THE STEAM LEARNING ECOLOGIES METHODOLOGY

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101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only and do
no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union no he
g an ing au ho i y can be held esponsible o hem.
THE STEAM LEARNING ECOLOGIES
METHODOLOGY – FINAL VERSION
Deli e able 2.3
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen No
101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only and do
no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union no he
g an ing au ho i y can be held esponsible o hem.
D2.
3
The SLEs Me hodology
–
Upda ed
Ve sion
Wo k Package WP2 - SLEs F amewo k
Lead Pa ne
Ellinoge maniki Agogi (EA)
Au ho (s)
Geo gios Ma omanolakis (EA), So oklis So i iou (EA), Pa los Koulou is (EA)
Due da e
31/10/2025 Final Ve sion
Submi ed da e
26/10/2025 Final Ve sion
Ve sion numbe
1
S a us
Final
P ojec In o ma ion
P ojec numbe 101094648
S a da e 01/01/2023
Du a ion 36
Call iden i ie HORIZON-WIDERA-2022-ERA-01-70
Type o Ac ion HORIZON-CSA
Dissemina ion Le el
PU: Public ☒
PP: Res ic ed o o he p og amme pa icipan s (including he Eu opean Commission) ☐
RE: Res ic ed o a g oup speci ied by he conso ium (including he Eu opean Commission) ☐
CO: Con iden ial, only o membe s o he conso ium (including he Eu opean Commission) ☐
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen No
101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only and do
no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union no he
g an ing au ho i y can be held esponsible o hem.
Quali y Con ol
Re iewed by: Re iew da e:
E i a Tasiopoulou,
Io
a
n
a
C
a a
ghiozo
(EUN)
,
Anas asios Cho a das
(UCY),
Eleni Chadzidaki
(NTNU)
23-27/10/2025
Re ision his o y
Ve sion Da e Desc ip ion
0.0 28/09/2025 Upda ed e sion
0.1 06/10/2025 P e- e iew e sion
0.2 16/10/2025 Pos - e iew e sion
1.0 27/10/2025 Final e sion
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
3
Execu i e Summa y
The SLEs Me hodology – Final Ve sion is he hi d deli e able o Wo k Package 2. The Fi s Ve sion
was deli e ed on Mon h 6, an upda ed one on Mon h 21, and his Final Ve sion on Mon h 34. In his
documen we lay ou a comp ehensi e me hodological amewo k o guidelines and p oposed ac ions
o enable and guide he de elopmen o SLEs in acco dance wi h he main ounda ional concep s in
ou SLEs Concep Whi e Pape . The wo k ha is p esen ed in his documen is based on he one hand
on he ou comes o ou co-c ea ion wo kshops ha we e o ganized and coo dina ed by EA and in
which all pa ne s o he conso ium pa icipa ed, and on he o he on he quali a i e and quan i a i e
eedback collec ed du ing s akeholde s’ co-c ea ion and e lec ion wo kshops and su eys o he pilo
and ma u e implemen a ion phases. The co-c ea ion wo kshops we e ocused on pa icula hemes,
which we e: 1. Unde s anding SLEs concep s and dimensions, 2. Lea ning by example, analysing an
example SLE, 3. Focusing on SLE p o o ype de elopmen and p ocesses, 4. Consolida ing o e all
me hodology. The main objec i es o his se ies o wo kshops we e on one hand o b ing oge he all
pa ne s’ insigh s, iews, ideas, expe ise, and expe ience owa ds a co-c ea ed cons uc i e
me hodology, and on he o he , o simula e and acili a e a simila p ocess o co-c ea ion ha each
pa ne can ini ia e and implemen a local le el. The s akeholde s’ co-c ea ion and e lec ion
wo kshops and su eys o he pilo and ma u e implemen a ion phases we e conduc ed om Sep
2023 un il Jun 2024, and om Sep 2024 un il Jun 2025 espec i ely. Collec ed eedback, insigh s,
obse a ions and concluding ema ks based on quan i a i e analysis con ibu ed o e ining and
upda ing he ini ial me hodology documen .
We s a by b ie ly p esen ing he SLEs ha we e de eloped and implemen ed du ing he ma u e phase
o he p ojec in six een di e en coun ies a ound Eu ope and beyond, namely in I eland, Ge many,
G eece, I aly, No way, Spain, Cyp us, Mal a, Se bia, Po ugal, Romania, Slo akia, Sweden, No h
Macedonia, Tu kyie, and Is ael. Thei main cha ac e is ics clea ly gi e an o e iew o he a ie y and
di e si y o ideas, subjec s and pa ne ships ha he SLE concep can encompass. Then he ini ia o s’
pilo phase su ey is discussed along wi h i s consolida ed esul s and concluding ema ks o each o
i s ocus a eas.
We hen discuss ou sugges ed s ep-by-s ep de elopmen p ocess ha can acili a e and guide he
de elopmen o a gene ic SLE. The p oposed SLE de elopmen p ocess is di ided in ou main s eps,
which a e: 1. Ini ia ion and Ge ing S a ed; 2. P epa a ion and Es ablishmen o Pa ne ship; 3. Co-
c ea ion and Implemen a ion; 4. Re lec ion and Sha ing o Resul s. Fo each s ep, we gi e a gene al
desc ip ion, discuss i s main objec i es, and p esen he main ac ions, condi ions o p e equisi es
needed, supplemen ed wi h gene al ecommenda ions on how o success ully comple e i . We also
include a lis o key indica i e ques ions o be ho oughly conside ed o add essed which can assis
he success ul comple ion o each s ep.
To enhance he eadabili y o he documen , we i s inish discussing he whole sequence o p oposed
s eps o de elopmen and hen p oceed wi h accompanying sec ions ha complemen hem by
elabo a ing on ce ain key aspec s based on he syn hesis o pa ne s’ insigh s and ecommenda ions
de i ed om he co-c ea ion wo kshops. On pa ne ship es ablishmen and s akeholde engagemen ,
and on li ing lab co-c ea ion p ac ice. As co-c ea ion is being a co e and e y signi ican elemen o he
SLEs pe spec i e and de elopmen p ocess we e isi he open schooling model and he li ing labs
p ac ice as i s discussed in ou Whi e Pape . We syn hesise and adap hei subsequen s eps in ou
gene ic de elopmen p ocess o p oduce an easy- o- ollow elabo a ed e sion, which a he same ime
we belie e will be mo e appealing o lea ne s and in gene al o pa ne s o an SLE. I consis s o he
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
4
main s ages o “Feel and Imagine” as pa o he ini ia ion phase, which hen lead o he s age o “Co-
c ea e” and i s i e a i e subsequen s eps o “Explo e, Expe imen and E alua e”, and inally concludes
wi h he s age o “Re lec & Sha e”. This is he main model p ocess we p opose o pa ne s, educa o s,
and o he s akeholde pa icipan s in he SLEs p ojec o adop and implemen du ing he ma u e
phase.
We inish by discussing ou acili a ion me hodology and guidelines. The ein we sugges o plan and
o e a comp ehensi e acili a ion p og amme, encompassing mul iple modali ies, online o in-pe son,
ha include hands-on p ac ice wo kshops, ha will no only help eache s, educa o s and all ac o s
in ol ed o explo e, adop , implemen and imp o e an al eady de eloped lea ning ecology bu also
assis s hem o gain con idence and expe ience owa ds de eloping hei own ones indi idually o in
collabo a ion wi h o he eache s, educa o s, s akeholde s o pa ne s o he conso ium. We p opose
he main design conside a ions along wi h gene al and speci ic ecommenda ions o ea u es ha
such a gene al acili a ion p og amme can inco po a e. Pa ne s can u he adap i depending on
local needs and ci cums ances.

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
5
Table o con en s
In oduc ion ........................................................................................ 7
Me hodology and guidelines ............................................................. 7
1.1 STEAM Lea ning Ecologies .................................................................. 9
1.1.1 Ma u e phase SLEs.............................................................................................................. 9
1.1.2 SLE su ey and esul s ...................................................................................................... 11
1.2 SLE s ep-by-s ep de elopmen p ocess .......................................... 13
1.2.1 S ep 1. Ini ia ion and Ge ing S a ed .............................................................................. 13
1.2.2 S ep 2. P epa a ion and Es ablishmen o Pa ne ship .................................................. 14
1.2.3 S ep 3. Co-c ea ion and Implemen a ion ......................................................................... 16
1.2.4 S ep 4. Re lec ion and Sha ing o Resul s ....................................................................... 19
1.3 Elabo a ion and u he guidance on key aspec s o he
de elopmen p ocess ................................................................................... 20
1.3.1 Pa ne ship es ablishmen and s akeholde engagemen ............................................. 20
1.3.2 Li ing lab co-c ea ion p ac ice model ............................................................................... 26
1.3.3 Guidance on inqui y-based lea ning ................................................................................. 30
1.4 Facili a ion me hodology and ecommenda ions ........................... 35
1.4.1 Gene al ecommenda ions ............................................................................................... 36
1.4.2 Speci ic ecommenda ions ............................................................................................... 38
Summa y .......................................................................................... 39
Re e ences ....................................................................................... 41
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
6
Appendix I – SLE Templa e .............................................................. 42
Appendix II – Ma u e Phase SLEs ................................................... 45
Appendix III – SLE Su ey Ques ionnai e ........................................ 70
Appendix IV – SLE Me hodology Flashca ds ................................... 80
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
7
In oduc ion
In ou SLEs Whi e Pape we pu o wa d he concep o lea ning ecologies o o e a powe ul new way
o en ision and de elop impac ul local open schooling pa ne ships as science lea ning con inuum
o all. We in oke pa hways as a me apho o hinking abou ways o p o ide s uc u e o lea ning
expe iences, abou how hey a e in e -connec ed and in e - ela ed and abou how hey allow o help
lea ne s o build upon hem o pu sue goals equi ing ex ended engagemen ac oss mul iple con ex s
and lea ning oppo uni ies. The ision o SLEs is p ac ically mani es ed in using STE(A)M app oach,
open schooling en i onmen and li ing lab p ac ice wi hin an empowe ing pa ne ship based on local-
le el collabo a ion be ween o mal, non- o mal and in o mal science educa ion p o ide s, en e p ises,
and ci il socie y. In ou iew o a commi ed local pa ne ship, we wan i o esemble a eal ecological
sys em in na u e, which has he po en ial o ini ia e and gene a e in ime a ich and obus complex
sys em o ela ionships, in e ac ions, pa hways and oppo uni ies o collabo a ion and de elopmen ,
which was nei he p esc ibed no p ede ined. In his espec when designing lea ning ecologies, we
should conside ha na u al ecosys ems bo h p o ide and equi e di e si y, e iciency, adap abili y
and scalabili y. Ensu ing ha hese ea u es a e p esen in he SLEs o be de eloped and implemen ed
du ing he pilo ing o ma u e phase o he p ojec calls o a comp ehensi e and lexible
me hodological app oach o guide and assis he o e all de elopmen p ocess.
SLEs me hodological wo k, which s a ed a concep ual le el wi h he SLEs Whi e Pape , was i s
documen ed in D2.2 “The SLEs Me hodology – Fi s Ve sion” (deli e ed on Mon h 6 and upda ed on
Mon h 21) and is inalised wi h he cu en documen . I ocuses on he p ac ical and p ocedu al
aspec s ega ding he design and de elopmen o an SLE as a whole o o i s accompanying lea ning
ac i i ies.
The documen is di ided in o ou main sec ions. The i s one p esen s he SLEs ha we e de eloped
and implemen ed du ing he ma u e phase o he p ojec in six een di e en coun ies a ound Eu ope
Then he ini ia o s’ su ey is discussed along wi h i s consolida ed esul s and concluding ema ks o
each o i s ocus a eas.
Then ollows he second sec ion whe e ou sugges ed s ep-by-s ep de elopmen p ocess o a gene ic
SLE is discussed. Elabo a ion and u he guidance on key aspec s o he de elopmen p ocess is
p o ided in he subsequen sec ion. Pa ne ship es ablishmen and s akeholde engagemen , li ing
lab co-c ea ion p ac ice, and inqui y-based pedagogical design a e he key aspec s in ocus. In he
ou h sec ion he acili a ion me hodology and guidelines a e desc ibed. The documen closes wi h
he summa y.
Me hodology and guidelines
The wo k ha is p esen ed in his documen a concep ual and p ocedu al le els is based on he one
hand on he ou comes o ou co-c ea ion wo kshops ha we e o ganized and coo dina ed by EA and
in which all pa ne s o he conso ium pa icipa ed, and on he o he on he quali a i e and
quan i a i e eedback collec ed du ing s akeholde s’ co-c ea ion and e lec ion wo kshops and
su eys o he pilo implemen a ion phase. The ou wo kshops ook place du ing May 2023 (Mon h
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
8
5), and each wo kshop was ocused on a pa icula heme. The hemes we e: 1. Unde s anding SLEs
concep s and dimensions, 2. Lea ning by example, analysing an example SLE, 3. Focusing on SLE
p o o ype de elopmen and p ocesses, 4. Consolida ing o e all me hodology. The main objec i es o
his se ies o wo kshops we e on one hand o b ing oge he all pa ne s’ insigh s, iews, ideas,
expe ise, and expe ience owa ds a co-c ea ed cons uc i e me hodology, and on he o he , o
simula e and acili a e a simila p ocess o co-c ea ion ha each pa ne can ini ia e and implemen
a local le el.
Visual highligh s o he online sessions a e shown in Figu e 1 below.
Figu e 1: Sc eensho s om he online co-c ea ion wo kshops. Highligh s include g ouping o pa icipan s and
concep s, con ibu ion o ideas and insigh s
The s akeholde s’ co-c ea ion and e lec ion wo kshops and su eys o he pilo and ma u e
implemen a ion phases we e conduc ed om Sep embe 2023 un il June 2024, and om Sep embe
2024 un il June 2025, espec i ely. Collec ed eedback, insigh s, obse a ions and esul s om he
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
15
expe ise, he de elopmen o new pa ne ships and collabo a ions is encou aged ha can lead o new
oppo uni ies o c ea e and p omo e a mo e dynamic and engaging lea ning en i onmen o all
in ol ed (Hazelkom e al. 2015). Thus, en isaging and ealising impac ul local open schooling
pa ne ships which will in ol e in and b ing oge he a di e se se o ac o s om o mal, non- o mal
and in o mal educa ion, as well as en e p ises and he ci il socie y is one o he mos di icul asks in
he whole p ocess o de eloping a SLE.
The e o e, in his s ep, p epa a ion wo k is c ucial o accomplish and es ablish a pa ne ship.
P epa a ion consis s o i s iden i ying and hen app oaching s akeholde s. The s a ing poin o
iden i y po en ial s akeholde s is o make a comp ehensi e lis o all possible s akeholde s one can
hink o . D awing up selec ion c i e ia can also help o make a ho ough analysis and inally o selec
a sho lis o s akeholde s o con ac .
When in con ac , i is he ask o he ini ia o o con ince he po en ial pa ne s o collabo a e on he
opic o he sugges ed idea o p oblem. Al hough in insic in e es and mo i a ion is necessa y o
commi men in a ui ul collabo a ion, howe e a he ea ly s ages o he de elopmen o a pa ne ship
i is p e e ed o aim o an in o mal ag eemen a he han a o mal commi men . When app oaching
po en ial pa ne s o collabo a e i is also c ucial o ha e a clea iew on how hey can con ibu e o
and bene i om he pa ne ship. A his poin , i should be no ed as well ha i is no unusual ha an
es ablished and p omising collabo a ion ails because he p oposed p oblem is no speci ic enough o
an idea is no conc e e enough and clea o all.
Below we include a lis o key indica i e ques ions o conside in ad ance and hink abou ho oughly
which can assis he success ul comple ion o his s ep.
 Who has di ec o indi ec in e es o mo i a ion o pa icipa e?
 Who will be impac ed, posi i ely o nega i ely?
 Who will be a ec ed di ec ly o indi ec ly?
 Who will be bene i ed?
 Who do we need?
 Who do we know?
 Who is al eady in ou ne wo k o con ac s ha could make a use ul con ibu ion, ha e in e es
o pa icipa e o in oduce/ ecommend po en ial pa ne s?
 Who has al eady been pa o a simila p ojec abou he issue/p oblem/idea we ha e chosen?
 Wha knowledge, expe ience o au ho i y is needed?
 Who wi hin ou local communi y o con ac s could possibly ha e simila knowledge, expe ience
o au ho i y?
 Wi h whom ha e we collabo a ed in he pas ?
 Wha is he le el o hei a ailabili y o lea ning esou ces?
 Wha is hei willingness and abili y o p o ide suppo o lea ne s along hei lea ning
pa hways?
 Wha ole do we en isage o each po en ial pa ne ?
Ac ion Hin : o es ablish a s ong and e ec i e pa ne ship o a STE(A)M Lea ning Ecology, begin by
iden i ying and engaging di e se s akeholde s om educa ion, business, ci il socie y, and beyond.
The goal is o c ea e a collabo a i e knowledge ecosys em whe e each pa icipan has space,
mo i a ion, and oppo uni ies o con ibu e meaning ully. S a by compiling a b oad lis o po en ial
s akeholde s and apply clea c i e ia o na ow i down. When eaching ou , ocus on in o mal
engagemen i s —highligh he sha ed p oblem o idea and cla i y how each pa ne can con ibu e

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
16
o and bene i om he collabo a ion. Be awa e ha ague o unde de eloped ideas may hinde
p og ess, so ensu e you p oposal is speci ic and ele an . Use guiding ques ions such as: Who is
a ec ed o in e es ed? Who do we need o al eady know? Wha knowledge, expe ience, o esou ces
a e essen ial? Who has pa icipa ed in simila ini ia i es? Clea ly de ine each pa ne 's po en ial ole
and con ibu ion o inc ease he chances o building a success ul, commi ed pa ne ship.
