This project was developed based on the urgent need to develop and take on new approaches to teaching and learning and to use new technologies to support and facilitate this. COVID-19 has taught us that we must innovate and digitalise STEM teaching resources for primary schools in order for teachers to be able to provide the best possible outcomes for their pupils and to cultivate an enriching learning environment, whether the lessons are delivered online or face-to-face. Teachers need digital resources linked to curricula, so that their pupils can acquire the necessary knowledge and take part in hands-on Science, Technology, Engineering and Mathematics (STEM) activities. By developing such digital resources, not only teachers benefit from these outputs, but pupils and their parents. If used effectively and appropriately, digital technology can enhance learning and teaching, equip our pupils and teachers with vital digital skills and crucially, it can lead to improved educational outcomes. Additionally, introducing STEM jobs to pupils in primary school is a great way to dispel gender stereotypes and widen pupil’s career aspirations.

 

Thus the project will have an effect on three levels:

 

At an institutional level, the project will maximise the impacts of internationalisation as a process with the potential to further develop and strengthen management structures, international relations, educational services, and to further develop strategic policies related to the internationalisation of education, research, student and staff mobility, and educational technology development.

 

At national level, the project supports primary school teachers and pupils, the science community, government agencies and bodies and other organisations which are contributing to addressing the challenge of digital skills, future STEM skills and gender imbalance in STEM. The project also allows the partner institutions to have cross-European meetings, exchanges and discussions including multiplier events, on how the project's activities can be adapted by other teachers/schools/education providers/NGOs.

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At an international level, the project supports the European Framework for the Digital Competence of Educators (DigCompEdu), which provides a general reference frame to support the development of educator-specific digital competences in Europe. DigCompEdu is directed towards educators at all levels of education, from early childhood and this project will support educators' pedagogic competences and demonstrate how digital technologies can be used to enhance and innovate education and training and it will also help to develop digital, subject specific and transversal competencies in both educators and pupils. The project also supports the Digital Competence Framework 2.0 (DigComp 2.0), which identifies the key components of digital competence in 5 areas for pupils. Additionally, the project also supports the work of the European Schoolnet, STEM Alliance and Scientix.

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With this strategy, the project will have an impact at the local, regional, national, European and international level:

• Boosting a Europe-wide collaboration among teachers as well as education researchers and policymakers regarding the promotion of STEM resources for primary schools, STEM careers and addressing the STEM skills gap.

• Boosting a Europe-wide collaboration among science teachers as well as education researchers and policymakers

• Exchanging inquiry-based and game-based learning, CLIL and other innovative, effective and engaging approaches regarding STEM teaching and learning.