis within a holistic and interdisciplinary scope. In order for these applications to be widespread and adaptable, programmatic leaders, as agents of change, were trained through comprehensive training determining the competency framework within the scope of this project, and these leaders transmitted the STEAM Literacy framework. Consequently, through STEAM-oriented education holistic practices, the project contributed to help 21st-century students become active.

1. Development of a framework to assess the competencies of programmatic leaders. 2. Developed a STEAM-oriented, collaborative, reflective, and digital skill-building training program for programmatic leaders. 3. Utilized an online self- assessment tool to assist and guide school teachers. 4. Created the guidebook for educators to report on the entire process and recommend the good practices. 5. Strengthened intercultural ties with other EU educational settings by exchanging perspectives.