1.2.3 S ep 3. Co-c ea ion and Implemen a ion
In SLEs pe spec i e, he key o c ea ing a ib an and h i ing lea ning ecology is o wo k ac oss all
le els o he lea ning ecosys em, wi h educa o s, o ganiza ions, and policy make s, and o s a by
es ablishing local pa ne ships as he d i ing o ce o lea ning ecologies in which e e ybody
con ibu es and bene i s. In SLEs all pa icipan s sha e a common in en ion o emb acing he
complexi y ha su ounds an indi idual’s expe ience o lea ning and de elopmen in he a ious
sys ems and en i onmen s (P i che 2013). This emphasizes he alue o meaning ul co-pa icipa ion
and co-c ea ion o ac i i ies, mu ual espec , and esponsi eness om he en i e en i onmen . I
sugges s ha bo h young s uden s and li elong lea ne s a e capable o being ela i ely independen
and sel -di ec ed when hey a e gi en eedom and su icien oppo uni ies o pa icipa e meaning ully
in au hen ic ac i i ies ac oss he lea ning con inuum (Bake 1999). This also en ails educa o s in all
ypes o se ings wi hin a lea ning ecology ecognizing young lea ne s’ in e es s, skills, and pe sonal
a eas o expe ise, building on wha hey b ing o he lea ning expe ience, suppo ing hem in
in eg a ing hese in o hei lea ning and helping hem ind a way o deepen hem, explo e and see how
hese can ex end in o he u u e by ollowing ele an s udies and ca ee s. I c ucially in ol es building
on one’s p io knowledge o making seamless connec ions be ween e.g., he science cu iculum and
science in he b oade wo ld, ac oss ime and se ings h oughou he day and ac oss he li espan
(Hannon 2017).
C ea ing a p ojec ha en ails all he abo e is he nex s ep o ollow in he de elopmen p ocess.
Namely, ha ing es ablished a pa ne ship and decided o de elop he idea o a solu ion o he selec ed
collec i e p oblem, he pa ne s ha e hen o ake he ac ion o co-c ea ing. This can be done ei he
by ollowing an exis ing ini ia i e o p ocess as he one p oposed in he li ing lab co-c ea ion p ac ice
o by se ing up a new one ha be e sui s hei needs and objec i es.
Whe he a p ojec is se up o connec ed o an exis ing one, i is impo an ha all s akeholde s in he
pa ne ship a e included om he s a o meaning ully con ibu e a he co-c ea ed and in eg a ed
solu ions. This equi es he ini ia ing pa ne o pa ne s o ac i ely in i e s akeholde s o pa icipa e
in he p ocess as ea ly as possible. I should be conside ed also ha o he s akeholde s ele an in
he con ex o he en isioned p oblem o solu ion can be in ol ed. This includes he end use s wi h
which p o o ype solu ions can be ied and e alua ed.
C ea ion and ini ia ion o a p ojec p ac ically mean o de elop an o e all plan. A li ing lab app oach
implies ha also he plan de elopmen p ocess is one o co-c ea ion. In he i s s ep, s akeholde s
join ly wo k owa d a sha ed ision o he p ojec . A sha ed ision, being an in eg a ed esul o he
join e o o all s akeholde s, os e s sa is ac ion and commi men among he pa icipan s. A
p econdi ion o his commi men is ha all ac o s a e in insically mo i a ed o pa icipa e. I one o
he s akeholde s canno be con inced ha he p ojec is in hei in e es , he p ojec will no yield
in eg a ed solu ions and long- e m sus ainabili y. This in insic mo i a ion o pa icipa e should be
consolida ed in he sha ed p ojec ision, be i by p o iding added alue in e ms o he educa ional o
comme cial o social esponsibili y objec i es o s akeholde s.
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
17
The bes chance o eaching mu ual ag eemen and making op imal use o he means, capabili ies,
and s eng hs o he a ious ac o s, is c ea ed when bo h in e es s and solu ions o be explo ed a e
aligned in he de elopmen plan. This implies ha , i necessa y, he aims should be e o mula ed un il
all s akeholde s’ in e es s a e included, which should be pa o he plan de elopmen p ocess and o
which he ini ia o should be open and accommoda i e. Thus, i is c ucial ha all s akeholde s o he
pa ne ship join ly o m an in eg a ed ision and join ly de ine he p oblem s a emen , goals, ambi ions
and expec ed ou comes.
Commi men o he pa icipan s o be open o adop ing an a i ude ha migh be di e en om hei
adi ional way o wo king should be pa o he sha ed ision unde lying he p ojec in pa ne ship. An
open and anspa en a i ude is needed wi h ega ds o expe ise, knowledge, in e es s, and
objec i es o all in ol ed. Fu he o being open-minded, lexibili y and willingness o adap may be
equi ed be o e all pa icipan s ealize how o he s can help hem ind new o be e solu ions o
p oblems.
A e ha ing de eloped a sha ed ision he nex s ep o ollow in he planning is he o ganiza ion o he
a ious ac i i ies ha a e equi ed o b ing ini ial idea o ideas o inal solu ions. The ac i i ies include
i e a i e phases o explo a ion, expe imen a ion, and e alua ion. Explo a ion wo k aims a u ning
ideas in o use case scena ios and ough p o o ype solu ions o be ied u he . Expe imen a ion
in ol es es ing on eal-case si ua ions o condi ions o ga he u he insigh and deepe knowledge
by collec ing use ul da a ha will eed in o e alua ion. E alua ion is he analysis o collec ed aluable
in o ma ion du ing expe imen a ion, he esul s o which will guide he selec ion/adop ion, ejec ion
o imp o emen o a pa icula solu ion.
The implemen a ion o his i e a i e p ocess o solu ion o p oduc de elopmen usually e e ed in
indus y as “ om concep ual designs o p o o ypes” o p o o yping, equi es one o ac i ely seek
inclusion o use ul esou ces and skills. This usually in ol es in e ac ion wi h he people who ha e, o
ha e access o, hese skills and esou ces o who a e willing o de elop hem h ough lea ning. These
in e ac ions o en ake place h ough a ecu ing pa e n o awa eness, ac ion, and in e es , leading
o be e connec ion and engagemen o hese people o he p ojec . The e o e, as al eady men ioned
a co-de elopmen and co-c ea ion-o ien ed mindse is c ucial o be ins illed in he pa ne ship a all
le els o encou age he di usion o esou ces, skills, expe ise, and capabili ies.
The aim o ensu e ha all capabili ies and esou ces necessa y o he de elopmen p ocess and ha
all co esponding ac o s a e included in i implies he need o e icien o ganisa ion and dis ibu ion
o asks, oles and esponsibili ies. I should be clea ha no all pa ne s can con ibu e o an equal
ex en o ha e he capaci y o expe ise o do so. Hence, i is be e i pa icipan s i s on hei own
ini ia i e indica e whe e hey can con ibu e and hen al oge he join ly wo k owa d he alloca ion o
all equi ed oles, esponsibili ies and esou ces.
Du ing he alloca ion o oles, esponsibili ies and esou ces, i should be clea o all wha he planned
asks, ac i i ies, and expec ed ou comes imply, and wha exac ly is expec ed o each ac o . Ac o s
usually need o con ibu e o he asks o o he s as well. C ea ing awa eness and ag eemen on he
commi men s, dependencies, and implica ions o asks up on inc eases he chance ha ac o s will
adhe e o hei commi men s. Howe e , a he same ime i should be no ed, ha in gene al a
de elopmen p ocess can be dynamic and may de ia e subs an ially om ini ial plans. In his espec
being p epa ed o p ocesses aking unexpec ed u ns o being p oac i e o a oid so calls o agili y,
adap abili y, lexibili y, and esiliency.
Fu he on his, we should always keep in mind ha a lea ning ecology is being a me apho o a na u al
ecosys em which by de aul is a dynamic, di e se, sel -o ganised sys em. In o he wo ds, he dynamic
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
18
and unp edic able cha ac e o i s de elopmen and e olu ion is an inhe en ea u e o he whole
concep . Ne e heless, some managemen s uc u e is needed o ack and ensu e p og ess, o
moni o he pe o mance o he scheduled ac i i ies, and o o ganize he asks, people and esou ces
o achie e esul s as planned. The s uc u e does no need o be s ic and hie a chical in a
con en ional way gi en ha mos pa icipan s may ha e joined he pa ne ship on a olun a y basis.
Usually, he ini ia o o a pa ne ship can ake he leading ole o manage he p ojec and o do so i is
needed no only o coo dina e and guide he o he pa ne s bu also o mo i a e and inspi e hem.
A he same ime, keeping hings simple, clea , open, and anspa en is key o e ec i e managemen
in pa ne ship. In his di ec ion, o ganising equen esul s-o ien ed mee ings so ha all pa ne s ge
in o med abou p og ess o a e awa e o de ia ions om expec a ions helps o main ain he
momen um, o emain ocused and mo i a ed o con ibu e. Keeping a posi i e mindse and ac i e
pa icipa ion o all in ol ed is also c ucial in he whole p ocess. As his is g ea ly depending on o being
a ec ed by he sense o accomplishmen o esul s one has also o be p epa ed o si ua ions whe e
he ou e o accomplishmen may no be smoo h o con inuous. Pe iods wi h ups and downs a e no
uncommon in explo a ion and expe imen a ion o in gene al in any de elopmen p ocess. Unexpec ed
p oblems may a ise, and se backs may occu , howe e hese may be a g ea sou ce o insigh ul
lea ning abou wha caused hem o how o o e come hem ins ead o being a eason o abandon he
e o .
Below we include a lis o key poin s and indica i e ques ions o conside in ad ance and hink abou
ho oughly which can be use ul in he p epa a ion and success ul comple ion o his s ep.
 C ea ing a p ojec in pa ne ship is done by ollowing o adop ing a p ocess such he li ing lab
co-c ea ion p ac ice. Is his p ocess clea o all pa icipan s?
 A e all ele an s akeholde s included in he p ocess o is hei ac i e pa icipa ion ensu ed?
 Is a sha ed ision co-c ea ed ha is join ly de ining he p oblem s a emen , goals, and
ambi ions o all in he pa ne ship?
 Does i clea ly embed all s akeholde s’ in e es s?
 Co-c ea ion in p ac ice may equi e pa icipan s o commi o a mo e open, anspa en , and
lexible a i ude and way o wo king. A e all awa e and commi ed o his?
 Is an o e all plan o ac i i ies co-c ea ed?
 Fo he plan o succeed, a e he commi ed esou ces adequa e o well- o eseen?
 Is i well di ided in asks o i e a i e phases o explo a ion, expe imen a ion, and e alua ion?
 A e he expec ed ou comes o esul s in each ask o phase clea ly de ined? A e hey
unde s ood by all?
 A e di ision and alloca ion o oles, esponsibili ies and esou ces clea o all pa ne s?
 Is alloca ion based on in e es , expe ise and capabili y o each pa ne ?
 A e all awa e o and do ag ee on associa ed commi men s, dependencies, con ibu ions, and
implica ions?
In concluding his s ep, we would like o emphasise ha gi en he impo ance o co-c ea ion in he
whole de elopmen p ocess we dedica e u he me hodological guidance on i . This is based on he
li ing lab co-c ea ion p ac ice and is p esen ed in he nex sec ion.
Ac ion Hin : wi h a pa ne ship in place, he nex s ep in de eloping a SLE is o collabo a i ely co-
c ea e and implemen a p ojec oo ed in sha ed ision and mu ual in e es . Begin by in ol ing all
s akeholde s ea ly and meaning ully, ensu ing hey help de ine he p oblem, co-design he goals, and
con ibu e o shaping he solu ion. Conside using a li ing lab co-c ea ion app oach o simila
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
19
pa icipa o y p ocesses o encou age expe imen a ion, i e a ion, and lea ning. De elop an o e all
p ojec plan ha includes cycles o explo a ion (gene a ing ideas and ea ly p o o ypes),
expe imen a ion ( es ing in eal-li e condi ions), and e alua ion (analysing and e ining based on
eedback). Clea ly de ine oles, esponsibili ies, and asks based on each pa ne ’s s eng hs and
in e es s, and ensu e alignmen wi h a ailable esou ces. Fos e open communica ion, lexibili y, and
a willingness o adap , ecognizing ha he de elopmen pa h may be non-linea . Use egula
mee ings o main ain momen um, moni o p og ess, and add ess challenges p oac i ely. Abo e all,
p omo e a cul u e o mu ual espec , sha ed lea ning, and collec i e owne ship o ensu e long- e m
commi men and impac .
1.2.4 S ep 4. Re lec ion and Sha ing o Resul s
The las s ep in he p ocess is e lec ion and sha ing o esul s. Bo h ac ions in his phase consis o
an in eg al and essen ial pa o he whole p ocess. Thei impo ance should no be unde mined by
conside ing hem a o mal obliga ion as pa o comple ing he p ojec o epo ing abou i ou side he
pa ne ship. On he con a y, i is an oppo uni y o all in ol ed o openly hink abou and discuss he
accomplishmen s, a icula e he indings om each pa icipan ’s own pe spec i e h ough
communica ing hem o o he s and collec i ely e lec ing upon all o some o he s ages o he ollowed
p ocess.
Re lec ion on he pa ne ship’s o e all wo k, esul s and p ocesses gi e ise o new hough s on wha
wen well o no acco ding o plans, how common mis akes o se backs could ha e been a oided,
wha can be done di e en ly and mo e e icien ly, which we e he key elemen s ha accele a ed
p og ess o led o be e han expec ed esul s, wha a e he o e all lessons lea ned. Re lec ion
includes also e hinking abou how he p oposed solu ions o p oduc p o o ypes we e ecei ed by he
a ge popula ion, whe he hey managed o each he goals hey we e in ended o and whe he any
adap a ion is equi ed. Thus, e lec ion can immedia ely esul in o eigni ing he co-c ea ion p ocess
o a new i e a ion.
As all pa icipan s e lec on hei own unde s anding bu also compa e wi h each o he ’s assessmen
and iews hey s eng hen hei sense o owne ship and a he same ime subconsciously conside
how o sus ain hei achie ed esul s o solu ions. I is no uncommon ha pa icipan s ocus mos o
hei a en ion on deli e ing a solu ion wi hin ce ain cons ain s, and much less on making su e ha
his need o be a success ul solu ion also o e a longe pe iod. Thinking o laying ou a s a egy abou
his poin o “now-wha -nex ” can ac ually be ini ia ed in he e lec ion phase.
E ec i e sha ing o esul s con ibu es along his line. Sha ing wi h a wide communi y o s akeholde s
is a commi ing obliga ion o all in he pa ne ship. I aims a bo h in o ming abou he angible
ou comes and encou aging and inspi ing o he s o ollow a simila app oach o ac ion. Va ious
me hods and digi al o con en ional means accessible o he pa ne ship can be u ilised such as
publica ions, announcemen s, pa icipa ion in con e ences, exhibi ions, public ou each and
awa eness campaigns, inno a ion publici y and ne wo king hubs e c.
Below we include a lis o key poin s and indica i e ques ions o conside in his phase.
 Thinking abou he whole p ojec , including i s objec i es, i s pa icipan s, hei oles and
ac ions, i s p ocesses, and i s ou comes, wha did go well and wha no ?
 A e all ele an s akeholde s included in he e lec ion p ocess o is hei ac i e pa icipa ion
ensu ed?
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
20
 Wha was he main elemen o elemen s behind success ul ou comes o wha was he main
cause o any p oblems?
 Was i p ocess ela ed; people, ins i u ion and a i udes ela ed; condi ions o esou ces
ela ed?
 Wha can be done di e en ly, and how?
 Wha a e he main lessons lea ned?
 How he lessons lea ned can be bes sha ed and wi h whom?
 How achie ed ou comes o p oposed solu ions can be sus ained o eplica ed a wide scale?
Ac ion Hin : he inal s ep in de eloping a SLE is dedica ed o e lec ion and sha ing o esul s—a
c ucial phase o lea ning, imp o emen , and sus aining impac . Ra he han ea ing his s ep as a
o mal closu e, use i as an oppo uni y o all s akeholde s o openly e alua e wha wo ked, wha
didn’ , and why. Encou age hones dialogue abou key successes, challenges, and lessons lea ned—
conside ing bo h he p ocess and he ou comes. Re lec on whe he he goals we e me , how he
solu ions we e ecei ed by end use s, and whe he adap a ions a e needed o u u e i e a ions. This
phase also o e s a chance o hink ahead: How can he ou comes be sus ained o scaled up? Equally
impo an is sha ing esul s wi h he b oade communi y— h ough epo s, e en s, digi al pla o ms,
publica ions, o ou each ac i i ies. This no only communica es achie emen s bu inspi es o he s o
adop simila collabo a i e app oaches. E ec i e e lec ion s eng hens a sense o owne ship among
pa ne s and o en spa ks new ideas, making i a i al link back o he beginning o he co-c ea ion
cycle.
1.3 Elabo a ion and u he guidance on key aspec s o
he de elopmen p ocess
In he p e ious sec ion we discussed he p oposed s eps o de elopmen . In his accompanying sec ion
we complemen hem by elabo a ing on ce ain key aspec s. These ocus on pa ne ship
es ablishmen and s akeholde engagemen , li ing lab co-c ea ion p ac ice, and inally, inqui y-based
pedagogical design.
1.3.1 Pa ne ship es ablishmen and s akeholde engagemen
In oday's apidly e ol ing educa ional landscape, collabo a ion be ween schools and companies,
uni e si ies and o he s akeholde s is o pa amoun impo ance. The ision o SLEs blends he
STE(A)M app oach, open schooling en i onmen and li ing lab p ac ice wi hin an empowe ing
pa ne ship based on local-le el collabo a ion be ween o mal, non- o mal and in o mal science
educa ion p o ide s, en e p ises, and ci il socie y.
These pa ne ships ha e he po en ial o enhance eache s’ eaching p ac ices, en ich he lea ning
expe ience o s uden s, b idge he gap be ween academia and indus y, and ensu e ha educa ional
ins i u ions a e equipping s uden s wi h he skills and knowledge needed in he p o essional wo ld.
The a ious s akeholde s can also bene i om collabo a ing wi h schools by gaining access o

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
21
eme ging alen , con ibu ing o he de elopmen o u u e p o essionals, and os e ing inno a ion
h ough academic esea ch.
To ensu e a bo om-up app oach in he c ea ion o he p ojec pa ne ship, i would be op imal o he
ini ia o o an SLE o be a p ima y o seconda y school. Fu he mo e, we conside an SLEs pa ne ship
o be composed o a leas h ee ac o s: a school and wo o he ac o s belonging o di e en
s akeholde g oups among hose men ioned abo e. In his sec ion, we will explo e a s uc u ed
app oach o schools o es ablish and na iga e collabo a ions wi h ex e nal s akeholde s e ec i ely.
