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STEAM Roadmap for Science Education in Horizon Europe

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Changes at "Development and testing of a STEAM holistic curriculum at secondary, vocational and university education level"

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  • -["
    Relevant for
    🔵 Research (DG RTD)
    🟡 Education (DG EAC)
    💡 Expands the STEM strategic plan
    Description
    Development and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee & Duflo, 2009), taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, and Inclusion / Personalisation / Empowerment) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To investigate intersectionality, studies should investigate the effectiveness of STEAM programs by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability.
    Examples
    Potential funding instrument
    Horizon, Pillar 2 and WIDERA
    Suggested time frame
    2028-34
    Alignment with STEM Education Strategic Plan 2025
    The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)
    "]
  • +["
    Relevant for
    🔵 Research (DG RTD)
    🟡 Education (DG EAC)
    💡 Expands the STEM strategic plan
    Description
    Development and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee & Duflo, 2009), taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, and Inclusion / Personalisation / Empowerment) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To investigate intersectionality, studies should investigate the effectiveness of STEAM programs by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability.
    Examples
    Potential funding instrument
    Horizon, Pillar 2 and WIDERA
    Suggested time frame
    2028-2034
    Alignment with STEM Education Strategic Plan 2025
    The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)
    "]
  • -["<xml><dl class=\"decidim_awesome-custom_fields\" data-generator=\"decidim_awesome\" data-version=\"0.10.2\"><dt name=\"relevant\">Relevant for</dt><dd id=\"relevant\" name=\"checkbox-group\"><div alt=\"research\">🔵 Research (DG RTD)</div><div alt=\"education\">🟡 Education (DG EAC)</div><div alt=\"expands\">💡 Expands the STEM strategic plan</div></dd><dt name=\"description\">Description</dt><dd id=\"description\" name=\"textarea\"><div>Development and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee &amp;amp;amp;amp; Duflo, 2009), taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, and Inclusion / Personalisation / Empowerment) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To investigate intersectionality, studies should investigate the effectiveness of STEAM programs by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability.</div></dd><dt name=\"examples\">Examples</dt><dd id=\"examples\" name=\"textarea\"><div><ul><li><a href=\"https://www.h-farm.com/it/news/campus-ampliamento-science-edificio-iit-istituto-italiano-tecnologia-scienza-ricerca-innovazione-beni-culturali\" rel=\"noopener noreferrer\" target=\"_blank\">H-Farm</a></li><li><a href=\"https://www.ibo.org/programmes/middle-years-programme/curriculum/stem-education-in-the-myp/\" rel=\"noopener noreferrer\" target=\"_blank\">IB Silicon Valley</a></li></ul></div></dd><dt name=\"funding\">Potential funding instrument</dt><dd id=\"funding\" name=\"textarea\"><div>Horizon, Pillar 2 and WIDERA</div></dd><dt name=\"timeframe\">Suggested time frame</dt><dd id=\"timeframe\" name=\"select\"><div alt=\"optfp10\">2028-34</div></dd><dt name=\"alignment\">Alignment with STEM Education Strategic Plan 2025</dt><dd id=\"alignment\" name=\"textarea\"><div>The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)</div></dd></dl></xml>"]
  • +["<xml><dl class=\"decidim_awesome-custom_fields\" data-generator=\"decidim_awesome\" data-version=\"0.10.2\"><dt name=\"relevant\">Relevant for</dt><dd id=\"relevant\" name=\"checkbox-group\"><div alt=\"research\">🔵 Research (DG RTD)</div><div alt=\"education\">🟡 Education (DG EAC)</div><div alt=\"expands\">💡 Expands the STEM strategic plan</div></dd><dt name=\"description\">Description</dt><dd id=\"description\" name=\"textarea\"><div>Development and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee &amp;amp;amp;amp;amp; Duflo, 2009), taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, and Inclusion / Personalisation / Empowerment) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To investigate intersectionality, studies should investigate the effectiveness of STEAM programs by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability.</div></dd><dt name=\"examples\">Examples</dt><dd id=\"examples\" name=\"textarea\"><div><ul><li><a href=\"https://www.h-farm.com/it/news/campus-ampliamento-science-edificio-iit-istituto-italiano-tecnologia-scienza-ricerca-innovazione-beni-culturali\" rel=\"noopener noreferrer\" target=\"_blank\">H-Farm</a></li><li><a href=\"https://www.ibo.org/programmes/middle-years-programme/curriculum/stem-education-in-the-myp/\" rel=\"noopener noreferrer\" target=\"_blank\">IB Silicon Valley</a></li></ul></div></dd><dt name=\"funding\">Potential funding instrument</dt><dd id=\"funding\" name=\"textarea\"><div>Horizon, Pillar 2 and WIDERA</div></dd><dt name=\"timeframe\">Suggested time frame</dt><dd id=\"timeframe\" name=\"select\"><div alt=\"optfp10\">2028-2034</div></dd><dt name=\"alignment\">Alignment with STEM Education Strategic Plan 2025</dt><dd id=\"alignment\" name=\"textarea\"><div>The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)</div></dd></dl></xml>"]
Deletions
  • -["
    Relevant for
    🔵 Research (DG RTD)
    🟡 Education (DG EAC)
    💡 Expands the STEM strategic plan
    Description
    Development and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee &amp;amp;amp; Duflo, 2009), taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, and Inclusion / Personalisation / Empowerment) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To investigate intersectionality, studies should investigate the effectiveness of STEAM programs by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability.
