STEAM Education is an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. 

Integrated STEAM education in European schools is an approach to preparing a quality STEM workforce and literate citizens for highly technology-based society. 

Understanding science and mathematics knowledge and practices, as well as technological and engineering practices, has become a priority for national education programs across the world (Kelley & Knowles, 2016). The United States Next Generation Science Standards (NGSS) includes engineering design and practices as primary elements of science education (NGSS Lead States, 2013). The UK has also put forth an educational policy agenda promoting science, technology, engineering, and mathematics (STEM) integration both in and out of schools (STEM Learning, 2018). Germany also created a national STEM forum to promote STEM education for all levels of education, formal and informal (Nationales MINT (STEM) Forum, 2014). Similarly, the Ministry of Education in South Korea issued a nation-wide policy agenda in 2011, which included the promotion of integrating science, technology, engineering, arts, and mathematics education (STEAM hereafter). All these efforts in developed countries to reform STEM education are to meet the challenges of the twenty-first century which require strengthening the workforce in STEM areas to address global issues and STEM literacy for a new era (Kelley & Knowles, 2016).

Our course is focused on understanding the process which brought from STEM to STEAM, more popular and trendy at the moment. 

It is named differently from STEM due to its emphasis on arts (fine arts, language arts, liberal arts, and physical arts) as an important component of integration. While the STEAM reform movement is in alignment with STEM reform in other countries, its added component, i.e., arts, was inspired by the concurrent social discourse on education for creativity and a well-rounded citizen in the twenty-first century (Baik et al., 2012). Also, the national concern for students’ low confidence and interest in learning science regardless of high achievement (Organization for Economic Co-operation and Development, 2013) factored in promoting the integration of arts with STEM education for affective goals.

Using STEAM education results in students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century!  This comprehensive article will help you understand the keys to a meaningful STEAM effort.

Teachers representing a school staff have a great responsibility and need training because developing STEAM means to change completely the entire approach to teaching and foster the school coordination for a more synergetic cooperation among language and different subject teachers. 

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Target group

Teachers can be any kind of teacher working in a public or private school or educational institutions.

Like with all our programs, the present one is flexible and adaptable to special requests, depending on the subject taught or on the starting level of the participant. 

Furthermore, in line with the JUMP Academy method, our courses are based on a strategic balance between formal and non-formal education, indoor and outdoor education and the team takes care of a very important aspect of international mobility which is the intercultural learning which we develop with short excursions and facilitating the interaction with local partners, especially schools of the territory. 

We always try to connect our learners to local teachers and students to cooperate in developing innovation and networking for future projects. If possible, inside the program, a morning is spent inside a local school, visiting, observing, and cooperating in the realization of one or more lessons. The proposed program JUMP works, in European dimension and with an international spirit, at the local level and, according to the period of the training along the year and the weather, it is possible to change some sessions and add visits and meetings, in cooperation with our network of partners including schools involved in European projects). 

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