Iden i ying Sha ed Objec i e(s)
The ounda ion o any success ul collabo a ion lies in he iden i ica ion o sha ed objec i es be ween
he school and he o he s akeholde s which a e pa o he p ojec pa ne ship. All pa ies mus align
hei goals and alues o c ea e a meaning ul pa ne ship. Fo ins ance, a sha ed objec i e could be
o enhance s uden s' employabili y h ough p ac ical expe ience and exposu e o indus y p ac ices.
Ano he objec i e can be e en mo e speci ic and ocus on a speci ic sec o o skills ha he company
in oduce o he s uden s. By iden i ying hese sha ed objec i es, schools and s akeholde s can wo k
oge he owa ds achie ing common goals and maximizing he bene i s o hei collabo a ion. Fo
example, in he po olio o wel e pilo SLEs p esen ed ea lie on, he goals o he majo i y o SLEs
a e o lead o inc eased mo i a ion and o e incen i es o s uden s o de elop deep con en and
concep knowledge, c i ical and c ea i e hinking, and p oblem-sol ing skills h ough exposu e o eal-
li e communi y challenges. This alignmen ensu es ha he collabo a ion is pu pose ul and ele an ,
bene i ing bo h s uden s and he s akeholde s.
Use ul Hin : Align goals be ween schools and s akeholde s o de ine sha ed objec i es ha ensu e
pu pose ul, ele an , and mu ually bene icial collabo a ion.
Needs & Resou ces Assessmen
Be o e ini ia ing a pa ne ship, i is c ucial o conduc a ho ough needs and esou ces assessmen .
This assessmen allows bo h he school and he s akeholde s o unde s and each o he 's speci ic
equi emen s, esou ces, and a eas o expe ise. An assessmen may in ol e e alua ing he school's
cu iculum, acili ies, and s uden demog aphics and, o ins ance, a company's indus y ocus, skill
equi emen s, and co po a e cul u e. Open and anspa en communica ion du ing his p ocess
ensu es ha all in ol ed ha e a comp ehensi e unde s anding o each o he ’s needs, laying he
ounda ion o a success ul collabo a ion. I also helps iden i y po en ial a eas o syne gy and
oppo uni ies o join ini ia i es.
To emphasize he impo ance o ha ing a clea iew o wha is needed, wha is a ailable, wha
can/should be commi ed o a success ul SLE we include below some ep esen a i e ansc ip s om
he eedback ecei ed du ing he implemen a ion phases su ey: … The p ojec -based ac i i ies in
schools a e done on he basis o olun ee wo k o eache s bu also by esea ch o ganiza ions and
esea che s. This makes he p ocess no sus ainable in he long un, i he e we e he necessa y
economic and ime esou ces alloca ed o hese ac i i ies and o mal ecogni ion o his wo k, his
would be adically di e en … (APRE, SLE Ini ia o and Na ional Coo dina o in I aly); … E en hough
he opics o he p ojec we e in eg a ed in o he cu iculum, we aced challenges ela ed o ime and
cu iculum cons ain s. Addi ionally, he lack o budge o ma e ials and ield ip expenses was
o e come wi h he help o pa en s … (SLE Ini ia o in Romania); … Lack o esou ces: Inadequa e
esou ces, including ma e ials, equipmen , and unding, can limi he scope and quali y o educa ional
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
22
ac i i ies in he SLE, impac ing he o e all lea ning expe ience o s uden s … (CPN, SLE Ini ia o and
Na ional Coo dina o in Se bia).
Use ul Hin : Assess and align he needs, esou ces, and capaci ies o all pa ne s o ensu e a ealis ic,
sus ainable, and mu ually suppo i e collabo a ion.
Collabo a ion Models and Ac i i ies
Collabo a ion be ween schools and ex e nal s akeholde s can ake a ious o ms, depending on hei
objec i es and a ailable esou ces. A school can engage in a di e se ange o ac i i ies wi h a
company, uni e si y, museum, o local au ho i y o enhance he educa ional expe ience o i s s uden s.
Collabo a ion wi h a company can in ol e ca ee -o ien ed ac i i ies such as in e nships, job
shadowing, o gues lec u es/cha s, p o iding s uden s wi h p ac ical indus y exposu e and insigh s.
Pa ne ing wi h a uni e si y opens a enues o esea ch p ojec s, join academic ini ia i es, academic
men o ship p og ams, and access o specialized esou ces and expe ise. Museums can o e ield
ips, guided ou s, o in e ac i e wo kshops, enabling s uden s o explo e and app ecia e a , his o y,
science, o cul u e. Engaging wi h a local au ho i y allows schools o o ganize ac i i ies ha di ec ly
bene i he local communi y, ci ic engagemen p og ams, o en i onmen al ini ia i es, os e ing social
esponsibili y and ac i e ci izenship. These collabo a i e e o s be ween schools and ex e nal
o ganiza ions en ich he lea ning expe ience, p o ide aluable eal-wo ld connec ions, and b oaden
s uden s' ho izons.
Use ul Hin : Design di e se, goal-d i en collabo a ion ac i i ies wi h ex e nal pa ne s o en ich
lea ning h ough eal-wo ld expe iences and communi y engagemen .
Access o suppo mechanisms
To ensu e he success o pa ne ships be ween schools, indus y, uni e si ies, and public au ho i ies,
a ious suppo mechanisms, accessible by all s akeholde s, a emade a ailable ia he SLEs p ojec .
Access o esou ces including empla es, pa ne ship ideas, guidelines and amewo ks al eady
de eloped wi hin p e ious Open Schooling p ojec s, a e o ganised, and made a ailable ia he SLEs
websi e. On bo h Eu opean and local le el, online and ace o ace wo kshops add essing a ious
aspec s o he SLEs me hodology, we e o ganised, p o iding all s akeholde s wi h abundan
oppo uni ies o lea n om exis ing good p ac ices, exchange wi h o he s akeholde s, ask ques ions
and ecei e guidance.
In pa icula , suppo ma e ials included de ailed p ojec guidelines based on he cu en
me hodological amewo k, a ho ough checklis ha summa izes i s main poin s, a mo e de ailed
e sion o he guidelines o design and collec lea ning a e ac s, a oolki on how o c ea e inclusi e
and gende equal SLEs, and in o ma ion on how o look o unding oppo uni ies o suppo he SLEs
implemen a ion. Addi ionally, ma e ials p oduced by SLEs ini ia o s, such as lea ning scena ios and
esou ces o eplica ing ac i i ies o he p ojec s, we e also sha ed o inspi e new SLEs.
In mo e de ail, he checklis was planned o be ully aligned o he cu en me hodology and con ains
a s ep-by-s ep guide o he implemen a ion o an SLEs. Each s ep includes e e ences o suppo
ma e ials which guide pa icipan s in gaining a be e unde s anding o ha phase. By doing so, he
checklis became a guide o accessing lea ning esou ces, and a map along he whole implemen a ion
p ocess. Addi ionally, by asking pa icipan s o epo when a ce ain s ep has been comple ed, he
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
23
checklis was also used as an indi ec moni o ing ool, which could ale Na ional Coo dina o s i
ce ain SLEs we e lagging and allowed hem o p omp ly ask o assis ance o o e guidance o o he s.
A he same ime and wi hin he pa ne ships, men o ing p og ams in he o m o a pee - o-pee
suppo sys em ha e been es ablished, allowing s uden s bu also eache s o bene i om one- o-one
suppo and guidance om indus y p o essionals, uni e si y acul y, o public au ho i y
ep esen a i es. This helped s uden s gain aluable insigh s, build ne wo ks, and na iga e hei
educa ional and ca ee pa hways e ec i ely. Addi ionally, capaci y-building wo kshops, aining
sessions, o knowledge-sha ing pla o ms we e o ganized wi hin he pa ne ship o enhance he skills
and expe ise o eache s, indus y pe sonnel, and uni e si y s a , os e ing e ec i e collabo a ion.
Open communica ion channels and egula mee ings acili a e ongoing dialogue, p oblem-sol ing, and
he exchange o ideas among all s akeholde s. By ha ing access o hese suppo mechanisms,
s akeholde s can os e s ong and sus ainable pa ne ships, maximizing he bene i s o all in ol ed
pa ies.
Documen ing and sha ing knowledge among pa ne s a e key elemen s o he p ojec . To acili a e
SLEs de elopmen , he conso ium c ea ed and applied wo schemes:
 Ideas and me hods o acili a e esea ch-indus y-lea ning syne gies, p omo ing and suppo ing
in eg a ed SLEs p ojec s combining science and inno a ion applica ion in indus y wi h li elong
lea ning. To do so, he p ojec le e aged on he SLEs p ojec s o o mula e communi ies o
p ac ice b inging oge he all hose conce ned o passiona e o science educa ion. This
included a dual ocus on iden i ying and enac ing oppo uni ies o : a) he applica ion o R&I
esul s in business, including di e en gen es o en e p ises (s a -ups, SMEs, en ep eneu s);
and b) in his indus y-based con ex , p o iding li elong lea ning expe iences o a ious ac o s
(s uden s, eache s, esea che s, p o essionals, e c.)
 Men o ing ac oss he di e en g oups in ol ed in he SLEs o ake ull ad an age o he
lea ning, pe sonal and p o essional de elopmen oppo uni ies gene a ed in he con ex o he
e ol ing syne gies o educa ion, esea ch, inno a ion, and indus y in he local pa ne ships.
Depending on he speci ic challenge, he igh men o was iden i ied and p o ided ad ice a
de elopmen s age, e iewed ac ions, and sugges ed ac i i ies and imp o emen s. In each
implemen a ion coun y, he SLEs p ojec pa ne s ac ing as Na ional Coo dina o s suppo ed
he local s akeholde s and acili a ed he de elopmen and implemen a ion o he espec i e
ecologies. The acili a ion o SLEs included egula planning, suppo and e lec ion mee ings
(online o ace- o- ace), and aining ac i i ies. Me hods used, knowledge and expe iences
gained h ough he SLEs co-c ea ion and acili a ion in he ea ly s ages and up o he
comple ion o pilo implemen a ion ac i i ies, in o med he ma u e implemen a ion cycle o
SLEs.
In each implemen ed SLE, he s akeholde s, wi h suppo om he Na ional Coo dina o , implemen ed
he me hodology p o isions o acili a ion and men o ing and o lea ne meaning ul engagemen in
ways ele an o he local con ex .
The “Ecologies co-c ea ion and acili a ion me hods and lea ning” (p ojec deli e able D3.2) includes
a de ailed desc ip ion o he SLEs me hods o men o ing as well as amewo k a se o guidelines
d awn om pilo expe iences and ecognised good p ac ices. This documen o e s b oad sugges ions
o con en o be buil upon by he SLEs implemen ing en i ies ha hey can es and adap du ing he
implemen a ion phase.
The SLEs coo dina o s, ini ia o s and pa icipa ing s akeholde s we e encou aged o expe imen wi h
wha wo ked bes o hei con ex and o sha e e lec ions on hei expe ience owa d an e ec i e and
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
24
inno a i e men o ing me hodology. The local con ex s, and pa icipan s indi idual cha ac e is ics and
needs mus always be aken in conside a ion o implemen an e ec i e men o ing ac i i y.
Use ul Hin : Le e age a ailable suppo ools, men o ing, and aining esou ces o s eng hen
collabo a ion, build capaci y, and ensu e sus ainable SLE implemen a ion.
Es ablishing Pa ne ships
Once he school and ex e nal s akeholde s ha e iden i ied sha ed objec i es and explo ed
collabo a ion models, he nex s ep is o es ablish pa ne ships. Schools can begin by iden i ying
po en ial o ganisa ions ha align wi h hei goals and alues. Ne wo king e en s, indus y connec ions,
and online pla o ms can be aluable esou ces o inding sui able pa ne s. Pa en s employed wi hin
a speci ic company/uni e si y and/o sec o , can also help by making ha i s con ac .
When eaching ou o po en ial pa ne s, clea and e ec i e communica ion is c ucial. Schools should
a icula e hei objec i es, p opose collabo a ion models, and discuss po en ial mu ual bene i s.
Emphasizing he alue and unique oppo uni ies ha he pa ne ship can o e is essen ial o
engaging he in e es o p ospec i e pa ne s. Building a s ong ounda ion o anspa en
communica ion, us and mu ual unde s anding om he beginning is key o es ablishing success ul
long- e m pa ne ships.
As al eady men ioned and emphasized ea lie an impo an aspec o be conside ed when es ablishing
pa ne ships o SLEs p ojec s is o conside he pedagogical esou ces ha each s akeholde can
o e o he SLE.
Use ul Hin : Build us h ough clea communica ion and mu ual bene i o o m s ong, las ing
pa ne ships aligned wi h sha ed goals and esou ces.
Enhancing Gende Equi y, Inclusi eness and Di e si y
Meaning ul and impac ul s akeholde engagemen comp ises o gende equi y, inclusi eness and
di e si y. These should be e lec ed in pa ne ships’ composi ion, oles and esponsibili ies alloca ion,
bu also in asks, educa ional pa hways and ac i i ies o be implemen ed wi h lea ne s. The e o e, i
is o high impo ance o highligh same-gende ole models along wi h p o iding ca ee aspi a ions and
men o ship owa ds inc easing emale pa icipa ion and engagemen . O equal impo ance is o
p omo e also pe spec i es o di e si y, gende equi y and inclusi eness. Decons uc ion o s e eo ypes
can be achie ed as well by encou aging collabo a ion a he han compe i i eness among indi iduals
o g oups o lea ne s, by o e ing lea ning ac i i ies ha pu emphasis on skills and compe ences and
no on gende , e hnical, cul u al o socioeconomic backg ounds. The ollowing ansc ip s om he
implemen a ion phase su ey, in e iews and wo kshops gi e a li e al highligh o abo e aspec s: …
Du ing his p ocess, all hose who wo ked wi h he s uden s in leade ship oles we e emale –
scien is s, eache s, wo kshop leade s, lib a ians, a is s e c. This was a conscious decision o use he
p inciple o ‘ See i – Be i ’… (CURAM, SLE Ini ia o and Na ional Coo dina o in Se bia); … Du ing he
pa hway, s akeholde s p esen ed he lis o i e I alian excellen emale scien is s who a e on he lis
o he 100 mos in luen ial emale scien is s. Con a y o o he si ua ions whe e he male componen
ends o s i e mo e o be in he spo ligh and impose i sel on he emale componen , in his con ex
ins ead boys and gi ls wo ked on a pa i y basis … (APRE, SLE Ini ia o and Na ional Coo dina o in
I aly); … Female Role Models: By highligh ing emale spokespe sons om s akeholde s as ole models,
he SLE p o ides examples o success ul women in STEM ields, inspi ing emale pa icipan s and
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
31
We emphasise he ac ha his ocuses on asks wi hin an SLE so ha lea ne s a e be e guided o
suppo ed. Fo ins ance, in an SLE s uden s can be spli in smalle g oups o in es iga e and
expe imen on a ious aspec s o p o o ype solu ions. These mic o-p ojec s can ollow an inqui y-
based me hodology so ha be e guide lea ne s h ough he p ocess o pos ula ing a esea ch
ques ion, plan an expe imen , ga he e idence by da a collec ion, analysis and inally conclude o
esul s. The whole p ocedu e does no ha e o be o e whelming o o e cons aining, i is up o he
eache o educa o o he pa ne s in ol ed o decide how o be e implemen i o simpli y i o be e
ma ch he lea ning needs o he s uden s.
One may d aw dis inc ions be ween p ojec , inqui y o p oblem-based lea ning, howe e in eali y he
di e ences a e mino . School s uden s and in gene al lea ne s ound hem highly engaging because
hey a e conduc ing wo k ha is meaning ul o hem and can connec o eal li e p oblems and
challenges. Lea ning begins wi h a p oblem o be sol ed, and he p oblem is posed in such a way ha
lea ne s need o gain new knowledge be o e hey can sol e he p oblem. Ra he han seeking a single
co ec answe , hey in e p e he p oblem, ga he needed in o ma ion, iden i y possible solu ions,
e alua e op ions and p esen conclusions. The whole p ocess gi es many oppo uni ies o connec o
eal-li e and eal-wo ld challenges, wo k ac oss disciplines, lea n o unc ion and collabo a e in eams,
communica e hei indings and solu ions, engage wi h hei pee s, expe s and communi ies.
In he ollowing we i s p esen in de ail a gene ic inqui y-based model based on i e phases
(O ien a ion, Concep ualiza ion, In es iga ion, Conclusion and Discussion) ha is sugges ed o
eache s o ollow in he design o in e disciplina y educa ional ac i i ies. A a ia ion o his can be
also adop ed and in eg a ed no only in he s uc u e o STEM ela ed p ojec s bu also in he ea u es
o c ea i i y ocused ones. A he end o his sec ion, we also discuss in b ie ypes o inqui y o be e
unde s and how inqui y-based me hodology can be adap ed in acco dance wi h di e en le els o
lea ne s’ sel -di ec ion.
P ojec and inqui y-based pedagogy
Inqui y-based lea ning (IBL) is an educa ional lexible s a egy wi h phases ha a e o en o ganized in
a cycle and di ided in o subphases wi h logical connec ions depending on he con ex unde
in es iga ion (Pedas e e al., 2015). This amewo k en ails i e gene al phases (O ien a ion,
Concep ualiza ion, In es iga ion, Conclusion and Discussion) and se en sub-phases (Ques ioning,
Hypo hesis Gene a ion, Explo a ion, Expe imen a ion, Da a In e p e a ion, Re lec ion, and
Communica ion). I can be used by eache s in o de o concep ualize a s uc u ed way o implemen
inqui y ac i i ies and de elop mul idisciplina y educa ional p ojec s in hei class oom and beyond.
IBL is no a linea p ocedu e (see Figu e 6) and lea ne s should be in ol ed wi h a ious o ms o
inqui y, going h ough di e en combina ions o he phases, no all o hem necessa ily. Fo example,
i he da a analysis is no sa is ac o y enough, s uden s can e u n o he concep ualiza ion phase and
econside hei ques ion and/o hei expe imen al design. When s uden s come o a conclusion, new
ques ions can be gene a ed, and he p ocess s a s again in a p og essi e ashion. A desc ip ion o
he p ocesses ha each phase encompasses is p o ided below and he connec ions be ween hese
p ocesses a e p esen ed in 6 (Pedas e e al., 2015).

