S-TEAM: Schools Team-up using hackathon for girls' inclusive STEM

The primary objective of implementing the S-TEAM project is to enhance the accessibility and appeal of STEM (Science, Technology, Engineering, and Mathematics) subjects for girls, ultimately dimin...

The primary objective of implementing the S-TEAM project is to enhance the accessibility and appeal of STEM (Science, Technology, Engineering, and Mathematics) subjects for girls, ultimately diminishing the gender gap evident in the selection of STEM-related educational pathways. The project strategically targets the age group of 11-14, recognising this period as crucial for intervention, as gender stereotypes have yet to firmly establish themselves in the educational trajectories of students, thus preventing potential future discouragements. Specific objectives include: - Develop integrated training paths for STEM subjects that incorporate practices and models encouraging equal participation and recognition of girls. - Facilitate the exchange of best practices among European schools to enhance STEM training courses and implement effective strategies for reducing the gender gap. - Make STEM subjects accessible and tangible for students aged 14-14, emphasising female inclusion through gamification and Hackathon. - Promote the European dimension in participating schools by involving teachers and students from diverse European countries through online and in-person forums.

The activities implemented in S-TEAM project are the following: the initial phase consisted of evaluating national and local context regarding the inclusion of women and girls in STEM disciplines in schools. After, partners engaged in online meetings to exchange best practices and experiences in STEM teaching and girls' inclusion. The result was the development of a transnational STEM training course and a memorandum of best practices for teachers. This methodology was tested simultaneously in the three schools, each representing a partner country (Italy, Spain and Croatia). The testing phase lasted four months and involved simultaneous activities in three classes per school. These activities consisted of introductory lessons, project work (Local Hackathon) and project presentations. For each school, one winning group of students were selected and participated in a European Hackathon in Rimini, Italy. The Hackathon concluded with a final conference attended by professional women in STEM disciplines. Awards were presented, including special recognition for the girls. Each school received three advanced STEM toolkits for ongoing projects and replicability.

The concrete outputs of the S-TEAM project are the transnational inclusive STEM training course designed for both girls and boys enhancing the knowledge and skills of students in STEM disciplines. The Memorandum of Best Practices tailored for teachers outlining the most effective modalities, actions, and tools that educators can employ to implement a girls' inclusive STEM course. The European Hackathon, providing a platform for students from the three participating countries to work together to bring their innovative STEM projects to fruition. The results of the project encompassed awareness-raising on gender inequality in STEM, development of educational strategies and interventions to promote gender equality in this field, improvements in STEM teaching methodologies with a specific focus on addressing gender disparities, increased knowledge and curiosity among students (especially girls), and the ultimate goal of achieving higher and enduring female participation in STEM-related careers.