CASE project presented and offered all the needed instructions, material and tools in order to achieve the integration of art and innovation in science education from the early school years. Education policymakers all too often narrow teachers' focus to lists of facts and formulas, which become tempting to resort to so-called “drill-and-kill” teaching methods that cover information in a generic, surface-level way. Unsurprisingly, instead of fostering curiosity—which is much more important in the long term than rote memorization—this approach often causes students to “tune out”. Under this framework enhancing teacher skills, strengthening their ability to motivate innovation and creativity is crucial. It is precisely the enrichment of the creative elements in Inquiry Based Science Education (IBSE) as an integral part of such a system, based on a wealth of existing European knowledge, which is the cornerstone of the CASE approach.Our vision for STEAM Approach in Science education is the development of the innovative and creative classroom of tomorrow, where science education will be taught using an interdisciplinary methodology via arts activities and at the same time the integration of other disciplines such as entrepreneurship and design thinking.The CASE Project achieved to develop several material that were presented to all the teachers (206) and students (2.949) that were involved through their schools (121). These are listed below with the respective links to the documents: •General toolkit (http://www.project-case.eu/wp-content/uploads/2019/06/CASE_Toolkit_Book_FINAL.pdf) regarding the methods of creativity and arts in science education: This toolkit will be comprised of a suite of theoretical and image and video-based examples aimed at supporting primary teachers’ implementation of the CASE approach in schools.•Toolkit for the Learning Science Through Theatre (http://www.project-case.eu/wp-content/uploads/2018/06/LSTT_CASE_Training_material_FINAL.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the LSTT method in schools following Science View’s experience in the field.•Toolkit for the Learning Science Through Puppetry (http://www.project-case.eu/wp-content/uploads/2018/06/Puppetry_CASE_Training_material_FINAL.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Puppetry method in schools following Speel je Wijs’s experience in the field.•Toolkits for the Learning Science Through Digital Narratives case: These toolkits will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of: othe Narratives and Slow-mation method (http://www.project-case.eu/wp-content/uploads/2018/06/Slowmation_CASE_Training_material_FINAL.pdf) in schools following Aristotle University’s experience in the field;othe Digital Storytelling (http://www.project-case.eu/wp-content/uploads/2018/06/Storytelling_CASE_Training_material_FINAL.pdf) approach following Elinogermaniki Agogi’s experience.•Toolkit for the Learning Science Through Ecoscenography (http://www.project-case.eu/wp-content/uploads/2020/EXTRA_CASES/CASE.LearningScienceThroughEcoscenography.tutorial.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Learning Science Through Ecoscenography method in schools following HVL’s experience in the field.•Toolkit for the Learning Science Through Dace (http://www.project-case.eu/wp-content/uploads/2020/EXTRA_CASES/CASE_LearningScienceThroughDance.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Learning Science Through Dace method in schools following HVL’s experience in the field.•Toolkit for the Learning Science Through Singing (http://www.project-case.eu/wp-content/uploads/2020/EXTRA_CASES/CASE%20-%20LearningScience%20throughSinging.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Learning Science Through Singing method in schools following HVL’s experience in the field.•Toolkit for the Learning Science Through Humoristic Stories (http://www.project-case.eu/wp-content/uploads/2020/EXTRA_CASES/LSTHS_CASE_Training_material_FINAL.pdf) case: This toolkit will be comprised of a guideline and practical scenarios aimed at supporting primary teachers’ implementation of the Learning Science Through Singing method in schools following Science View’s experience in the field.