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
32
Phases and subphases o inqui y ac i i ies
O ien a ion: O ien a ion is he phase whe e he iden i ica ion o he p oblem occu s. The opic o be
in es iga ed is p esen ed and in e es abou a p oblema ic si ua ion ha can be answe ed wi h inqui y
is s imula ed. The opic unde in es iga ion mus be ele an o s uden s’ daily li e, in e es s, and p io
knowledge. The eache ’s ole in his phase is o encou age s uden s o exp ess ideas, p io
knowledge, and ques ions abou he opic, while p omo ing in e ac ion and communica ion be ween
hem. Fo example, s uden s can c ea e concep maps o wha hey know, do no know o wan o
know abou he opic unde in es iga ion. These kinds o ac i i ies can also be use ul o he nex
phases o inqui y.
Concep ualiza ion: Concep ualiza ion e e s o he unde s anding o he concep , which ela es o he
p oblema ic si ua ion p esen ed in he p e ious phase. I is di ided in wo sub phases (ques ioning
and hypo hesis gene a ion) ha lead he lea ne o he in es iga ion phase. Now he eache ’s ole is
o help s uden s unde s and how hey can o mula e ques ions and/o hypo heses ha can lead o an
in es iga ion. I s uden s a e no amilia wi h he ques ioning and hypo hesis gene a ion sub –
phases, he eache can choose a s uc u ed ype o inqui y a i s and hen p og ess in mo e open
ypes o inqui y in o de o p o ide he app op ia e guidance.
Figu e 6: Phases and subphases o inqui y-based lea ning and hei
ela ions as desc ibed in Pedas e e al., 2015
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
33
 Ques ioning subphase: Ques ions a e o mula ed in o de o design an in es iga ion ha
p oduces answe s. As his skill is de eloped h ough inqui y, s uden s can g adually unde s and
which ques ion can lead o in es iga ion and which one is mo e gene a i e and migh lead o
di e en o iche p ocesses.
 Hypo hesis Gene a ion subphase: A hypo hesis is gene a ed h ough p o iding explana ions o
how he iden i ied a iables ela e (Pedas e e al., 2015). I explains how and why phenomenon
unc ions based on o me expe iences and p io knowledge (Na ional Science Founda ion,
2000).
 In es iga ion: In es iga ion is he phase whe e s uden s collec e idence o answe hei
ques ions and/o es hei hypo hesis (Na ional Science Founda ion, 2000) and includes he
sub – phases o explo a ion, expe imen a ion, and da a in e p e a ion. The eache p o ides
ma e ials ha he s uden s migh need and keeps hem on ack so ha he p ocess hey
choose o ollow is a p ocess ha answe s he in es iga i e ques ion. S uden s should
de e mine wha cons i u es e idence and collec i . I hey a e no amilia wi h his p ocess, a
s uc u ed ype o inqui y can be chosen. The eache can p o ide o encou age s uden s o
c ea e means (e.g., ables, cha s e c.) ha can help hem o ganize, classi y, and analyse he
da a.
 Explo a ion subphase: Explo a ion is an open p ocess which gene a es mos ly da a conce ning
he iden i ica ion o a ela ion be ween he a iables. I is chosen ypically when he ques ion
ha was o med in he p e ious phase was gene a i e, because s uden s do no ha e a speci ic
idea o wha o explo e o how he iden i ied a iables ela e o each o he (Pedas e e al.,
2015).
 Expe imen a ion subphase: Expe imen a ion includes he design (e.g., choosing he ma e ials
and means o measu e) and pe o ming o expe imen s aking in o conside a ion he a iables
ha need o change, emain cons an and be measu ed. The p oduc s o his subphase a e
da a o e idence ha can be used la e o analysis and in e p e a ion.
 Da a In e p e a ion subphase: Acco ding o he Na ional Science Founda ion (2000), da a
in e p e a ion “includes inding a pa e n o e ec s and syn hesizing a a ie y o in o ma ion”
(p. 57). Depending on he concep unde in es iga ion and he inqui y p ocedu es ha we e
chosen, inding ela ions be ween he a iables is some imes he key o ge ing he desi ed
ou come (answe ing he in es iga i e ques ion). O ganizing and classi ying he da a (wi h
g aphs, cha s, ables, pic u es e c.) can bene i his p ocess.
 Conclusion: In his phase s uden s d aw conclusions based on he in es iga i e ques ion and
he in e p e a ion o he da a. The eache ’s ole du ing his phase, a compa ison be ween he
in e p e ed da a and he p edic ions and ini ial ideas ( ha s uden s exp essed du ing he
o ien a ion phase) can be s imula ed. This p ocess can also lead o new hypo heses and
ques ions abou he opic unde in es iga ion (as shown in Figu e ).
 Discussion: Du ing he discussion phase s uden s a icula e hei indings h ough
communica ing hem o o he s and/o e lec ing upon all o some o he s ages o inqui y du ing
he p ocess o by he end o i (Pedas e e al., 2015). The eache ’s ole is o encou age
collabo a ion so ha s uden s can p esen hei indings and ideas, p o ide a gumen s and
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
34
gi e eedback o o he s. I hey a e no amilia wi h hese p ac ices, he eache can p o ide
guidelines ha will help hem o communica e du ing all he phases o inqui y.
 Communica ion subphase: Communica ion includes discussion wi h o he s and ep esen a ion
o esul s in a manne ha is unde s andable o all (Na ional Science Founda ion, 2000). I
can be applied o a single phase o he whole cycle o inqui y and is usually an ex e nal p ocess
(Pedas e e al., 2015).
 Re lec ion subphase: In his subphase s uden s e lec on hei wo k, hei esul s and he
concep unde in es iga ion. Re lec ion can e en gi e ise o new hough s ega ding he inqui y
cycle o a single phase.
Types o inqui y
The ypes o inqui y a y so ha s uden s a e ac i ely in ol ed in he p ocess o he ex en ha hey
a e compe en and able o do so. The ype o inqui y a eache may choose o ollow is highly depended
on he objec i es o he lesson, he age o he s uden s, hei p e ious in ol emen wi h inqui y and
he scien i ic skills hey ha e al eady acqui ed. As shown below in Figu e , he mo e esponsibili y he
s uden has, he less di ec ion is p o ided and mo e open he inqui y becomes (Na ional Resea ch
Council, 2000).
S uc u ed Mixed Guided Open
Essen ial
Fea u es
1. Lea ne
engages in
scien i ically
o ien ed
ques ions
engages in
ques ion p o ided
by eache ,
ma e ials, o o he
sou ce
sha pens o
cla i ies ques ion
p o ided by
eache , ma e ials,
o o he sou ce
selec s among
ques ions, poses
new ques ions
poses a ques ion
2. Lea ne gi es
p io i y
o e idence in
esponding o
ques ions
gi en da a and old
how o analyze
gi en da a and
asked o analyze
di ec ed o collec
ce ain da a
de e mines wha
cons i u es
e idence and
collec s i
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
35
3. Lea ne
o mula es
explana ions
om e idence
p o ided wi h
e idence and how
o use e idence o
o mula e
explana ion
gi en possible ways
o use e idence o
o mula e
explana ion
guided in p ocess
o o mula ing
explana ions om
e idence
o mula es
explana ion a e
summa izing
e idence
4. Lea ne
connec s
explana ions o
scien i ic
knowledge
gi en possible
connec ions
di ec ed owa d
a eas and sou ces
o scien i ic
knowledge
independen ly
examines o he
esou ces and
o ms he links o
explana ions
5. Lea ne
communica es
and jus i ies
explana ions
gi en s eps and
p ocedu es o
communica ion
p o ided b oad
guidelines o use
sha pen
communica ion
coached in
de elopmen o
communica ion
o ms easonable
and logical
a gumen o
communica e
explana ions
Figu e 7: Types o inqui y and hei ea u es ega ding ques ions, e idence, explana ions, connec ion o he
explana ions o scien i ic knowledge and communica ion. Adap ed om Inqui y and he Na ional Science
Educa ion S anda ds, Na ional Resea ch Council (2000) p. 29
The a ia ions o inqui y ypes conce n he inc easing o dec easing in ol emen o he eache and
s uden in he p ocess. S uc u ed inqui y is di ec ed om he eache so ha s uden s each a speci ic
esul , whe eas in mixed inqui y s uden s a e mo e in ol ed du ing an in es iga ion wi h he eache
guidance s ill being he mos dominan . These o ms o inqui y usually a e chosen when s uden s a e
i s in oduced o inqui y p ac ices and when he e is a ocus in he de elopmen o a speci ic skill o
concep . Open inqui y p o ides mo e oppo uni ies o de eloping scien i ic skills, gi en ha du ing
open inqui y he s uden s wo k di ec ly wi h he ma e ials and p ac ices in a way ha esembles
au hen ic scien i ic app oaches (Na ional Resea ch Council, 2000).
Fo example, i s uden s lack p e ious expe iences wi h designing in es iga ions and collec ing da a,
a mo e s uc u ed o guided o m o inqui y should be chosen. When s uden s acqui e he skills
needed, hey can p og ess o mo e open inqui y ac i i ies. S uden s should a some poin pa icipa e
in all he o ms o inqui y, while g adually mo ing om one o m o inqui y o ano he wi h he
simul aneous p og ession o complexi y and sel -di ec ion.
1.4 Facili a ion me hodology and ecommenda ions
Al hough SLEs is no an explici school-based ini ia i e, ne e heless i highly aims a a ac ing he
pa icipa ion o school eache s and educa o s om in o mal and non- o mal educa ion p o ide s as
key ini ia o s o con ibu o s o a lea ning ecology. Teache s, and in gene al educa o s, de elop
p ac ices o eaching wi h which hey eel com o able and con iden . When hey ma u e i is usually
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
36
di icul o change hem, o hey eel insecu e o adop inno a i e me hodologies, echnologies o
p ac ices such as he educa ional app oach and ac i i ies o be de eloped and p oposed in SLEs.
Howe e , when asked in su eys, mos eache s exp ess he willingness o adop new me hods and
models o eaching ha lead hei s uden s o be e esul s in e ms o concep unde s anding,
con en knowledge and beha iou o a i ude change. A equi ed condi ion is ha hey a e ho oughly
in oduced in p ac icing hese new me hods be o e applying hem o hei e e yday eaching o se ing.
In his espec , we plan in he SLEs p ojec o o e a comp ehensi e acili a ion p og amme,
encompassing mul iple modali ies, online o in-pe son, ha include hands-on p ac ice wo kshops, ha
will no only help eache s o explo e, adop , implemen and imp o e an al eady de eloped lea ning
ecology bu also assis hem o gain con idence and expe ience owa ds de eloping hei own ones
hemsel es indi idually o in collabo a ion wi h pee s o pa ne s o he conso ium.
In gene al, ou acili a ion app oach aims a being induc i e and p ac ical wi h i s pa icipan s ocusing
on gaining a be e unde s anding o a lea ning p ac ice o achie ing a eal change o imp o emen in
he p ac ice con ex . I in ol es ac i ely pa icipa ing in a change si ua ion, assis ed, o guided by
pee s, wi h he aim o imp o ing hei s a egies, p ac ices, and knowledge o he en i onmen s wi hin
which hey p ac ice. Fu he mo e, i should be in e ac i e, collabo a i e, and e lec i e so ha i can
enable wo k wi h o he s o p opose a new cou se o ac ion o help hei communi y imp o e i s wo k
p ac ice. Gene ally aining o acili a ion by ac ion is a o m o de elopmen , in e en ion, and change.
In his con ex , he o e all acili a ion o change induc ion can be implemen ed as a cycle wi h
planning, ac ing, obse ing, and e lec ing phases whe ein educa ional p ac ices o me hods a e i s
de eloped, hen ied-ou in eal se ings and inally a e u he imp o ed based on e lec ion o
obse a ions and indings.
He ein we discuss and p opose he main design conside a ions along wi h gene al and speci ic
ecommenda ions o ea u es ha such a gene al acili a ion p og amme can inco po a e. Pa ne s
can u he adap i depending on local needs and ci cums ances.
1.4.1 Gene al ecommenda ions
In gene al, when de eloping a lea ning ecology and conside ing i s educa ional ac i i ies, a acili a ion
o aining p og amme o a cu iculum in pa ne ship i should be emphasized ha alongside he
p ocess o how an o e all lea ning ac i i y is de eloped, key aspec s o he ac i i y i sel like aims,
lea ning ou comes, con en , eaching and lea ning me hods and assessmen me hods also need o
be conside ed. Usually in li e a u e ( o example see Plomp 2009 and an den Akke 2007), an
ex ended e sion o key aspec s o an ac i i y, and in gene al o a cu iculum in he b oade sense o
a lea ning con inuum, is shown in he shape o a spide web, hus me apho ically illus a ing ha
placing addi ional ocus on one o he key aspec s his would ine i ably in luence he shape and he
s eng h o he whole web. The key aspec s as depic ed in he ollowing igu e (Figu e 8) a e: a ionale,
aims and objec i es, con en , lea ning ac i i ies, eache ole, ma e ials and esou ces, g ouping,
loca ion, ime and assessmen . We adop his spide web model, and we sugges ha all hese
dimensions should be clea ly de ined, be in balance and be add essed in he p og amme. We belie e
his will s ongly assis and acili a e eache s in be e emb acing he SLEs concep and i s objec i es.

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
37
Rega ding he gene al p ocess o acili a ion, we ollow a phased app oach whe e pa icipan s a e i s
in oduced o an example, hey p ac ice i aking he ole o lea ne s and analyse i in a e lec i e and
collabo a i e way. Then, hey en isage how o implemen i in a eal se ing, aking he ole o ac ion
esea che s and c i ical obse e s, and inally discuss hei indings and also collabo a i ely e lec on
he esul s and ou comes. The whole p ocess is implici ly o i e a i e na u e and p o ide a well- ounded
o e all amewo k o p og essi e and g adual acquisi ion o , o example, sugges ed and al eady-
made bes -p ac ices o s a wi h o he de elopmen o new ones. These phases may no be explici ly
imposed o p ac iced, o example in he mode o sepa a e dis inc wo kshops, bu hey can be
implici ly in used in a single session o a hands-on wo kshop wi h di e en g oups wo king on di e en
aspec s ha will inally be w apped up a he end.
In his con ex , we ecommend o e ing eache s and o he s akeholde s dedica ed wo kshops o help
hem o p e-p ac ice by ollowing examples, de elop u he and e lec on hei p ac ices, hei
unde s andings, and pas expe iences, and collabo a i ely e lec on he p oposed p ocesses and
models. These wo kshops can be o e ed in pa allel o wi hin he amewo k o exis ing p o essional
de elopmen p og ams, o e en be e in syne gy wi h o he simila p ojec s and ini ia i es. They can
also be g ouped in o consecu i e cycles in line wi h he school yea schedules in each coun y whe e
wo kshops o aining ac i i ies a e implemen ed i s in a small numbe o pa icipan s, eedback is
collec ed, and indings a e sha ed wi h o he pa ne s in di e en coun ies.
In conclusion, in he amewo k o SLEs and complemen a y o i s main objec i es, he acili a ion
p og amme is ecommended a u nishing, ouching upon o s eng hening he ollowing gene al
educa ional objec i es:
Figu e 8: Cu icula spide web as p oposed in an den Akke , J. (2007).
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
38
 To enable p ima ily eache s bu also o he s akeholde s in ol ed in a SLE ying new ideas in
p ac ice as a means o imp o emen and as a means o inc easing knowledge abou he
cu iculum, eaching, and lea ning oppo uni ies wi hin a SLE.
 To aise hei le el o c i ical hinking abou eaching and lea ning, and in gene al abou hei
e e yday p ac ice.
 To engage hem in collabo a i e and e lec i e implemen a ion and de elopmen o SLEs.
 To acili a e he adop ion o he SLE concep and app oach in eaching and lea ning.
 To emphasize he impo ance o sha ing expe ience, expe ise and aluable ou comes wi h
o he eache s and s akeholde s in hei communi y and beyond.
 To empowe hem in engaging in simila app oaches o SLE ha a ec hei communi ies and
well-being and o hei pa icula needs o in e es s.
 To s eng hen hei capaci y o become educa ional con en c ea o s o oppo uni y explo e s
o o e come s anda d cu iculum cons ain s.
1.4.2 Speci ic ecommenda ions
In he ollowing we lis oge he also a main se o speci ic ea u es and cha ac e is ics ha we
ecommend ha such a acili a ion p og amme should emphasise and inco po a e.
 O e all inclusi e app oach. The p og amme and i s ac i i ies should a ac and in ol e
eache s and educa o s o all disciplines, le els o expe ience, gende , social o e hnic
backg ounds. Speci ically: Gende balance. T aining examples, p oposed educa ional ac i i ies,
p ojec s o ideas should a ac he in e es o eache s and s uden s o bo h gende s a oiding
common s e eo ypes. Social inclusi eness and in eg a ion. Simila ly, hey should be accessible
and a ac he in e es o eache s o s uden s o social o economic disad an aged a eas o
in u al o dis an si es.
 Mul idisciplina y/in e disciplina y collabo a i e app oach. The p og amme and i s ac i i ies
should add ess o in ol e eache s o mul iple scien i ic ields.
 Modula s uc u e. The p og amme and i s ma e ials should be modula and s aged so ha i
can be ollowed by eache s wi h di e en le el o needs, expe ise, expe ience e c.
 Replica ion po en ial. The p oposed app oach, p og amme and ac i i ies should be easily
ans e able o o he Eu opean coun ies.
 Low- h eshold use o ICT echnologies. P oposed online esou ces, e-lea ning pla o ms o ools
should enhance and complemen adi ional eaching and lea ning and p omo e digi al
li e a u e o bo h eache s and s uden s wi hou any p e equisi es o p io echnical knowledge,
equi emen s o p e-ins alled so wa e packages e c.
 Open and online modes complemen a y o in-pe son wo kshops. This will g ea ly acili a e he
pa icipa ion o schools and eache s om u al o dis an a eas hus g ea ly enhancing he
di e si y and inclusi eness aspec s o he acili a ion p og amme i sel bu also o he SLEs
p ojec o e all.
 Scien i ic and echnological co ec ness. T aining modules o accompanying ma e ials,
including links o online esou ces, public ideo ins uc ions e c, should no c ea e g ay a eas
o ma e s ha may c ea e misconcep ions o eache s o s uden s, p omo e pseudo-science
e c.
 Emphasis on expe ien ial aspec s, p ac ical hands-on aining and do-i -you sel
implemen a ion.
