Welcome to STEAM4Climate

Developing interdisciplinary curricula, playful scenarios, hands-on projects, toolkit & resources for climate education with a project-based methodology & STEAM approach

About the project

The STEAM4Climate project aims to develop interdisciplinary curriculum, playful scenarios, hands-on projects, toolkit & resources for climate education with a project-based methodology & STEAM approach. In this way we want to offer a climate education attractive, meaningful and strengthening students abilities to shape their local environment in sustainable way. We want students to become agents of change after delivering the curriculum by open, trained, interdisciplinary teachers.

Project Priorities

Develop the STEAM curriculum for Climate Change awareness for secondary schools and open educational resources that will support the curriculum
Design the STEAM4Climate Toolkit to support the curriculum with hands-on projects
Organise training courses for teachers to enable them to implement the curriculum
Run pilots & evaluation in school classes

Project Objectives

Develop interdisciplinary curriculum, playful scenarios, hands-on projects, toolkit & resources for climate education with a project-based methodology & STEAM approach.
Offer a climate education attractive, meaningful and strengthening students abilities to shape their local environment in sustainable way.
Make students agents of change after delivering the curriculum by open, trained, interdisciplinary teachers.

The Steam4Climate Results

The STEAM4Climate Curriculum

The curriculum is expected to prepare learners and teachers to become aware of climate change challenges and finally to enable future citizens to become true agents of change (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.)

Playful Scenarios for 5 STEAM Projects

The playful scenarios for STEAM projects will bedesigned to address the key climate challenges such as to
save resources, to reduce energy use and waste, to compensate carbon footprint emissions, to opt for sustainable food and mobility choices, etc.

The STEAM4Climate Toolkit

The STEAM4Climate Toolkit is designed to support various educational scenarios, comprising a teacher guide, student worksheet, lists of technical tools, components, and materials required for each project. It also includes assembly instructions, links to digital resources, and an AR layer that connects physical components with digital content, enhancing the interactive learning experience.

Project news

Harnessing the Power of STEAM: Shaping Climate Conscious Leaders

The escalating challenges posed by climate change necessitate innovative solutions and a well-prepared populace capable of addressing these issues head-on. STEAM (Science, Technology, Engineering, Arts, and Mathematics) education plays a pivotal role in this preparation, equipping students with a holistic skill set that marries critical analysis with creative problem-solving. Science for Understanding: Science serves as...

STEAM Education’s Role in Navigating Climate Change

The intersection of climate change and education is a critical frontier, especially as we strive to equip future generations with the knowledge and tools they need to face environmental challenges. STEAM (Science, Technology, Engineering, Arts, and Mathematics) education is pivotal in this endeavor, offering a comprehensive approach that blends creative problem-solving with scientific rigor. Exploring...

Igniting Minds: How STEAM Education Powers Climate Change Solutions

As the globe faces escalating challenges due to climate change, the role of education in crafting solutions cannot be overstated. STEAM (Science, Technology, Engineering, Arts, and Mathematics) education emerges as a crucial framework for empowering the next generation of innovators and problem solvers. This interdisciplinary approach not only enriches the learning experience but also equips...

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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. [Project number: KA220-SCH-E7195302]