Games in education or to improve skills has a long history but lately the educational potential of video games has gained some focus. After a wave a pedagogical games in the 1990s, the question is now on the potential usage of video games in the classroom. While many advocate for it, the how is still very nebulous for most teachers it remains complex to set up despite a clear potential 1. Teachers need guidance to use with video games to teachVideo games can introduce a concept with which the player can interact and even think back on their own skills. This would be a perfect description for a school lesson, therefore institutions in Europe to advocate for their use in the classroom.Serious or educational game approach came with challenges: they are often less engaging to students. Teachers are still at loss as to how to use video games in the classroom because:-they lack practical guidance,-hierarchies and parents have prejudices about video games,-existing guidance can be theoretical or outdated,-existing guidance might only cover one aspect of using a specific game at school, eg. Assassin’s Creed in history class. But such games could be useful in other subjects or in a cross-curricular setting too,-a lot of serious games have the fun taken out and end up as being yet another lesson or test that the learner has to follow,-to support students’ understanding of how video games work and encourage those who are less tech-savvy to try something just a bit technical, it is valuable to create video games with them.Thus we believe there is a need to create guidance material to use video games in pedagogy.2. Video games can be great vectors for cross-curricular and innovative pedagogiesAlthough competence-based and cross-curricular education are identified as priorities in EU policies since 2006 (recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning),there is little guidance by EU ministries on how to implement these goals. Another Erasmus+ project, “Cross-curricular-teaching”, explored the state of competence-based and cross-curricular teaching in education across Europe, in policies and in practice. They noted that in absence of official guidance, cross-curricular activities were at best perceived as extra-curricular or optional activities, and that in the end, they depended on the motivation of the pedagogical teams. In August 2019, the partners of this project made 5 recommendations to support the development of such methods at school, to which we think that video games answer in the following ways:-cross-curricular teaching and learning must be integrated explicitly in national curricula: our project will highlight the links between school subjects and video games-curricula should stay flexible enough to keep the autonomy of teachers when they implement cross-curricular teaching: we will link video games and the main subjects-need for resources: we will provide actionable guidance supported by theory-cross-curricular teaching needs appropriate evaluation tools: we will include self-evaluation sheets for students to measure their acquired skills-development of cross-curricular methods should be supported across the community: 1) our outputs will contain factsheets for teachers to communicate with their peers and hierarchy to use video games, 2) one outputs will deal with game creation.Objectives: for all the reasons above, we will work on developing practical guidance for teachers to use video games in the classroom for cross-curricular teaching, as well as encouraging students to create their own games as learning by doing projects.NEEDS: -development of key competences in cross-curricular collaboration, creativity & innovative learning-innovative teaching and assessment, to promote competence-based teaching & learning-digital & open pedagogies, -promote access & use of ICT education by underrepresented groups, in particular learners with SLDs or girlsTARGET GROUPS: -Secondary level teachers-European secondary learners in general-Learners with Specific Learning Disorders (SLDs)This project should be carried our transnationally because:-Cross-curricular and competence-based teaching are still perceived as difficult to implement in Europe despite official recommendations-Video games benefit from a rather positive image in Belgium and France for example, but it is not the case in all other countries: the methodology needs to be validated in different cultures-Learners with SLDs account for 10 to 15% of the EU population, it is essential to spread inclusive teaching practices.The following OER will be produced during this project:-a booklet on why video games belong in the classroom-a practical on how to use video games in the classroom-4 experience libraries of pedagogical modules: as spectators, as creators, as single players or in groups with 88 experiences and recommendations

<< Background >>Europe is currently going through a pandemic that has reduced social interaction, wellbeing and its economic competitiveness, with the continent as a whole now entering another recession. Access to quality education, rewarding experiences and transdisciplinary approaches are key to providing a swift recovery that will benefit multiple parts of European society. Innovative and digital approaches to education are needed to continue developing Europe’s and Malta’s need for an informed democracy with active citizens and a competitive labour market that has a multicultural understanding.The term “wicked problem” is used to describe issues, such as climate change, educational systems, and worldwide pandemics that at first appear impossible to address due to their interconnected and complex nature. Key to addressing these challenges is bringing diverse groups of differently knowledgeable people together and developing their creativity skills and mindset to implement positive change.The SciCultureD consortium wants to help address these “wicked problems” with a multi-faceted approach. It brings together an NGO (Science View, Greece), SME (city2cience) and HEI (Higher Education) institutions (University of Malta; Hogskulen Pa Vestlandet, Norway) around Europe, and an associated network (RUHR [Ruhr Regional Association], EUSEA [European Science Engagement Association], VDC (Valletta Design Cluster), IEPBA (Institute for Environmental and Sustainable Development Research), Municipality of Stord, & RESEO —w/o budget) that lead in STEM subjects, science communication, public engagement, co-creative innovation, arts, and entrepreneurial, design and systems thinking. They will adapt existing pedagogical content in transdisciplinary approaches to develop a student-centred, innovative, intensive training course with real world and collaborative online international learning components. The programme will have elements of science, arts, and entrepreneurship that are brought together using design, systems, creative and future thinking approaches in an open-ended educative approach the ultimate aim of which is to aid diverse groups of people to work together to address major societal and environmental challenges. The intense 5-day programme will use creative pedagogies with a core focus on embodied dialogue, together with a learning-by-doing approach around a central project (themed on the European