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
39
Summa y
The SLEs Me hodology – Final Ve sion is he hi d deli e able o Wo k Package 2. The Fi s Ve sion
was deli e ed on Mon h 6, an upda ed one on Mon h 21, and his Final Ve sion on Mon h 34. In his
documen we ha e laid ou a comp ehensi e me hodological amewo k o guidelines and p oposed
ac ions o enable and guide he de elopmen o SLEs in acco dance wi h he main ounda ional
concep s in ou Whi e Pape . The wo k ha is p esen ed in his documen is based on he one hand
on he ou comes o ou co-c ea ion wo kshops ha we e o ganized and coo dina ed by EA and in
which all pa ne s o he conso ium pa icipa ed, and on he o he on he quali a i e and quan i a i e
eedback collec ed du ing s akeholde s’ co-c ea ion and e lec ion wo kshops and su eys o he pilo
and ma u e implemen a ion phases. The co-c ea ion wo kshops we e ocused on pa icula hemes,
which we e: 1. Unde s anding SLEs concep s and dimensions, 2. Lea ning by example, analyzing an
example SLE, 3. Focusing on SLE p o o ype de elopmen and p ocesses, 4. Consolida ing o e all
me hodology. The main objec i es o his se ies o wo kshops we e on one hand o b ing oge he all
pa ne s’ insigh s, iews, ideas, expe ise, and expe ience owa ds a co-c ea ed cons uc i e
me hodology, and on he o he , o simula e and acili a e a simila p ocess o co-c ea ion ha each
pa ne can ini ia e and implemen a local le el. The s akeholde s’ co-c ea ion and e lec ion
wo kshops and su eys o he pilo and ma u e implemen a ion phases we e conduc ed om Sep
2023 un il Jun 2024, and om Sep 2024 un il Jun 2025 espec i ely. Collec ed eedback, insigh s,
obse a ions and concluding ema ks based on quan i a i e analysis con ibu ed o e ining and
upda ing he ini ial me hodology documen .
We s a ed by b ie ly p esen ing he SLEs ha we e de eloped and implemen ed du ing ma u e phase
o he p ojec in six een di e en coun ies a ound Eu ope and beyond, namely in I eland, Ge many,
G eece, I aly, No way, Spain, Cyp us, Mal a, Se bia, Po ugal, Romania, Slo akia, Sweden, No h
Macedonia, Tu kyie, and Is ael. Thei main cha ac e is ics clea ly gi e an o e iew o he a ie y and
di e si y o ideas, subjec s and pa ne ships ha he SLE concep can encompass. Then he ini ia o s’
pilo phase su ey is discussed along wi h i s consolida ed esul s and concluding ema ks o each o
i s ocus a eas.
We hen discussed ou sugges ed s ep-by-s ep de elopmen p ocess ha can acili a e and guide he
de elopmen o a gene ic SLE. The p oposed SLE de elopmen p ocess is di ided in ou main s eps,
which a e: 1. Ini ia ion and Ge ing S a ed; 2. P epa a ion and Es ablishmen o Pa ne ship; 3. Co-
c ea ion and Implemen a ion; 4. Re lec ion and Sha ing o Resul s. Fo each s ep, we ga e a gene al
desc ip ion, discussed i s main objec i es, and p esen ed he main ac ions, condi ions o p e equisi es
needed, supplemen ed wi h gene al ecommenda ions on how o success ully comple e i . We also
included a lis o key indica i e ques ions o be ho oughly conside ed o add essed which can assis
he success ul comple ion o each s ep.
To enhance he eadabili y o he documen , we inished discussing he whole sequence o p oposed
s eps o de elopmen and hen p oceeded wi h accompanying sec ions ha complemen hem by
elabo a ing on ce ain key aspec s based on he syn hesis o pa ne s’ insigh s and ecommenda ions
de i ed om he co-c ea ion wo kshops. On pa ne ship es ablishmen and s akeholde engagemen ,
and on li ing lab co-c ea ion p ac ice. As co-c ea ion is being a co e and e y signi ican elemen o he
SLEs pe spec i e and de elopmen p ocess we e isi ed he open schooling model and he li ing labs
p ac ice as i s discussed in ou Whi e Pape . We syn hesised and adap ed hei subsequen s eps in
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
40
ou gene ic de elopmen p ocess o p oduce an easy- o- ollow elabo a ed e sion, which a he same
ime we belie e will be mo e appealing o lea ne s and in gene al o pa ne s o an SLE. I consis s o
he main s ages o Feel and Imagine as pa o he ini ia ion phase, which hen lead o he s age o
Co-c ea e and i s i e a i e subsequen s eps o Explo e, Expe imen and E alua e, and inally
concludes wi h he s age o Re lec &Sha e.
We inished by discussing ou acili a ion app oach and guidelines. The ein we sugges ed o plan and
o e a comp ehensi e acili a ion p og amme, encompassing mul iple modali ies, online o in-pe son,
ha include hands-on p ac ice wo kshops, ha will no only help eache s, educa o s and all ac o s
in ol ed o explo e, adop , implemen and imp o e an al eady de eloped lea ning ecology bu also
assis s hem o gain con idence and expe ience owa ds de eloping hei own ones indi idually o in
collabo a ion wi h o he eache s, educa o s o pa ne s o he conso ium. We p oposed he main
design conside a ions along wi h gene al and speci ic ecommenda ions o ea u es ha such a
gene al acili a ion p og amme can inco po a e. Pa ne s can u he adap i depending on local
needs and ci cums ances.
The documen is complemen ed wi h he ollowing appendices: Appendix I - SLE Templa e, Appendix
II – Ma u e Phase SLEs, Appendix III – SLE Su ey Ques ionnai e, Appendix IV – SLE Me hodology
Flash-ca ds.
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
47
10
Cyp us In es iga ion o he Miocene
ich hyo auna and
palaeoen i omen al
econs uc ion o Cyp us Island
This open school p ojec allows s uden s o s udy ish o oli hs
as indica o s o ma ine li e du ing he Cenozoic E a, ocusing
on econs uc ing ish auna in he Le an ine Basin om he
Miocene and Pliocene epochs. By analysing ossil o oli hs
om he eas e n Medi e anean, pa icula ly a ound Cyp us,
s uden s will in es iga e pas ecosys em condi ions, including
empe a u e, salini y, and oceanic ci cula ion. They will be
explo ing ish e olu ion and he impac s o clima e change.
Aligned wi h Mission Ocean p io i ies, he p ojec emphasizes
scien i ic analysis, p oblem-sol ing, and echnology li e acy,
while p omo ing EU alues. I engages s uden s om di e se
backg ounds, os e ing clima e awa eness and en i onmen al
esponsibili y. Collabo a ion wi h he na ional uni e si y
ensu es e ec i e open schooling me hods and suppo s ou
pa icipa ion in he EU Blue School Ne wo ks, inc easing ou
school’s impac on he wide communi y.
11
Romania Fuelling ou u u e - Heal hy ood
in a sus ainable communi y The SLEs aimed o enhance heal hy ood li e acy among
nine-yea -old s uden s, helping hem unde s and he
impo ance o nu i ion and sus ainabili y. Th ough lea ning-
by-doing ac i i ies, he young lea ne s explo ed he bene i s
o heal hy ea ing wi h he close guidance o nu i ionis s and
ood indus y enginee s, gaining ea ly insigh s in o po en ial
ca ee pa hs in STEM-based ields. Following he mos
impo an lea ning pa h o he p ojec , g andpa en s, pa en s
and elde s uden s sha ed hei knowledge abou adi ional
heal hy oods, b oadening he child en’s pe spec i es beyond
mode n ea ing habi s. A key ou come o he p ojec was he
c ea ion o a cookbook ea u ing heal hy adi ional
al e na i es o junk ood, encou aging be e ea ing habi s
among s uden s and hei amilies. By combining scien i ic
expe ise wi h cul u al adi ions, he ini ia i e no only
p omo ed heal hie li es yles o he school communi y bu
also p o ided an ea ly ca ee o ien a ion o bo h gi ls and
boys in ood- ela ed p o essions ha can make ou ci y glow
in a sus ainable u u e.
12
Romania The ci y o he u u e – sma ,
g een and sus ainable This Lea ning Scena io (SLE) aims o de elop key
compe ences ela ed o sus ainabili y, echnology, and
inno a ion by designing a ‘Ci y o he Fu u e’. S uden s will
wo k in eams, analyse eal p oblems and c ea e inno a i e
solu ions. The inal p oduc will be a po olio including
ske ches, models, and p o o ypes o he ci y.
13
Romania Page-Tu ne s o Li e This SLE aims o eigni e s uden s' in e es in eading and he
open exp ession o hei c ea i i y by combining a ious
hands-on, in e disciplina y lea ning expe iences. Pa ne ing
wi h a lib a y, wo museums (one on-si e na ional museum
and one Eu opean i ual museum), an IT aining cen e, and
a publishing house, he ini ia i e p o ides s uden s aged 11–
17 wi h oppo uni ies o explo e and c ea e mul i-modal ex s
ha connec science, his o y, cul u e, and s o y elling.
Th ough ca e ully designed eading and w i ing ac i i ies, ield
ips, wo kshops, and discussions, s uden s disco e ha
s udying and c ea i i y se e as ga eways o explo ing and
unde s anding he wonde s o ou wo ld. By in eg a ing he
school subjec s o Language A s, Science, His o y, and
Compu e S udies, he p ojec seeks o os e he s uden s’
lo e o lea ning, imp o e hei c i ical hinking, cul i a e hei
c ea i i y, and de elop hei g ow h mindse .

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
48
14
Romania STEAMing Up wi h Na u e’s
Wonde s In his ma u e phase o ou Romanian SLE p ojec , STEAMing
Up 2 wi h Na u e’s Wonde s, 7- and 8-yea -old s uden s
deepened hei unde s anding o na u al habi a s and he
impac o human ac i i y on he en i onmen . Building on las
yea ’s explo a ion o he Buila Vân u a ița Na ional Pa k’s
lo a and auna, his yea ’s ocus shi ed owa d s uden -led
inqui y and ac ion. Lea ne s examined how local human
beha iou con ibu es o clima e change and biodi e si y loss,
analysing how e e yday choices wi hin hei communi y
in luence he su ounding na u al ecosys ems. Th ough
hands-on expe iences such as mapping g een spaces in he
coun y, in es iga ing sou ces o pollu ion and changes in
wea he pa e ns, isi ing a ea ac o y ha uses moun ain
lo a and engaging wi h biology expe s om a medical
analysis labo a o y, s uden s connec ed heo y wi h eal-wo ld
obse a ion. They u he explo ed op imal condi ions o plan
g ow h, de eloped digi al p ojec s h ough coding, and
cons uc ed a model o a sus ainable u ban ci y. Wi h he
suppo om expe s, s uden s designed and ca ied ou hei
own ini ia i es, sha ing hough ul e lec ions on
en i onmen al p o ec ion and clima e ac ion.
15
Slo akia WRAP - Ma e ials & Al e na i e
Packaging This STEM Lea ning Ecology (SLE) Lea ning Scena io
ocuses on enewable ma e ials o e e yday use, speci ically
w apping ma e ial. Following a isi o a w apping making
ac o y and obse a ion o adi ional bio- a m p oduc s,
s uden s will design and c ea e hei own disposable w apping
ma e ial using enewable esou ces and inco po a ing hei
own unique designs wi h he help o AI. The lea ning p oduc
is he new, enewable, and disposable w apping ma e ial
p o o yped by he s uden s, d awing inspi a ion om old
me hods
16
Tu kyie Inno a ion B idge – Fu u e
Technologies on he T ail o he
Pas
Inno a ion B idge SLE le e ages echnology o empowe
s uden s in museum and science cen e en i onmen s,
enabling hem o explo e na u al and his o ical e en s as well
as he key igu es who ha e p omp ed he echnological
ad ancemen s o he pas . The p ojec emphasizes how
his o ical inno a ions ha e shaped mode n echnology,
inspi ing s uden s o me ge his knowledge wi h con empo a y
ools o design inno a i e p oduc s and u u e- o wa d
p ojec s. Th ough hands-on ac i i ies, s uden s explo ed
a ia ion, enewable ene gy, ca and u ni u e-making
p ocesses, and hey we e challenged o me ge inno a ion
and echnology wi h c ea i i y and design, o de ise he
inno a ions o omo ow.
17
Romania My wonde ul UNESCO
Geopa k Buzau Land was awa ded he i le o UNESCU Geopa k in
2022. Buzău Land is loca ed in a space o con luence, bo h o
dis inc na u al a eas and o p o inces wi h di e en his o ical
e olu ions. Thus, o e ime, i has acqui ed common ea u es
o he a eas o in luence, bu also he speci ici y esul ing om
in e e ence. The p oposed e i o y, al hough no en i ely
co esponding o wha was called, a a ious his o ical
momen s, he “Land” o “Buzău Land”, includes he essen ial
elemen s: ai h, cul u al adi ions, speci ic na u al esou ces,
con inui y o spi i . The idea p he p ojec came om he
s uden s’ need o know hei own oo s, o ge o pa icipa e in
he ebi h o communi ies, o eel a ached o adi ional
alues, o lea n abou hei his o y and mee he people li ing
he e, so ha hey can hea hei s o ies. We wan ed s uden s
o eel en iched by wha hey ha e ound. Bu , a he same
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
49
ime, o ealise how special hei home own o illage eally is,
because i ’s di e en and unique in i s own way.
18
No h
Macedonia My Heal h and Wellbeing
h ough Da a and Science In his dynamic, hands-on p ojec , s uden s aged 12–14
explo ed how science and echnology can help us o ake ca e
o ou heal h. Blending biology, ma h, physics, and digi al
ools, he jou ney began wi h a deep di e in o eal medical
check-up epo s and a isi o a p e en i e heal hca e cen e .
S uden s disco e ed how e e yday choices and echnology
shape ou physical and emo ional wellbeing. They became
young heal h esea che s— acking pe sonal habi s, c ea ing
heal h jou nals, building measu ing ools wi h Mic o:bi , and
analysing eal da a abou hei bodies and minds. F om digi al
de ox challenges o isualizing emo ional pa e ns, he
ac i i ies spa ked cu iosi y and c i ical hinking. The p ojec
w apped up wi h a peek in o u u e ca ee s in heal h and
science, inspi ing all s uden s—especially gi ls— o see
hemsel es as omo ow’s scien is s, doc o s, and inno a o s.
19
Romania The Buzz o lea ning:
Bee opolis and he Ques o
Sa e Na u e
This STE(A)M Lea ning Ecology (SLE) p og am ocuses on
he heme o bees and hei i al ole in sus aining li e on
Ea h. P epa a o y g ade s uden s aged 6-7 expe ienced a
mul idisciplina y lea ning jou ney, explo ing bee ana omy,
pollina ion and en i onmen al conse a ion h ough hands-on
ac i i ies, digi al echnologies, museum lea ning, obo ics,
a i icial in elligence ools and communi y pa ne ships. The
p ojec s ood ou by c ea ing a model ci y - “Bee opolis”- o
physically and i ually suppo bees. Lea ning p oduc s
include 3D bee models, obse a ion dia ies, pos e s, obo ic
simula ions, AI-gene a ed ci y designs and a collabo a i e
digi al exhibi ion. The ac i i y was o icially dissemina ed
h ough he Facebook page o one o he mos impo an
pa ne s: he Science Museum o Ol enia.Aim o he SLEs.
20
Is ael Ai Pollu ion in he school a ea:
Fic ion o Reali y? This SLE examines Ai Pollu ion in and a ound he s uden s’
school. The school is si ua ed in a hea ily a icked a ea,
bo de ed by Is ael’s main ailway s a ion, he main highway
and se e al oads unde cons uc ion. E en be o e he school
was buil 5 yea s ago, pa en s and s uden s had p o es ed a
he Municipal o ices agains he designa ed loca ion o he
school, claiming ha ai pollu ion in he a ea could a ec
child en’s heal h. Pa en -led esea ch p o ided hem wi h
e idence o poo ai quali y. One he o he hand, he
Municipali y claimed ha acco ding o hei esul s, he quali y
o he ai adhe ed o he o icial Minis y o En i onmen al
Quali y s anda ds. The main pu pose o his SLE was o ind
ou which assessmen was co ec . Du ing he ac i i ies,
s uden s conduc ed hei own ai quali y assessmen a ound
he school, in e iewed a paedia ician abou ai pollu ion’s
e ec s on adolescen s’ heal h, esea ched he issue wi h he
help o AI ools, and p esen ed hei indings using pos e s
and p esen a ions. S uden s’ indings we e mixed. Some days
eco ded high ai pollu ion, while o he s ell wi hin accep able
limi s. A he end o his SLE s uden s had “a as e o mo e”
and d a ed a le e o he local Minis y o he En i onmen
ou lining hei indings and in i ing o icials o isi he school
o a discussion o e he issue.
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
50
21
Sweden Sa e Lake Mala In his SLE, ‘Rena Mäla en’ expe s helped s uden s become
awa e o he en i onmen al obs acles ha Lake Mala and he
Bal ic Sea ace. The lake nea he school has become a
dumping g ound o many unwan ed hings ha dis u b he
ecosys em o he wa e body. The main goal is o de elop
consciousness abou sus ainabili y and sus ainable choices.
This c oss-cu icula p ojec will in ol e wo king wi h
ecosys ems in NO lessons, sus ainable goals in SO
lessons/English lessons, and making pos e s on Sus ainable
Lake Mala in science/ A classes du ing he Noble Week
celeb a ions. S uden s wo ked in-dep h wi h wa e -based
ecosys ems, hei changing dynamics, and he en i onmen al
impac o human ac i i y, and will also de ise p e en i e
measu es o p ese e hem.
22
GERMANY Disco e ing STEM Lea ning pa h ha combines STEM skills and ca ee
guidance a he Adle sho campus. We in i ed 30 s uden s
om he Waldo School o ge o know he Adle sho
Technology and Science Pa k and i s esiden ins i u ions. A
p esen a ion o he campus is planned, ollowed by a 3D
p in e wo kshop o engage s uden s wi h echnology.
A e wa ds, he high echnology educa ion and aining
ne wo k will also be p esen ing in e nship oppo uni ies in he
STEM ields.
23
GERMANY Expe ience Chemis y @ HU S uden s isi he uni e si y and a end lec u es on a ious
opics in chemis y. Addi ionally, hey conduc expe imen s in
he labo a o y ela ed o hese opics. On his day, s uden s
gain insigh s in o esea ch and science, could in e ac wi h
expe s, and ge a glimpse in o scien i ic ca ee s.
