Today’s students are tomorrow’s leaders. Occupations in STEM-related careers are some of the fastest growing and best paid of the 21st century, and they often have the greatest potential for job growth.  Building a solid STEM foundation through a well-rounded curriculum is the best way to ensure that students are exposed to math, science, and technology throughout their educational career.

Students are extremely curious and impressionable, so instilling an interest at an early age could spark a lasting desire to pursue a career in any of these fields. By the time a student is ready to enter the work force, they must have enough knowledge to make invaluable contributions to our nation’s STEM industries. It is also important that schools have an ample amount of teachers who are experts in STEM, and these subjects should always be considered as high demand subjects.

STEM is more than just a grouping of subject areas. It is a movement to develop the deep mathematical and scientific underpinnings students need to be competitive in the 21st-century workforce. But this movement goes far beyond preparing students for specific jobs. STEM develops a set of thinking, reasoning, teamwork, investigative, and creative skills that students can use in all areas of their lives. STEM isn’t a standalone class – it’s a way to intentionally incorporate different subjects across an existing curriculum. In a globalized world where international interaction has been easier and more common, exchange of ideas and experience between teachers in different countries will help new methods and techniques be developed. Particularly face-to-face dialogues for a common purpose strengthen mutual interaction so that they can teach STEAM subjects more efficiently and effectively.

Project proposal addresses to the field specific priority to strengthen the profile of the teaching profession, dealing with complex classroom realities and adoption of new methods and tools. Besides teaching knowledge in classroom, the project suggests teachers making students become creative, motivate them and teaching them how to include and use science, mathematics and technology in real-life situations.

The objectives of the project:

  • Implementing innovative practices in education and use of open educational resources and new technologies;
  • Reinforce the centrality of the student as part of a training process, boost motivation to learn, the ability to build its own learning – training path, the sense of responsibility with respect to the future path;
  • Enhanced professional development of teachers involved in the process of education;
  • Decline the STEM teaching disciplines on concrete issues;
  • Stimulate interest in students towards a knowledge proposed by experimenting, with forms of learning on the job in real situations;
  • Develop skills of self-orientation and train students to have confidence in themselves, demonstrate initiative, flexibility and mental agility, willingness to change;
  • Acquire skills in the use of software for the control and calculation of energy losses, data processing, spreadsheets and presentations;
  • Raise awareness of students and staff of the school to adopt a different behavior that will lead to a more rational use of energy;
  • Develop a collaborative learning, utilizing the expertise and knowledge of others (classmates, teachers and professionals).

The reason for our wish to carry out the project transnational is to involve schools who already have experience with similar projects.  In a time when STEM has become one of the most important values in European education the aim should be to develop other priorities, which are creativity, motivation, cooperation and team work on an international scale. All of these priorities are part of the partner school framework, but this project will give them new multicultural and social impacts. Because this project will be the focus of all school partners, it will also become the flagship of international education in all municipalities in partner countries. Namely, the schools that have been involved have curricula that can be compared to ours. We will be able to make a comparison with the topics, matter, and types of problems that students in different countries have and also share the experience and knowledge with teachers from the selected countries.

The strategic partnership we propose is focused on three main topics:

  1. the teaching of STEM (Sciences, Technology, Engineering, Maths) by analyzing concrete problems and current challenges, such as energy efficiency in public buildings, climate change, radioactivity.
  2. the development of self-entrepreneurial skills, even in general secondary schools, where many students are interested in starting the profession at the end of university studies

3. methodological innovation through the use of ICT and learning methods on the field, on the job, cooperative learning and blended mobility.