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Policy Recommendations for STEAM

Recommendations for enhancing STEAM education at local, national, and EU levels

Changes at "(5) STEAM for Societal Impact"

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Title

  • +{"en"=>"(5) STEAM for Societal Impact"}
  • +{"en"=>"(5) STEAM for Societal Impact"}
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  • +{"en"=>"(5) STEAM for Societal Impact"}
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  • +{"en"=>"(5) STEAM for Societal Impact"}

Body

  • +["

    EU and National Levels

    The European Commission should frame STEAM education as a critical tool for addressing societal challenges in its policy initiatives. For example, integrating STEAM education into the Green Deal initiatives can provide students (especially in secondary and tertiary education) with the interdisciplinary skills needed to address complex issues like climate change. Additionally, STEAM education should explicitly promote critical thinking and the ability to reflect on the ethical, political, and societal dimensions of technology and design, recognising that these are not neutral. National governments should align their education policies with these frameworks to ensure that STEAM education plays a role in solving societal challenges.

    "]
  • +["<p><strong><u>EU and National Levels</u> </strong></p><p><strong>The European Commission should frame STEAM education as a critical tool for addressing societal challenges in its policy initiatives. For example, integrating STEAM education into the Green Deal initiatives can provide students (especially in secondary and tertiary education) with the interdisciplinary skills needed to address complex issues like climate change. Additionally, STEAM education should explicitly promote critical thinking and the ability to reflect on the ethical, political, and societal dimensions of technology and design, recognising that these are not neutral. National governments should align their education policies with these frameworks to ensure that STEAM education plays a role in solving societal challenges.</strong></p>"]
Deletions
Additions
  • +["

    EU and National Levels

    The European Commission should frame STEAM education as a critical tool for addressing societal challenges in its policy initiatives. For example, integrating STEAM education into the Green Deal initiatives can provide students (especially in secondary and tertiary education) with the interdisciplinary skills needed to address complex issues like climate change. Additionally, STEAM education should explicitly promote critical thinking and the ability to reflect on the ethical, political, and societal dimensions of technology and design, recognising that these are not neutral. National governments should align their education policies with these frameworks to ensure that STEAM education plays a role in solving societal challenges.

    "]
Deletions
Additions
  • +["<p><strong><u>EU and National Levels</u> </strong></p><p><strong>The European Commission should frame STEAM education as a critical tool for addressing societal challenges in its policy initiatives. For example, integrating STEAM education into the Green Deal initiatives can provide students (especially in secondary and tertiary education) with the interdisciplinary skills needed to address complex issues like climate change. Additionally, STEAM education should explicitly promote critical thinking and the ability to reflect on the ethical, political, and societal dimensions of technology and design, recognising that these are not neutral. National governments should align their education policies with these frameworks to ensure that STEAM education plays a role in solving societal challenges.</strong></p>"]
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Avatar: Road-STEAMer Road-STEAMer
Version created at 28/01/2025 15:48

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