24
GERMANY Gi ls in Tech The Gi ls in Tech SLE encou ages gi ls o disco e hei
passion o echnology and suppo s hem h ough hands-on
aining. The ocus is on unde s anding echnical and
ma hema ical concep s, explo ing academic and ca ee
oppo uni ies in STEM, and gaining inspi a ion om emale
ole models. To u he engage pa icipan s, he e will also be
an elec ical enginee ing and solde ing wo kshop. By
os e ing en husiasm o STEM, he ini ia i e aims o b idge
he gende gap and con ibu e o a mo e inno a i e and
di e se u u e.
25
GERMANY G een S eel This SLE ocused on opics ela ed o g een chemis y. I
add essed he ollowing ques ions: Wha is g een s eel? Wha
is g een hyd ogen? Wha is he cu en s a e o esea ch and
indus y in his ield? The s uden s wen h ough a ious
s a ions o e a o al o h ee days, whe e hey acqui ed bo h
heo e ical knowledge and p ac ical skills.
26
GERMANY Ma ine Plas ic Pollu ion S uden s explo e he global challenge o plas ic pollu ion in
he ocean; hey deepen hei unde s anding o plas ics and
ac i ely apply hei knowledge by de eloping and p oducing a
sus ainable bioplas ic al e na i e.
27
GERMANY Sola ene gy The lea ning uni deals wi h opics in sola ene gy esea ch.
S uden s ecei e a heo e ical o e iew o he cons uc ion
and unc ioning o sola cells. Addi ionally, p oblems and
possible al e na i es o he echnology a e discussed. In a
p ac ical sec ion, s uden s build dye-sensi ized sola cells and
conduc a ious expe imen s.
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
51
28
GERMANY STEM Fu u e Li e acy This SLE aims o equip s uden s wi h u u e skills in STEM
h ough a ge ed aining. Pa icipan s will explo e di e en
u u e scena ios in STEM, s eng hen hei Fu u es Li e acy,
and de elop hei own isions o he u u e in a eas such as
mobili y and communica ion. The lea ning pa h encou ages
openness and adap abili y, empowe ing s uden s o ac i ely
shape he wo ld o omo ow. S uden s will also de elop
ma hema ical skills, including coo dina e sys ems and da a
analysis, o enhance hei unde s anding o STEM concep s.
29
GERMANY STEM Summe school A h ee-day STEM summe school o STEM s uden s who
a e esea ching a scien i ic idea and de eloping i in o a
p oduc o business. This gi es hem he oppo uni y o mo e
om heo y o inno a i e and c ea i e p ac ice Goals:
C ea i e hinking, design hinking and p oblem sol ing,
inancial and ma hema ics educa ion.
30
GERMANY STEM Expe ience In a p ac ical wo kshop, s uden s lea ned abou high
echnology and ma e ials used o build mic ochips and e en
had he oppo uni y o explo e labo a o ies. The goal o his
ini ia i e was o enhance STEM skills and p o ide young
people wi h aluable insigh s in o scien i ic and echnical
ca ee s, suppo ing hei p o essional o ien a ion.
31 GERMANY Sus ainable U ban G eening
and Plan Di e si y The s uden s in es iga e plan di e si y a di e en loca ions
and gain insigh s in o he planning o sus ainable u ban
g eening.
32
GREECE Compu a ional hinking
applica ions – Visualiza ion o
ea hquake ac i i y.
High school s uden s in collabo a ion wi h expe s ocus on
how hey can easily isualize he ac i i y o ea hquakes,
demons a ing in p ac ice applica ions o compu a ional
p oblem-sol ing. S uden s i s amilia ize hemsel es wi h he
phenomenon o ea hquakes, unde s anding how ea hquake
ac i i y is measu ed h ough dedica ed ins umen s,
seismome e s, and how da a collec ed h ough hem can be
u ilized o ex ac a ious cha ac e is ic pa ame e s o an
ea hquake e en . They hen o mula e an idea on how hey
can easily ex ac in o ma ion om a se ies o seismog aphic
da a and isualize he de elopmen o he ea hquake ac i i y
o a pe iod o ime. In doing so hey implici ly o m he
hypo hesis ha hei isualized esul s a e ela ed o he
ene gy ha is eleased du ing ea hquake phenomena. They
can es hei hypo hesis by collec ing, p ocessing and
analyzing da a om di e en pe iods o loca ions as i
conduc ing an expe imen in o de o acqui e e idence and
d aw conclusions. They may need o change o e ine hei
hypo hesis and me hods o analysis along wi h he
compu a ional solu ions hey p opose in he o m o compu e
code and hus emba k in o an i e a i e cycle o building and
debugging o hei algo i hms o p ocesses.
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
52
33
GREECE Digi al c ea i i y and
en ep eneu ship This STEAM Lea ning Ecology ocuses on digi al c ea i i y
and en ep eneu ship. I is implemen ed in he junio high
school o Ellinoge maniki Agogi in Pallini, G eece, as an
ex acu icula ac i i y wi h abou 10 s uden s o age 12-15. A
g oup o eache s, esea che s and expe s a e also
pa icipa ing in he lea ning ac i i ies. The main objec i e o
his SLE is o combine a ious subjec s such as
ma hs/geome y, in o ma ics, compu e science, digi al ools,
a s/c ea i i y and en ep eneu ship in o an in e disciplina y
lea ning pa hway o di e se ac i i ies. Th ough a se ies o
b ains o ming and co-c ea ion sessions wi h eache s,
p incipals and he s uden s in ol ed i g adually e ol ed in o
a mo e conc e e plan and subsequen s eps equi ed and
asks o be comple ed eme ged. In a nu shell s uden s s a
wo king in small g oups and p ac ice and expe imen wi h
a ious digi al applica ions ying o ha ness hei c ea i i y
and imagina ion by designing abs ac bu beau i ul
geome ical pa e ns and mo i es. Th ough a ious c ea i e
sessions hey sha e, p esen and discuss hei c ea ions wi h
pee s, eache s, expe s and hen selec a subse o pa e ns
ha hey bes like o ep esen hem. In he nex s ep hey
b ains o m on inding objec s om hei e e yday li e which
hey can use as basic can ases on which hei c ea ions can
be p ojec ed. These plain objec s could be clo hes, shi s,
ce amics, home o namen s, u ni u e, a e ac s e c. Going in o
he p ocess o designing hem, deco a ing hem, isualizing
hem hey soon ealise ha his can be p oduc s which hey
can p oduce and sell hemsel es in shops, a galle ies,
museums e c. Ha ing ealized his po en ial, hey s a
seeking guidance om expe s on en ep eneu ship,
ma ke ing, sales e c. Thus, s uden s along wi h he eache s,
esea che s, expe s and o he s akeholde s a e inally in o
he p ocess o es ablishing a eal comme cial en e p ise, wi h
b and-name, logo, in ellec ual p ope y igh s jus like a eal
company! They un a campaign on social media o
dissemina e hei c ea ions and p oduc s o a wide audience
ou side he school communi y. In p ac ice, hey ha e
alloca ed asks and esponsibili ies among hem like in a eal
business pa ne ship and hei ambi ion is o con ac and
a ac he in e es o indus ial pa ne s so hey can p oceed
in o ac ual p oduc ion o hei c ea ions.
34
GREECE Lea ning abou wha an
ea hquake is and wha o do o
p o ec ou sel es.
P ima y school s uden s and eache s in collabo a ion wi h
expe s s udy he phenomenon o ea hquakes. They lea n
abou cu iculum opics such as ec onic pla es, inne
s uc u e o Ea h, cha ac e is ics o an ea hquake, seismic
wa es, seismome e s, e c. They hen ocus on how o
inc ease awa eness abou p o ec ion measu es du ing he
e en o an ea hquake. Du ing he ac i i ies hey build a
model o a seismome e wi h simple ma e ials o demons a e
i s ope a ional p inciple. They also make a a ie y o pos e s
in he G eek and English language wi h easy o memo ize
ins uc ions o wha o do and do-no -do in case o an
ea hquake. They p esen wha hey lea ned o younge
child en and also o pa en s and he public du ing a special
e en in he school.
35
GREECE Elec ic ehicles and obo ic
solu ions Junio high school s uden s collabo a e wi h expe s o s udy
and p opose a ious elec ic ehicle solu ions o sol e
p oblems o ackle challenges ha local communi ies ace.
Du ing he ac i i ies s uden s lea n abou he ields o
p og amming, obo ics, mul i- e ain elec ic ehicles/ o e s
and hei applica ions, hey collabo a e wi h expe s o p esen

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
53
and discuss hei ideas and p opose po en ial solu ions o
p oblems ha a ac hei in e es . All abo e we e conduc ed
as a e school ex acu icula ac i i ies o junio high school –
i s g ade.
36
GREECE G een ci y – sus ainable u ban
en i onmen Junio high school s uden s and science eache s in
collabo a ion wi h expe s s udy how o make g eene and
mo e sus ainable he neighbou hoods o a eas o hei ci y.
They conside a ious solu ions including g een spaces,
pedes ian a eas/ ehicle- ee a eas, oo op ga dens, hea
abso bing ege a ion, oo op sola panels, imp o emen s o
public anspo se ices e c. They also ocus on he cos and
bene i o such ini ia i es by ga he ing eal-li e da a and
assessmen schemes. Then hey u ilize he knowledge hey
acqui ed by p oposing and e alua ing solu ions o speci ic
neighbou hoods o a eas in hei ci y wi h he pu pose o
in luencing o assis ing he u ban planning e o s o local
municipali ies.
37
GREECE Lea ning abou he
Medi e anean die – acqui ing
heal hy die habi s
P ima y school s uden s and eache s in collabo a ion wi h
expe s explo e he a ious aspec s o he adi ional
Medi e anean die , om i s main ing edien s and p oduc s o
i s impo an nu i ional alues and signi ican heal h bene i s.
38
GREECE Designing a mission o ano he
plane o es ablish an
ex a e es ial human colony
P ima y school s uden s and eache s in collabo a ion wi h
expe s ocus on he design o a u u e space mission o
ano he plane , e.g. Ma s, wi h he aim o ound an
ex a e es ial colony o humans. S uden s ha e o conside
and s udy a ious in e disciplina y subjec s ela ed o such a
mission such as wha esou ces a e needed, how o design a
ocke /spaceship o ca y hem, how o sus ain a human base
in ano he plane e c. subjec s he phenomenon o
ea hquakes. Du ing he ac i i ies hey design model ocke s
using CAD so wa e and hen build hem in 3D p in e s. They
also build habi able bases and s udy hei p ope ies which
a e essen ial o humans o li e in such as hea insula ion, UV
adia ion p o ec ion, s uc u al s eng h e c. A he inal s age
hey p esen wha hey lea ned, s udied and buil o pa en s
and he gene al public du ing a special e en in he school.
39
GREECE Na u al obo ics – p oposing a
bioinspi ed obo ic solu ion Junio high school s uden s and English language eache s
collabo a e wi h expe s o s udy and p opose a ious
bioinspi ed obo ic solu ions o sol e p oblems o ackle
challenges ha local communi ies ace. Du ing he ac i i ies
s uden s lea n abou he esea ch ield o na u al obo ics and
i s applica ions, hey communica e wi h expe s o p esen
and discuss hei ideas and p opose po en ial solu ions o
p oblems ha a ac hei in e es . All abo e ac i i ies we e
conduc ed in English and we e inco po a ed in he English
language cu iculum o junio high school – i s g ade.
40
GREECE Op imal anspo a ion
ne wo ks. High school s uden s collabo a e wi h expe s o s udy and
p opose op imal anspo a ion solu ions o a ious cases
including school bus i ine a ies, public anspo se ices,
logis ics/cou ie companies e c. They assess di e en
p io i iza ion s a egies such as se ial-s ack, andom-o de ,
so ed-by-dis ance and minimal-pa h, which can be
inco po a ed acco dingly in algo i hms and p og ams. They
speci ically ocus on s udying bioinspi ed solu ions such as
he so-called an colony op imiza ion algo i hms which a e
based on mimicking he beha io o an s and how hey
anspo ood in hei colonies.
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
54
41
GREECE Sma sola panels Junio high school s uden s collabo a e wi h expe s o
de elop sma sola panels o inc ease hei ligh collec ion
e iciency. Du ing he ac i i ies s uden s i s lea n abou he
majo socie al challenges o clima e change and ansi ion o
mo e sus ainable ene gy sou ces like sola panels. They hen
ocus on de eloping inno a i e solu ions so ha hey inc ease
public awa eness a ound enewable sou ces o ene gy and
especially abou sola panels. They build a p o o ype o a
sma sola panel wi h senso s and a obo ic s and, and hey
p og am hem so ha i acks he sun du ing he day o
maximize ligh collec ion and elec ical ene gy gene a ion.
Finally, hey show hei solu ion o s uden s, pa en s and he
public du ing he annual school ai . All abo e ac i i ies we e
conduc ed as pa o a e school ex acu icula p og am o
junio high school – i s g ade.
42
IRELAND Lea ing Ce i ica e Applied
(LCA) Galway Communi y College iden i ies a challenge in how
young audiences engage wi h STEM pa icula ly on hei
Lea ing Ce Applied (LCA) p og amme. The Lea ing Ce is
he inal s age o seconda y school educa ion o eenage s,
and he applied p og amme o e s mo e p ac ical and
al e na i e op ions o eenage s – his SLE allowed hese
s uden s access o mo e STEM- ela ed con en . S uden s
c ea ed science engagemen ools o younge audiences a
he Na ional Aqua ium in he o m o a Ma ine Med ech Quiz.
43
IRELAND Empa hy De ec i es Empa hy De ec i es aims o inc ease awa eness and
unde s anding o diabe es amongs eenage s h ough he
c ea ion o empa hy oolki s which a e aligned wi h he Junio
Cycle cu iculum. The p ojec is di ided in o 2 phases: pilo
and li e. The pilo phase will es ou he oolki s on s uden s
who will p o ide eedback o de elop ki s u he o hei
pee s du ing a li e phase.
44
IRELAND Wa es o Posi i i y The ini ia i e sough o highligh he g ea hings happening
a ound ocean conse a ion, o e ing a e eshing
coun e balance o he o en anxie y-inducing news abou he
challenges acing ou plane . The p ima y school class
p omo ed hope ul and posi i e ac ions a ound clima e change
ia a social media akeo e o bo h Galway A lan aqua ia’s
and CÚRAM’s pla o ms. Du ing he akeo e , posi i e news
s o ies and ocean- ocused con en eached an imp essi e
44,000 people on Facebook and 5,525 on Ins ag am.
45
IRELAND Empa hy De ec i es - Li e
Phase Empa hy De ec i es is a wo kshop de eloped in collabo a ion
wi h CÚRAM Resea ch I eland Cen e o Medical De ices,
The Ideas Lab and PPI Igni e Ne wo k, all based a he
Uni e si y o Galway, and a g oup o people li ing wi h o
ca ing o somebody wi h diabe es. The wo kshop is aimed a
junio cycle s uden s and includes a se ies o in e ac i e
'empa hy expe ience' ac i i ies ha ocus on c ea ing a be e
unde s anding o diabe es and he addi ional challenges ha
diabe es sel -managemen can b ing. Empa hy De ec i es
ocuses on he de elopmen o key skills and inc easing
awa eness o STEM educa ion and ca ee s. The Na ional
Council o Cu iculum and Assessmen (NCCA) Wellbeing
Guidelines (2017) iden i ied a need o p o ide ou -o -school
STEM lea ning oppo uni ies o u he deepen lea ne s’
knowledge (2017). Empa hy De ec i es wo kshops ake place
in he Galway Ci y Museum, he e o e engaging s uden s in
lea ning how he skills lea ned in he class oom a e applied o
sol e eal-wo ld heal h p oblems. The p ojec is di ided in o
2 phases and 2 SLEs: pilo and li e. The pilo phase will es
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
55
ou he oolki s on s uden s who will p o ide eedback o
de elop ki s u he o hei pee s du ing a li e phase.
46
IRELAND How Exe cise impac s he
Ci cula o y Sys em The SLE was c ea ed as pa o CÚRAM’s Teache s in
Residence p og amme. The SLE aimed o encou age
exe cise amongs eenage s by enhancing hei
unde s anding o he ci cula o y sys em. A Seconda y School
pa ne ed wi h CÚRAM o c ea e a cu iculum linked p ojec
which suppo ed Junio Cycle s uden s in his DEIS School.
The Junio Cycle ca e s o s uden s in he i s h ee yea s o
hei pos -p ima y educa ion. The main lea ning p oduc was
CPR mannequins.
47
IRELAND G een Lab The SLE was c ea ed as pa o CÚRAM’s Teache s in
Residence p og amme, whe e p ima y and seconda y
eache s om ac oss I eland a end a 3 x mon h online cou se
o lea n abou cu en scien i ic esea ch and how o b ing ha
in o he class oom. The SLE aimed o inc ease s uden s’
unde s anding o ene gy consump ion speci ically a ound
ene gy use in science labs. A Seconda y School pa ne ed
wi h CÚRAM, which was awa ded he i s G een Lab* in
Eu ope in 2019 and he Redisco e Cen e*, Eu ope’s i s
ci cula economy demons a ion cen e, o c ea e a
cu iculum-linked i ual G een Lab which he s uden s could
use o illus a e how ene gy could be conse ed in labs.
48
IRELAND 3D Biop in ing and Podcas The You h Academy a Uni e si y o Galway wo ks wi h high
abili y young people o suppo hei lea ning and academic
de elopmen and o ge expe ience o lea ning in a uni e si y
abou subjec s ou side o he school cu iculum. The
Academy wan ed o o e cou ses in med ech subjec s and
collabo a ed wi h CÚRAM o c ea e a cou se looking a
cu ing-edge 3D biop in ing. S uden s c ea ed 2 and 3D
p in ed i ems and made a podcas abou hei expe ience.
Ul ima ely he aim is o encou age eenage s o choose hese
subjec s a hi d le el.
49
IRELAND How Science and Enginee ing
can Heal ou Bodies The You h Academy a Uni e si y o Galway wo ks wi h high
abili y young people o suppo hei lea ning and academic
de elopmen and o ge expe ience o lea ning in a uni e si y
abou subjec s ou side o he school cu iculum. The
Academy wan ed o o e cou ses in med ech subjec s and
collabo a ed wi h CÚRAM o c ea e a cou se looking a
cu ing-edge esea ch in o bioma e ials. S uden s ook pa in
mock c ime scene in es iga ion and ex ac ed DNA and
pe o med elec opho esis. Ul ima ely he aim is o encou age
eenage s o choose hese subjec s a hi d le el.