    Examples
    Potential funding instrument
    Horizon, Pillar 2 and WIDERA
    Suggested time frame
    2028-34
    Alignment with STEM Education Strategic Plan 2025
    The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)
    "]
  • IB Silicon Valley
Potential funding instrument
Horizon, Pillar 2 and WIDERA
Suggested time frame
2028-2034
Alignment with STEM Education Strategic Plan 2025
The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)
"]
Additions
Potential funding instrument
Horizon, Pillar 2 and WIDERA
Suggested time frame
2028-34
Alignment with STEM Education Strategic Plan 2025
The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)
"]
  • +["
    Relevant for
    🔵 Research (DG RTD)
    🟡 Education (DG EAC)
    💡 Expands the STEM strategic plan
    Description
    Development and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee &amp;amp;amp;amp; Duflo, 2009), taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, and Inclusion / Personalisation / Empowerment) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To investigate intersectionality, studies should investigate the effectiveness of STEAM programs by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability.
    Examples
    Potential funding instrument
    Horizon, Pillar 2 and WIDERA
    Suggested time frame
    2028-2034
    Alignment with STEM Education Strategic Plan 2025
    The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)
    "]
    • Deletions
    • -["<xml><dl class=\"decidim_awesome-custom_fields\" data-generator=\"decidim_awesome\" data-version=\"0.10.2\"><dt name=\"relevant\">Relevant for</dt><dd id=\"relevant\" name=\"checkbox-group\"><div alt=\"research\">🔵 Research (DG RTD)</div><div alt=\"education\">🟡 Education (DG EAC)</div><div alt=\"expands\">💡 Expands the STEM strategic plan</div></dd><dt name=\"description\">Description</dt><dd id=\"description\" name=\"textarea\"><div>Development and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee &amp;amp;amp;amp; Duflo, 2009), taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, and Inclusion / Personalisation / Empowerment) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To investigate intersectionality, studies should investigate the effectiveness of STEAM programs by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability.</div></dd><dt name=\"examples\">Examples</dt><dd id=\"examples\" name=\"textarea\"><div><ul><li><a href=\"https://www.h-farm.com/it/news/campus-ampliamento-science-edificio-iit-istituto-italiano-tecnologia-scienza-ricerca-innovazione-beni-culturali\" rel=\"noopener noreferrer\" target=\"_blank\">H-Farm</a></li><li><a href=\"https://www.ibo.org/programmes/middle-years-programme/curriculum/stem-education-in-the-myp/\" rel=\"noopener noreferrer\" target=\"_blank\">IB Silicon Valley</a></li></ul></div></dd><dt name=\"funding\">Potential funding instrument</dt><dd id=\"funding\" name=\"textarea\"><div>Horizon, Pillar 2 and WIDERA</div></dd><dt name=\"timeframe\">Suggested time frame</dt><dd id=\"timeframe\" name=\"select\"><div alt=\"optfp10\">2028-34</div></dd><dt name=\"alignment\">Alignment with STEM Education Strategic Plan 2025</dt><dd id=\"alignment\" name=\"textarea\"><div>The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)</div></dd></dl></xml>"]
    Additions
    • +["<xml><dl class=\"decidim_awesome-custom_fields\" data-generator=\"decidim_awesome\" data-version=\"0.10.2\"><dt name=\"relevant\">Relevant for</dt><dd id=\"relevant\" name=\"checkbox-group\"><div alt=\"research\">🔵 Research (DG RTD)</div><div alt=\"education\">🟡 Education (DG EAC)</div><div alt=\"expands\">💡 Expands the STEM strategic plan</div></dd><dt name=\"description\">Description</dt><dd id=\"description\" name=\"textarea\"><div>Development and deployment of a variety of options for a STEAM holistic curriculum to be tested in longitudinal large scale control trials to derive evidence to inform policy decisions (Banerjee &amp;amp;amp;amp;amp; Duflo, 2009), taking into account the STEAM criteria (Collaboration, Disciplinary inter-relationships, Thinking-making-doing, Creativity, Real-world connection, and Inclusion / Personalisation / Empowerment) and EU priorities (focus on skills-based education, digital skills, industry relations, etc.). To investigate intersectionality, studies should investigate the effectiveness of STEAM programs by variables of vulnerability (gender, country, disability, special learning needs, family background, family support, etc.), and teachers/lecturer ability.</div></dd><dt name=\"examples\">Examples</dt><dd id=\"examples\" name=\"textarea\"><div><ul><li><a href=\"https://www.h-farm.com/it/news/campus-ampliamento-science-edificio-iit-istituto-italiano-tecnologia-scienza-ricerca-innovazione-beni-culturali\" rel=\"noopener noreferrer\" target=\"_blank\">H-Farm</a></li><li><a href=\"https://www.ibo.org/programmes/middle-years-programme/curriculum/stem-education-in-the-myp/\" rel=\"noopener noreferrer\" target=\"_blank\">IB Silicon Valley</a></li></ul></div></dd><dt name=\"funding\">Potential funding instrument</dt><dd id=\"funding\" name=\"textarea\"><div>Horizon, Pillar 2 and WIDERA</div></dd><dt name=\"timeframe\">Suggested time frame</dt><dd id=\"timeframe\" name=\"select\"><div alt=\"optfp10\">2028-2034</div></dd><dt name=\"alignment\">Alignment with STEM Education Strategic Plan 2025</dt><dd id=\"alignment\" name=\"textarea\"><div>The action expands the scope providing indications for conducting extensive research on the assessment of actions to inform policy making (3.2 pg. 8, In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.)</div></dd></dl></xml>"]
    Version number 4 out of 5 Show all versions Go back to proposal
    Version author
    Avatar: Road-STEAMer Road-STEAMer
    Version created at 08/05/2025 10:46

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