The overall objective of the ICSE STE(A)M vision is to create a sustainable interdisciplinary European partnership on integrated STE(A)M, offering clear European prospects for STE(A)M teacher education.
Central to this endeavour is a high-capacity consortium that brings together 7 higher education institutions (all major providers of initial and ongoing teacher education), two European-level teacher training organisations, and 3 schools. By strategically combining three established alliances to form a ‘hyper-network’ – the ICSE consortium of 18 higher education institutions, European Schoolnet’s network of over 30 Ministries of Education, and
EduNet’s strong links with teachers and policy makers – the consortium ensures broad European reach and robust regional implementation.

Our objectives in this project are threefold.

1. We develop a high-quality, integrated STE(A)M teacher training programme – 8 practice-based modules co-created by experts and practitioners from different STEM disciplines and based on real-world challenges.
2. We implement this programme in accessible mobility formats (virtual, blended, physical), enabling intercultural exchanges and shaping a valuable European STE(A)M learning community to offer teachers the opportunity for continuous training in an international setting and keep them motivated for their job.
3. We embed policy dialogue at all levels (European, national, regional), using seminars, briefs and networking to inspire evidence-based reforms in teacher education systems.

The sustainability of the partnership will be ensured through established networks and ongoing support structures that will outlast the project itself. A systemic approach to co-creation, quality assurance, and a convincing plan for sustainable STE(A)M programme implementation will maximise longterm impact. With a strong European dimension and targeted communication with stakeholders, our project will achieve lasting improvements in STE(A)M teacher education.

1 DE: Padagogische Hochschule Freiburg (WP1); EDUNET EUROPE GGMBH (WP3)
2 PT: Instituto de Educação da Universidade de Lisboa
3 TR: Hacettepe universitesi
4 NL: Universiteit Utrecht (freudenthal institute and u-talent), WP2
6 BE: EUN partnershp AISBL
7 CZ: Univerzita karlova
8 AT: Universitaet Klagenfurt

and some school boards.

Work packages:

This is an important question, integrated or not. In the plan (2025) we read the following: We define integrated STE(A)M as interdisciplinary teaching where at least two (usually more) disciplines – from STEM disciplines and/or one other – are applied within real-world contexts. We consider this approach as essential because:

1. using real-world challenges adds authenticity to the learning experience and deepens awareness of why
   STEM matters in everyday life;
2. it is essential for addressing most critical global challenges, which are inherently interdisciplinary and lie within the STE(A)M domain
3. it promotes development of competences like problem-solving, scientific thinking and creativity urgently needed in the 21st century characterized by rapid multiplication of technologies (Tasiopoulou et al. 2022, Unesco 2019). Such a STE(A)M teaching answers both to the needs of the labour market as well as to the need of societies for active citizenship.

Previous ‘frameworks’ for STEM-teacher-competences, e.g.:

1	STE(A)M teacher competence framework: Spyropoulou, N., & Kameas, A. (2023). Augmenting the Impact of STEAM Education by Developing a Competence Framework for STEAM Educators for Effective Teaching and Learning. Education Sciences, 14(1), 25	More info
2	STE(A)M-IT Framework. (Tasiopoulou et al., 2022). Deliverable from the EU-project STEAM IT	More info
3	Professional development framework for teachers: Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development/. Teaching and Teacher Education, 101, 103305	More info
4	A Conceptual Framework for Integrated STEM Education: Kelley & Knowles (2016). 10.1186/s40594-016-0046-z	More info

With those frameworks as a starting point we can:

• Select eight real-life, cutting-edge STE(A)M topics that serve as the foundation for STE(A)M learning experiences.
• Set up a STE(A)M teacher education framework as a basis for the module design, later serving as a reference for assessing the programme’s impact
• Design a STE(A)M teacher education programme in a co-creation process, ensuring pedagogical coherence across modules
• Develop a joint learning offer with a strong European dimension, integrating diverse perspectives across the consortium

• Chan, K. K. H., Xu, L. and Mesiti, C. (2025). Rethinking the Who, What, and How of Teacher Professional Development: A Framework Emerging from the Special Issue on Technology-Enabled Professional Development for Science, Mathematics, and STEM teachers (PDF) International Journal of Science and Mathematics Education, 23(6), 1947–1957 doi:10.1007/s10763-025-10584-5.
• Davenport, C., Dele-Ajayi, O., Emembolu, I., Morton, R., Padwick, A., Portas, A., Sanderson, J., Shimwell, J., Stonehouse, J., Strachan, R., Wake, L., Wells, G. and Woodward, J. (2020). A Theory of Change for Improving Children’s Perceptions, Aspirations and Uptake of STEM Careers (PDF) Research in Science Education, 51(4) doi:10.1007/s11165-019-09909-6.
• Hazelkorn, E. (2015). Science education for Responsible Citizenship (PDF) (pp. 88). Brussels: European Commission.
• Quinn, H. (Ed.). (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (PDF). Washington DC: The National Academies Press.
• Reinholz, D. L. and Andrews, T. C. (2020). Change theory and theory of change: what’s the difference anyway? (PDF) International Journal of STEM Education, 7(1) doi:10.1186/s40594-020-0202-3.
• Sancar, R., Atal, D. and Deryakulu, D. (2021). A new framework for teachers’ professional development (PDF) Teaching and Teacher Education, 101, 103305 doi:10.1016/j.tate.2021.103305.
• Spyropoulou, N. and Kameas, A. (2023). Augmenting the Impact of STEAM Education by Developing a Competence Framework for STEAM Educators for Effective Teaching and Learning (PDF) Education Sciences, 14(1), 25 doi:10.3390/educsci14010025.
• Tasiopoulou, E. (2022). European Integrated STEM Teaching Framework (PDF). Brussels: European Schoolnet.
• Van den Akker, J. (2003). Curriculum perspectives: an introduction (PDF). In J. Van den Akker, W. Kuiper and U. Hameyer (Eds.), Curriculum landscape and trends (pp. 1–10). Dordrecht: Kluwer Academic Publishers.