50 IRELAND P o ec ing ou Oceans agains
Plas ic Pollu ion S uden s lea ned abou he e ec s o plas ic pollu ion on ou
oceans and how o mi iga e hese e ec s by c ea ing hei own
mini ocean.
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
56
51
IRELAND Plas ic is No Fan as ic The ini ia i e sough o highligh he inc easing amoun o
plas ic pollu ion in ou en i onmen . The seconda y school
s uden s came up wi h solu ions o comba plas ic pollu ion
and p esen ed hei ideas as pos e s. The p ojec culmina ed
wi h a plas ic and li e clean-up e en a ound he school
which was a anged by he s uden s.
52
IRELAND Neu ons Beha ing Badly The ini ia i e sough o highligh he high p e alence o
Mul iple Scle osis (MS) in women li ing in I eland. The
eache and seconda y school s uden s de eloped a ‘B ain
Ac i i y Ki ’ o be sha ed du ing B ain Awa eness Week o
aise awa eness o MS in I ish women. B ain Awa eness
Week is an annual ini ia i e, led by he Neu ological Alliance
o I eland (NAI), which aims o aise awa eness abou
neu ological condi ions and he need o in es men in
esea ch and se ices. The week encou ages pa icipa ion
om a ious o ganisa ions, including pa ien g oups and
esea ch ins i u ions, o p omo e unde s anding o he impac
o li ing wi h a neu ological condi ion.
53
ITALY Na u e and A : Na u e D awing
o he De elopmen o Scien i ic
Communica ion
The p ojec app oaches he wo ld o science and a in a
syne ge ic way, de eloping skills in he isual a s o be e
communica ion. The simul aneous p ac ice o scien i ic and
a is ic disciplines, such as he na u al sciences and isual
a s, allows bo h sides o he b ain o be exe cised a he same
ime. The s uden will hus be acili a ed o de elop his o he
communica ion skills in science, no only h ough adi ional
e bal and w i ing means, bu also h ough ‘a is ic languages’
such as D awing.
54
ITALY Wa e and US The p ojec aims o add ess issues o applied ecology in o de
o be e unde s and he opic o wa e esou ces and
en i onmen al moni o ing. In coope a ion wi h he li e a u e
and science eache s, wo k will be done on he emo ional
aspec s ha con ac wi h wa e en i onmen s a ouses.
Lessons, excu sions and ield wo k will be ca ied ou . A he
end o he p ojec , he pa icipan s, di ided in o g oups, will be
in i ed o p esen he esul s o hei wo k in a ound able
discussion and o p opose ideas o u u e de elopmen s.
55
ITALY Food Was e Reduc ion and
Sus ainable Beha iou Knowledge o new solu ions o educe ood was e, while
s imula ing young people o unde ake cu icula s udies in
esea ch and echnological inno a ion, highligh ing u u e
oppo uni ies and ca ee s. P omo ing I alian ag i- ood
p oduc s, he undamen al p inciples unde lying a heal hy and
sus ainable die o a mo e app op ia e and conscious use o
esou ces (agains ood was e) and some p inciples o ci cula
economy ( euse o ood was e), o highligh he impo ance o
ac ions - including indi idual ones - o be aken in he con ex
o achie ing he Sus ainable De elopmen Goals as se ou in
he UN 2030 Agenda and he Eu opean g een deal.
56
ITALY Food Was e educ ion and
Sus ainable Beha iou Causes o ood was e and co ec i e ac ions: om knowledge
o he s a e o he a (e hical, economic, social and
echnological easons ela ed o he o e all heme o ood
was e) o he sha ed planning be ween esea che s, eache s
and s uden s, o he need o coope a ion in he ealiza ion o
p oduc s, which a e alida ed and e ec i ely dissemina ed
wi h speci ic ac ions on he egional e i o y and in he social
mul imedia ci cui and e i iable by means o app op ia e
indica o s. Use o he SPAIC Toolki , which is o be in ended
as a Manual/Guidelines o he eplicabili y o he SPAIC
P ojec in i s me hodological s uc u e and ope a ional ools,
aimed a suppo ing s uden s and eache s who in end o
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
63
awa eness abou oad sa e y and en i onmen al issues, while
s uden s engage in inqui y, empa hy, c ea i i y, and pee
e alua ion h oughou he lea ning p ocess.
78
NORWAY Design a be e neighbo hood “Design a be e neighbo hood” SLE in i es s uden s o
add ess he p oblem o hype -u baniza ion by collabo a i ely
designing hei ideal neighbo hood. Th ough hands-on
wo kshops, lea ne s apply he Design Thinking me hodology
o c ea e a simula ion game using he Gea sBo s pla o m.
The inal p oduc is a obo -na iga ed digi al map ha aises
awa eness abou sus ainable u ban planning, he need o
g een spaces, and he impo ance o inclusi e public a eas.
The p ocess p omo es c ea i i y, empa hy, digi al skills, and
esponsibili y.
79
NORWAY Become a sus ainabili y he o The “Become a sus ainabili y he o” SLE add esses
sus ainabili y challenges by engaging s uden s in designing
in e ac i e, na a i e-based games using an online game
de elopmen pla o m. S uden s iden i y eal-wo ld
sus ainabili y issues and simula e hei impac h ough "choice
and consequence" gameplay. The inal lea ning p oduc is a
playable digi al game p o o ype ha demons a es how
pe sonal and socie al decisions in luence en i onmen al and
social well-being.
80
NORWAY Responsible AI and Wel a e The SLE “Responsible AI and Wel a e” add essed he social
and echnical complexi ies o sick lea e managemen wi hin
No way’s wel a e sys em. Th ee in e disciplina y s uden
g oups collabo a ed o in es iga e how esponsible A i icial
In elligence (AI) could enhance communica ion, coo dina ion,
and ai ness in handling long- e m sick lea e cases. S uden s
mapped he s akeholde landscape, de eloped e hical design
amewo ks, and concep ualized digi al solu ions. The SLE
concluded in de ailed p ojec epo s ha included
s akeholde analyses, pe sonas, scena ios, and sys em
mockups. Th ough eam-based, expe ien ial lea ning,
s akeholde engagemen , and e lec i e exe cises, s uden s
de eloped c i ical skills in e hical echnology design,
in e disciplina y collabo a ion, and social inno a ion.
81
NORWAY Responsible AI o Inclusi e
Public Se ices The “Responsible AI o Inclusi e Public Se ices” SLE
ocused on enhancing communica ion and use engagemen
wi hin No way’s public se ices. Two in e disciplina y s uden
g oups deal wi h eal-wo ld challenges ela ed o
unemploymen bene i s and s uden inancial aid se ices,
wi h a sha ed objec i e o p omo ing us , anspa ency, and
use empowe men . Using an expe ien ial lea ning model and
guided by design hinking and p ojec -based me hodologies,
s uden s in es iga ed p oblem con ex s h ough esea ch and
s akeholde eedback. They de eloped use scena ios and
concep ual A i icial In elligence (AI) d i en solu ions. While
each g oup a ge ed a di e en agency, G oup 1: NAV’s
unemploymen se ices and G oup 2: Lånekassen’s s uden
inancing sys em, he SLE p o ided a uni ied s uc u e o
lea ning abou sys em design, e hical AI, and digi al
inno a ion in public se ices.
82
PORTUGAL ECOSYSTEM SERVICES OF
THE AQUIFERS - FROM LAND
TO SEA
A g oup o 4 h-yea s uden s (ages 9–10) pa icipa ed in a
week-long STEAM lea ning expe ience ocused on
en i onmen al compa men s and sus ainabili y. Held a
Cen o Ciência Vi a do Alga e, he p og am included
ac i i ies aligned wi h he UN Sus ainable De elopmen Goals
(SDGs). Highligh s included a session wi h scien is Paula
Robalo om Cen o Ciência Vi a Al iela, discussing aqui e s

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
64
and ba s, emphasizing ecosys em se ices and SDGs 6 and
12. The week culmina ed in eache and s uden s p esen ing
ac ion p oposals ela ed o hei chosen SDG in ela ion o he
aqui e s aqui e s.
83
PORTUGAL WHAT ARE MICROALGAE,
THEIR DIVERSITY,
IMPORTANCE IN
ECOSYSTEMS,
APPLICATIONS, AND
PRODUCTION? - FROM LAND
TO SEA
A class o 4 h-yea s uden s (aged 9–10) engaged in a week-
long STEAM educa ional ini ia i e a he Cen o Ciência Vi a
do Alga e, explo ing hemes ela ed o en i onmen al
sys ems and sus ainabili y. The p og am was s uc u ed
a ound he UN Sus ainable De elopmen Goals (SDGs),
encou aging s uden s o make connec ions be ween global
p io i ies and local ac ion. A s andou momen was a hands-
on session deli e ed by PhD esea che So ia Na alho,
suppo ed by Fá ima Pe ei a om he ou each eam, which
explo ed he opic “Being a Mic oalgae Scien is –
unde s anding hei na u e, di e si y, ecological oles,
applica ions, and how hey a e cul i a ed.” This in e ac i e
session opened s uden s’ eyes o he i al unc ion o
mic oalgae in main aining ecological balance and hei
inno a i e uses, pa icula ly in ela ion o ecosys em se ices
and SDGs 12 and 14.
84
PORTUGAL FISH FEEDING AND
NUTRITION IN
AQUACULTURE - FROM LAND
TO SEA
A g oup o 4 h-yea s uden s (ages 9–10) ook pa in a week-
long STEAM educa ional p og am cen e ed on en i onmen al
sys ems and sus ainabili y. Hos ed a Cen o Ciência Vi a do
Alga e, he expe ience ea u ed ac i i ies aligned wi h he
UN Sus ainable De elopmen Goals (SDGs). One o he key
momen s was a session led by scien is Gab iella Pe ei a om
he company SPAROS, ocusing on ish nu i ion and eeding
p ac ices in aquacul u e. The discussion highligh ed he
impo ance o ecosys em se ices and linked di ec ly o SDGs
2, 9, and 14. The week concluded wi h s uden s and hei
eache p esen ing ac ion plans connec ed o hei selec ed
SDG, emphasizing he impo ance o p ope nu i ion in
sus ainable ish a ming.
85
PORTUGAL INVISIBLE MARINE
POLLUTION PATHWAY -
FROM LAND TO SEA
A g oup o 4 h-yea s uden s (ages 9–10) pa icipa ed in a
week-long STEAM educa ional p og am ocused on
en i onmen al sys ems and sus ainabili y. Held a he Cen o
Ciência Vi a do Alga e, he expe ience ea u ed ac i i ies
aligned wi h he Uni ed Na ions Sus ainable De elopmen
Goals (SDGs). One o he week’s highligh s was a session led
by scien is Vânia Sousa om he Uni e si y o Alga e,
ocusing on chemical and o ganic wa e pollu ion. The
discussion highligh ed he c i ical impo ance o p o ec ing
wa e quali y—issues di ec ly ela ed o SDG 6 (Clean Wa e
and Sani a ion) and SDG 14 (Li e Below Wa e ). The p og am
concluded wi h s uden s and hei eache collabo a i ely
c ea ing a panel showcasing hei chosen SDG. Thei p ojec
demons a ed p ac ical ways people can con ibu e o
p ese ing ma ine wa e quali y h oughou he en i e wa e
cycle.
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
65
86
PORTUGAL SUSTAINABLE FISHING -
FROM LAND TO SEA A g oup o 4 h-yea s uden s (ages 9–10) pa icipa ed in a
week-long STEAM educa ional p og am ocused on
en i onmen al sys ems and sus ainabili y. Held a he Cen o
Ciência Vi a do Alga e, he expe ience ea u ed ac i i ies
aligned wi h he Uni ed Na ions Sus ainable De elopmen
Goals (SDGs). A highligh o he week was a session led by
scien is Ped o Lino om he Po uguese Ins i u e o Sea and
A mosphe e, which ocused on sus ainable ishing p ac ices.
The discussion emphasized he impo ance o educing was e
and in eg a ing bo h adi ional and inno a i e ishing
echnologies— opics di ec ly linked o SDGs 4 (Quali y
Educa ion) and 14 (Li e Below Wa e ). The week concluded
wi h s uden s and hei eache de eloping an awa eness
campaign cen e ed on hei chosen SDG. Thei ini ia i e
unde sco ed he impo ance o espec ing ish li e cycles and
a oiding he o e use o na u al esou ces.
87
PORTUGAL LIXARTE A GIANT WAVE TO
SAVE THE OCEANS - FROM
LAND TO SEA
A g oup o 4 h-yea s uden s, aged 9 o 10, ook pa in a
week-long STEAM lea ning p og am ocused on
en i onmen al sys ems and sus ainabili y. Hos ed a he
Cen o Ciência Vi a do Alga e, he p og am included a
a ie y o hands-on ac i i ies aligned wi h he Uni ed Na ions
Sus ainable De elopmen Goals (SDGs). A key momen o
he week was a session led by Ana Paula Bu nay, a
echnician om he Eu ope Di ec Alga e Cen e , which
explo ed he impac o ma ine plas ic pollu ion h ough he
lens o a . The session emphasized he i al ole o plas ic
ecycling and ac i e ci izen in ol emen in achie ing SDG 12
(Responsible Consump ion and P oduc ion), SDG 13
(Clima e Ac ion), SDG 14 (Li e Below Wa e ), and SDG 15
(Li e on Land). To conclude he expe ience, s uden s wo ked
alongside hei eache o design and build a plas ic
iden i ica ion panel ela ed o hei selec ed SDG. The p ojec
showcased p ac ical ways o iden i y he human ac i i ies ha
con ibu e o ma ine plas ic pollu ion, encou aging g ea e
awa eness and esponsibili y.
88
PORTUGAL FROM THE INVISIBLE TO THE
VISIBLE LIFE IN WATER -
FROM LAND TO SEA
A g oup o s uden s om 1s o 4 h g ade, aged 6 o 10,
pa icipa ed in a week-long STEAM lea ning p og am ocused
on en i onmen al sys ems and sus ainabili y. Hos ed a he
Cen o Ciência Vi a do Alga e, he p og am o e ed a a ie y
o hands-on ac i i ies aligned wi h he Uni ed Na ions
Sus ainable De elopmen Goals (SDGs). A highligh o he
week was a session led by Tiago Gomes, an aqua is om
Cen o Ciência Vi a do Alga e, which explo ed he li e ha
exis s in aqua ium wa e — om he in isible o he isible.
S uden s lea ned abou he mic oo ganisms and la ge li e
o ms ypically ound in aqua iums, spa king discussions
a ound SDG 12 (Responsible Consump ion and P oduc ion)
and SDG 14 (Li e Below Wa e ). To conclude he expe ience,
s uden s wo ked wi h hei eache o in es iga e how o
measu e wa e salini y and unde s and i s impac on aqua ic
li e, linking hei disco e ies o hei selec ed SDG. The p ojec
p o ided a p ac ical and engaging way o explo e he
impo ance o sal in ou li es and i s ole in he en i onmen .
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
66
89
PORTUGAL FRESHWATER CHALLENGE
ON A SAILING BOAT - FROM
LAND TO SEA
A g oup o s uden s om he 4 h g ade, aged 9- 10,
pa icipa ed in a week-long STEAM lea ning p og am ocused
on en i onmen al sys ems and sus ainabili y. Hos ed a he
Cen o Ciência Vi a do Alga e, he p og am o e ed a a ie y
o hands-on ac i i ies aligned wi h he Uni ed Na ions
Sus ainable De elopmen Goals (SDGs). A highligh o he
week was a session led by Rica do Ba adas, skippe and
p esiden o he Associa ion o Ocean S udy and
Conse a ion – Fo a be e Sea, which sha ed he challenges
and isks o be a deli e y skippe . S uden s lea ned abou he
li e onboa d and he main di e ences o m being on land and
on he sea o e e yday’s li e, spa king discussions a ound
SDG 6 (Wa e quali y), SDG 12 (Responsible Consump ion
and P oduc ion) and SDG 14 (Li e Below Wa e ). To conclude
he expe ience, s uden s wo ked wi h hei eache o
in es iga e how o spa e eshwa e and use i in a sus ainable
way o e e yday needs on a sailing boa , linking hei
disco e ies o hei selec ed SDG. The p ojec p o ided a
p ac ical and engaging way o explo e he impo ance o
eshwa e in ou li es and i s ole in he en i onmen .
90
PORTUGAL PROTECTING MARINE LIFE -
FROM LAND TO SEA A g oup o 4 h-g ade s uden s, aged 9 o 10, pa icipa ed in a
week-long STEAM lea ning p og am ocused on
en i onmen al sys ems and sus ainabili y. Held a he Cen o
Ciência Vi a do Alga e, he p og am ea u ed a ange o
hands-on ac i i ies aligned wi h he Uni ed Na ions
Sus ainable De elopmen Goals (SDGs). One o he week's
highligh s was a session led by Al edo Rod igues, a
ce acean-wa ching ou ope a o who engages ou is s wi h
he li es o dolphins and aises awa eness o hei c ucial ole
in ma ine ecosys ems. His wo k also helps suppo ongoing
esea ch on ce aceans. Du ing he session, s uden s lea ned
abou local dolphin and whale species and he impo ance o
obse a ion o hei conse a ion. These discussions ied in o
SDG 14 (Li e Below Wa e ) and encou aged e lec ion on
SDG 4 (Quali y Educa ion). To w ap up he expe ience,
s uden s collabo a ed wi h hei eache o in es iga e he
impo ance o p o ec ing ma ine li e, linking hei indings o
he SDG hey had chosen. The p ojec o e ed a dynamic and
meaning ul oppo uni y o explo e he signi icance o he
ma ine ood web and ou impac on ocean ecosys ems.
91
PORTUGAL FISH CAN ALSO BE FARMED -
FROM LAND TO SEA A g oup o 4 h-g ade s uden s, aged 9 o 10, ook pa in a
week-long STEAM (Science, Technology, Enginee ing, A s,
and Ma hema ics) p og am cen ed on en i onmen al
sys ems and sus ainabili y. Held a he Cen o Ciência Vi a
do Alga e, he p og am engaged s uden s in a se ies o
in e ac i e, hands-on ac i i ies aligned wi h he Uni ed
Na ions Sus ainable De elopmen Goals (SDGs). One o he
p og am’s highligh s was a session led by Flo bela Soa es, a
ma ine biologis om he Po uguese Ins i u e o he Sea and
A mosphe e (IPMA). She in oduced he s uden s o he opic
o aquacul u e, explaining how ish a e aised in con olled
en i onmen s and why his me hod can p o ide a heal hie ,
mo e sus ainable sou ce o ood. The discussion connec ed
di ec ly o SDG 12 (Responsible Consump ion and
P oduc ion) and SDG 14 (Li e Below Wa e ). To w ap up he
expe ience, he s uden s collabo a ed wi h hei eache o
in es iga e he bene i s o aquacul u e. They c ea ed pos e s
using he AEIOU amewo k o sha e hei indings, linking
hei insigh s o a speci ic SDG o hei choice. This inal
p ojec ga e s uden s an oppo uni y o e lec on hei
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
67
lea ning in a meaning ul and c ea i e way, ein o cing he
signi icance o sus ainable p ac ices in p ese ing ou plane .
92
SERBIA Sma ecycling: F om plas ic
bo le o 3D p in ing This SLE (STEAM Lea ning Ecologies) p ojec add esses he
challenge o ecycling PET packaging h ough he
de elopmen o an inno a i e de ice o p ocessing plas ic
bo les in o ilamen o 3D p in ing. S uden s in es iga e
en i onmen al issues ela ed o plas ic was e and apply
STEAM p inciples in de eloping a p ac ical solu ion. Th ough
he p ocess o designing, es ing and op imizing de ices,
s uden s de elop echnical, enginee ing and analy ical skills,
while also gaining knowledge abou he ci cula economy and
sus ainable echnologies. Lea ning p oduc s include a
unc ional ecycling de ice, ecycled 3D p in ing ilamen ,
educa ional ma e ials, and hands-on p oduc s made wi h 3D
p in e s. In addi ion o he echnical aspec , he p ojec
encou ages eamwo k, coope a ion wi h local en i onmen al
ins i u ions and he o ganiza ion o public wo kshops and
p esen a ions, whe eby s uden s ac i ely con ibu e o aising
en i onmen al awa eness in he communi y. Th ough his
in e disciplina y app oach, he school becomes a place o
inno a ion and sus ainable p oduc ion, while s uden s
de elop key compe encies o he u u e.
93
SERBIA Sky he oes This STEM Lea ning Ecology (SLE) eme ged om he need
o p omo e meaning ul, high-quali y leisu e ac i i ies in he
local communi y o Zaječa . The p ojec engaged high school
s uden s—exclusi ely emale pa icipan s—in a wide ange o
mul idisciplina y ac i i ies ha combined en i onmen al
awa eness, digi al li e acy, and social esponsibili y. Th ough
d one-assis ed ieldwo k, s uden s mapped local picnic a eas
and illegal dumping si es, documen ed en i onmen al
challenges, and p oposed solu ions h ough digi al media
p oduc ion. The esul s include he c ea ion o educa ional
ideo epo s, campaigns on social media, and collabo a ions
wi h communi y s akeholde s such as hiking socie ies,
museums, and science cen e s. The SLE empowe ed young
women wi h echnical skills, deepened hei en i onmen al
consciousness, and encou aged ac i e ci izenship h ough
s o y elling and scien i ic explo a ion.
94
SERBIA Eco Cycle: F om Was e o
G ow h – A Local G een
Ini ia i e
This SLE engages s uden s om di e en disciplines in an
in e disciplina y ecological p ojec aimed a collec ing and
p ocessing na u al biological was e, allen lea es, wigs,
g ass, and u ning i in o na u al e ilize . The ul ima e goal is
o each s uden s abou he ci cula low o na u al ma e , o
de elop en i onmen al consciousness, and o con ibu e
meaning ully o hei local communi y. Th ough p ac ical wo k,
mul imedia c ea ion, and public engagemen , s uden s no
only lea n he science behind compos ing and sus ainabili y,
bu also how o communica e i s impo ance using mode n
echnology. The p ojec culmina es in a public eco-quiz,
ein o cing key concep s and celeb a ing c ea i i y and
knowledge wi h communi y ecogni ion.
95
SERBIA My cup o ea This SLE p omo es heal hy li es yle habi s, especially among
young people. Th ough sp ing wo kshops, s uden s explo ed
local medicinal plan s, c ea ed a bio-ga den, expe imen ed
wi h d ying and candying ui , s udied adi ional and global
ea cul u es, and made hei own ea blends. The ac i i ies
culmina ed in p oduc p esen a ions and sales. The p ojec
encou ages long- e m beha io change and communi y
engagemen .
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
68
96
SERBIA STEM Expedi ion: The Ri e is
No Jus Wa e As pa o he STEM Lea ning Ecology (SLE) p og am,
s uden s in es iga e he wa e quali y o he Iba Ri e in he
K alje o a ea h ough physical-chemical and mic obiological
analyses, as well as by s udying he biodi e si y o he aqua ic
ecosys em. Ac i i ies include ield sampling, labo a o y
es ing, da a analysis, and isualiza ion. The p ojec is ca ied
ou using a mul idisciplina y app oach and in ol es
collabo a ion be ween s uden s, biology, chemis y, and
mic obiology eache s, and expe s om ele an ins i u ions.
The main goal is o de elop s uden s' esea ch skills, c i ical
hinking, and en i onmen al awa eness, while p omo ing
science h ough p ac ical and socially esponsible wo k.
97
SERBIA Pape wi h a Pu pose:
Recycling, C ea i i y, and Social
Responsibili y
This SLE was designed o add ess an e e yday issue in he
school en i onmen —excessi e pape was e. The p ojec
"Pape wi h a Pu pose" empowe ed s uden s o ake ini ia i e
in bo h en i onmen al conse a ion and social engagemen .
Th ough a s uc u ed lea ning pa h, s uden s pa icipa ed in
wo kshops on pape ecycling, c a ed usable and deco a i e
i ems om ecycled pape , and applied en ep eneu ial skills
by o ganizing a cha i y ai . The inal p oduc s (bookma ks,
ca ds, and a oma ic deco a ions) we e sold a a humani a ian
bazaa , wi h p oceeds dona ed o he NURDOR ounda ion
suppo ing child en wi h cance . The p ojec no only aised
awa eness o en i onmen al p o ec ion bu also cul i a ed
empa hy, esponsibili y, and c ea i i y, all while ein o cing
STEAM skills and linking o mal educa ion wi h eal-wo ld
impac
98
SERBIA FROM SEED TO SUCCESS S uden s apply hei acqui ed knowledge a egula lessons
by c ea ing a ga den whe e hey g ow a oma ic he bs and
spices. They collabo a e wi h local p oduce s and small
en ep eneu s who use hese he bs in hei p oduc ion, aising
awa eness o he impo ance o o ganic and sus ainable
p oduc s. Also, hey use he he bs in he school can een,
du ing school celeb a ions and simila occasions. Also, we
use hese he bs o p omo e heal hy li es yles and o ganic
ood. Pe o Kuzmjak school, loca ed in a u al a ea, os e s
coope a ion wi h local ag icul u al coope a i es and heal hy
ood p oduce s. Th ough biology lessons, p ojec -based
lea ning, and isi s o local a ms, s uden s lea n abou plan
cul i a ion, p ocessing, and ma ke ing. A e plan ing he bs in
he school pa k and class ooms, s uden s ha es , d y, and
package hem, and o ganize a inal p omo ional e en whe e
hey se e ea made om hei he bs and sha e in o ma ion
wi h he local communi y abou he p ojec ’s goals and impac .
Du ing his p ocess hey lea n abou en ep eneu ship,
ma ke ing, package and p omo ion o he p oduc s.
99
SERBIA Sma G owing: Con olled Plan
Cul i a ion o a Sus ainable
Fu u e
This SLE cen es on empowe ing s uden s o p oduce
ege ables, o namen al, and a oma ic he bs in con olled
en i onmen al condi ions using G ow Box sys ems. The
p ojec in eg a es STE(A)M disciplines h ough hands-on,
esea ch-based, and collabo a i e lea ning pa hs. S uden s
no only cul i a e plan s unde moni o ed condi ions bu also
documen g ow h digi ally, compa e cul i a ion a iables, and
sha e hei indings. Wi h suppo om local ag icul u al
ins i u ions and indus y pa ne s, hey de elop essen ial 21s -
cen u y skills while con ibu ing o sus ainable ood
p oduc ion. The p ojec culmina es in a public p esen a ion a
he local science es i al, demons a ing how school-based
inno a ion can bene i he b oade communi y.

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
69
100
SPAIN AI wi h a Sus ainable Lens:
You h Films o Change he
Wo ld
This Lea ning Scena io is pa o he Eu opean p ojec
STEAM Lea ning Ecologies. Th ough ac i e and pa icipa o y
me hodologies, s uden s in 4 h yea o ESO (Spanish lowe
seconda y) Biology and Geology wo ked in he e ogeneous
eams o design and p oduce an o iginal sho ilm ocused on
a Sus ainable De elopmen Goal (SDG). A e an ini ial phase
o b ains o ming and manual s o yboa d ske ching, each
g oup used gene a i e a i icial in elligence ools o de elop
he sc ip , isual ames, sound ack, and inal ideo edi ing.
The expe ience allowed s uden s o explo e he educa ional
po en ial o AI, while p omo ing c i ical hinking, en i onmen al
awa eness, c ea i i y and eamwo k.
101
SPAIN A i icial in elligence in he
se ice o he SDGs This lea ning si ua ion, aimed a 3 d yea ESO s uden s in he
subjec o Physics and Chemis y, ocuses on he uni
"Chemis y and socie y". Th ough a p oposal based on ac i e
me hodologies such as PBL, he STEAM app oach and
lea ning ecologies, s uden s will in es iga e he impac o
di e en chemical compounds on heal h and he en i onmen ,
linking hem o he Sus ainable De elopmen Goals. Wi h he
suppo o gene a i e a i icial in elligence ools, hey will
design and p oduce a h ee-minu e in o ma i e ideo in which
hey will p opose sus ainable solu ions om a scien i ic,
c i ical and c ea i e poin o iew.
102 SPAIN A i icial in elligence in he
se ice o he SDGs Unde he SDGs selec ed by he s uden s, hey mus p oduce
2 audio isual pieces o maximum 3 minu es wi h he help o
A i icial In elligence ools.
103
SPAIN Sus ainable De elopmen
Goals: an app oach wi h ESO
s uden s using AI ools
As pa o he subjec "Biology and Geology", we analysed he
UN Sus ainable De elopmen Goals wi h 12 s uden s in he
4 h yea o ESO. Two goals ha e been chosen o elabo a e
se e al ma e ials, wo king on hem. We ha e de eloped ou
p ojec on goal 14 "Conse a ion o unde wa e li e" using AI
ools, elabo a ing se e al sc ip s, images, music and inally a
ideo. We con ac ed esea che s in Ma ine Biology (IEO-
CSIC; Xun a); hey isi ed us and ga e wo con e ences in ou
cen e.
104
SPAIN S o ies wi h meaning: Imagining
he mons e wi h AI and SDGs The 2nd ESO s uden s wo ked o c ea e 2 sho ideos using
AI-gene a ed images. The ac i i y had he SDGs as a
common h ead, a leas wo SDGs should be de eloped in
each ideo. The p ocess included he choice o na a i e
o ma , he de elopmen o s o yboa ds and he use o digi al
applica ions o edi he ideos. In his way, s uden s
de eloped digi al, c ea i e and c i ical skills, e lec ing on he
social and en i onmen al impac o AI.
105
SPAIN Inno a ion and awa eness:
p oducing an AI ideo abou an
SDG
This lea ning si ua ion p oposes o 4 h ESO (16 yea s)
s uden s o explo e he po en ial o gene a i e AI o con en
c ea ion, ocusing on he p oduc ion o a sho ideo. The
ocus will be on aising awa eness o an SDG chosen by he
g oups. They will documen he p ocess, e lec ing on he use
o AI, i s possibili ies and limi a ions, and p esen he inal
esul . The aim is o de elop digi al and echnological skills,
as well as a c i ical awa eness o he SDGs.
106
SPAIN F om Class oom o Ac ion:
SDGs wi h AI in STEAM
Lea ning
In he amewo k o he STEAM Lea ning Ecologie p ojec ,
s uden s ha e de eloped an in e disciplina y lea ning
si ua ion ocusing on he Sus ainable De elopmen Goals
(SDGs). Using A i icial In elligence ools, hey ha e
esea ched and c ea ed an educa ional ideo ha e lec s
hei unde s anding and commi men o he di e en
Sus ainable De elopmen Goals hey ha e chosen. This
expe ience has s eng hened digi al compe ences, wo ked
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
70
ans e sally wi h o he subjec s and collabo a i e wo k. In
addi ion, i has os e ed c ea i i y and c i ical hinking om a
STEAM app oach.
107
SPAIN ADVANCING ODS TARGETS
WITH IA The aim o his p ojec was o aise he isibili y o p e iously
chosen SDG goals by c ea ing ideos using AI o c ea e s o y
con en , images and music
108
SPAIN C ea ing ideos wi h A i icial
In elligence inspi ed by he
SDGs
S uden s in 4 h ESO and 1s Baccalau ea e we e asked o
c ea e ideos gene a ed en i ely wi h a i icial in elligence
ools, based on he Sus ainable De elopmen Goals (SDGs).
The s uden s s udied and chose he SDG hey liked he mos
and designed a s o yboa d be o ehand and hen c ea ed a
ideo o a maximum o 3 minu es in leng h, including a leas
six images gene a ed by AI. This ac i i y encou ages
c ea i i y, digi al li e acy and c i ical e lec ion on global
challenges.
109
SPAIN SDGs and AI: Towa ds a
Sus ainable Fu u e This lea ning si ua ion was de eloped wi hin he amewo k o
he Eu opean p ojec STE(A)M Lea ning Ecologies (SLE), in
collabo a ion wi h Domus. Seconda y educa ion s uden s
c ea ed h ee audio isual pieces on a ious SDGs using
a i icial in elligence ools. Th ough his in e disciplina y wo k,
esea ch, and c ea i i y, s uden s de eloped a ious skills,
c i ical hinking, and social awa eness, adap ing he
expe ience o a o mal lea ning si ua ion.
Appendix III – SLE Su ey Ques ionnai e
To acili a e he e alua ion o he ma u e implemen a ion phase SLEs which we e implemen ed in
a ious coun ies and se ings, we de ised he ollowing lis o s a emen s ca ego ized in a sequence
o empla ed o ms/ques ionnai e ha ocus on di e en dimensions o an SLE. The su ey is o be
add essed o ini ia o s and educa o s/lead eache s o o he whole g oup o s akeholde s who can
u ilize i o guidance o as a p elimina y lis o indica i e s a emen s ha can help hem o cha ac e ize
hei obse a ions om he o e all educa ional ac i i ies hey ied ou du ing he ma u e
implemen a ion phase. In gene al, ini ia o s/ eache s a e also encou aged o sugges hei own lis o
s a emen s o key elemen s in addi ion o he p oposed ones. The le el o ag eemen o each
s a emen o obse a ion is quan i ied by a sco e indica o in scale om 1 o 5 acco ding o he
ollowing able. This is o assis p ojec pa ne s in he analysis o he esul s.
Sco e scale
In e p e a ion
5
S ongly ag ee
4
Ag ee
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
71
3
Nei he ag ee no disag ee
2
Disag ee
1
S ongly disag ee
Gene al Aims and Objec i es: Towa ds which skills o ans e sal
compe encies a e s uden s o ien ed in he SLE? 1 2 3 4 5
C ea i i y and inno a ion
C i ical hinking and p oblem sol ing
Communica ion and collabo a ion
Li e acy in ICT and new echnologies
Independence, ini ia i e and sel
-
di ec ion
Decons uc ion o gende s e eo ypes
Owne ship o esul s/achie emen s
Leade ship and esponsibili y
●
Exposu e o eal
-
li e si ua ions and p oblems
●
In e es and mo i a ion owa ds science s udies and science
ca ee s
Wha ha e s uden s ac ually lea ned o wha a e hey able o do a e
comple ing he educa ional ac i i ies o he SLE? 1 2 3 4 5
S uden s ha e imp o ed o ad anced hei c i ical hinking and
p oblem-sol ing skills
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
72
S uden s a e able o s a a design p ocess o sol e a gi en p oblem
S uden s ha e ad anced o imp o ed hei con en and concep
knowledge o STEAM cu iculum opics
S uden s a e able o ini ia e o ollow an inqui y p ocess and ac ions
owa ds a p ede e mined goal
S uden s a e able o e lec on o sel
-
assess hei lea ning p og ess,
and ha e gained con idence and independence on acqui ing
knowledge and skills
S uden s ha e imp o ed o ad anced hei ICT and new echnologies
li e acy
S uden s ha e inc eased hei in e es and mo i a ion owa ds
science s udies and science ca ee s
S uden s ha e imp o ed o ad anced on in e disciplina y and
collabo a i e lea ning
S uden s ha e imp o ed o ad anced on decons uc ion o gende
s e eo ypes
How is he g oup o s akeholde s in ol ed in he SLE is acili a ing
lea ning?
1 2 3 4 5
Takes in o conside a ion s uden s' p io knowledge, skills,
compe ences, a i udes, belie s, lea ning s yles and expe iences and
acco dingly o ganize app op ia e lea ning ac i i ies
Makes explici connec ions be ween speci ic con en knowledge and
educa ional ac i i ies
Is an ac i e acili a o o inqui y
-
and c ea i i y
-
based lea ning, o
example by encou aging s uden s’ decision-making du ing inqui y
p ocesses, and sha ing, e alua ing and e lec ing on ou comes
P o ides s uden s s ep
-
by
-
s ep guidance du ing he educa ional
ac i i ies
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
79

D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
80
Appendix IV – SLE Me hodology Flashca ds
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
81
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
82
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
83
D2.3 The SLEs Me hodology – Final Ve sion
This p ojec is unded by he Eu opean Union’s Ho izon p og amme unde g an ag eemen
No 101094648. Views and opinions exp essed a e howe e hose o he au ho (s) only
and do no necessa ily e lec hose o he Eu opean Union. Nei he he Eu opean Union
no he g an ing au ho i y can be held esponsible o hem.
84