Green Deal, and SDGs [Sustainable Development Goals, especially 3–5, 11, 13, 16–17]) to effectively bring participants (HEI students [undergraduates, postgraduates], researchers, educators and professionals [artists, entrepreneurs, makers]) together to work alongside and learn from one another. Developing the course will stimulate innovative learning and teaching practices within each partner and their networks to develop a gold standard through the partners’ expertise to create several open access online resources to benefit EU society and its physical and urban environment.SciCultureD will attempt to address the above grand needs on a local, regional and EU-wide level. To help achieve this the course will be coupled to several multiplier events, a platform, toolkit, CPD & ECTS courses, HEI policy change, exhibitions, best practice guides, published peer-reviewed studies, a mentorship & accreditation system, and an ambassador network linked to the above mentioned professional networks (EUSEA & RESEO). An extensive marketing campaign will reach at least 50,000 people & directly engage 1,000 individuals. SciCultureD will directly impact 4 other HEIs, 3 regional bodies, 10 SMEs/NGOs & over 100 researchers.We want to run SciCultureD to address the above needs by developing an innovative approach to transdisciplinary education that leads to an active network focused on improving the health, well-being and cohesiveness of EU society and its environment.<< Objectives >>The SciCultureD project focuses on addressing societal and environmental challenges through an innovative approach to transdisciplinary education for a wide-ranging impact and empowerment on all levels. SciCultureD’s objectives are:To develop a student-centred, innovative, intensive science, arts and humanities EU-wide course for HEI students and other stakeholders. The course will be both a real world and collaborative online international learning course.To build upon existing networks (such as RESEO & EUSEA) in order to increase the transdisciplinarity of artist and scientist networks to include educators and entrepreneurs for them to collaborate on innovative projects and research initiatives that improve the health, well-being and cohesiveness of EU society & its environment.To encourage the concepts of design and systems thinking, co-creative approaches, entrepreneurship, the creative economy, and innovation amongst educators, professionals, HEI students and academics to impact the wider community and environment.To build a culture of transdisciplinarity that highlights the benefits of cooperation between different fields, which is reflective of inclusive and sustainable societies.To embed inclusivity and diversity mechanisms, active citizenship, citizen science and participatory research approaches, European Green Deal values, and SDGs (Sustainable Development Goals, especially 3–5, 11, 13, 16–17) in SciCultureD partners and their wider networks. To achieve these objectives, SciCultureD will first develop an intensive blended course in transdisciplinary learning. Participants will be trained to develop their resilience and multicultural understanding while diversifying their skill set in co-creative approaches, project management, transdisciplinary team working, design and systems thinking, entrepreneurship, creativity, scientific processes, innovation and arts-related skills. Participants will work on real challenges within communities in Greece (2022), Germany (2023) and Malta (2024). Each course will be studied (D5) to improve the next one and develop a best practice to be shared within the network.After the course, a mentorship and accreditation programme (D6) will encourage course participants to develop a SciCultureD ambassador network. This network will be involved in the project’s multiplier events to broaden project reach outside of the consortium to help achieve its objectives. The SciCultureD consortium will also develop an expanded SciCultureD associated network composed of regional bodies (RUHR [Ruhr Regional Association], Municipality of Stord), community engaged institutions (VDC [Valletta Design Cluster]), & publicly engaged HEIs (IEPBA [Institute for Environmental and Sustainable Development Research]) & science and arts professional networks (EUSEA & RESEO). The network will ensure that SciCultureD focuses on real environmental and social challenges in the EU region. They will also help develop the wide-ranging project results/deliverables designed to help others to adopt SciCultureD’s best practice and tools. Ultimately these collaborations will help expand positive impact on communities, institutions & their environment.<< Implementation >>SciCultureD has several activities aligned to ERASMUS+ objectives that will impact each partner country’s institution, country and other HEIs, SMEs and NGOs around Europe.The SciCultureD intense 5-day course will use creative pedagogies with a core focus on embodied dialogue, together with a learning-by-doing approach around a central challenge that groups of participants will address. The Challenge will be inspired by the European Green Deal, and SDGs [Sustainable Development Goals, especially 3–5, 11, 13, 16–17]) and will be a real problem or issue that the community faces. For C1 this will be Greece, C2 Germany, and C3 Malta. SciCultureD will train 69 course participants (HEI students [undergraduates, postgraduates], researchers, educators and professionals [artists, entrepreneurs, makers]) to develop their resilience and multicultural understanding while diversifying their skill set in project management, transdisciplinary team working, design and systems thinking, entrepreneurship, creativity, scientific processes, innovation and arts-related skills. After the intensive learning activity, participants will form the SciCultureD ambassador network (D6). To enable a learning-by-doing approach, they will be involved in all multiplier events. SciCultureD multiplier events include:—E1–3: SciCultureD Meets are hybrid artistic and entrepreneurial events in collaboration with project participants to maximise their learning while sharing best practice with external stakeholders (target audiences: citizens, researchers, educators, professionals). —E3–7: SciCultureD Co-creative Workshops that see participants working with the SciCultureD associated network and local stakeholders to address local societal and environmental challenges (target audiences: primary and secondary school teachers, academics, other HEIs, NGOs, SMEs and entrepreneurs, policy makers and government officials, and other stakeholders). —E8 SciCultureD Hybrid Open Conference is coupled with an exhibition (D4) to enhance impact and reach. It brings together the whole project activities and results, and is a central outreach focal point. Target audiences: professionals (artists, entrepreneurs, designers, makers), educators, academics, researchers, other HEIs, NGOs, SMEs and entrepreneurs, policy makers and government officials. To ensure that the courses, multiplier events, and project results/deliverables are well attended and utilised, a comprehensive marketing campaign is planned. The following tools will be used: press releases, mailshots, posters, videos, articles, social media posts and other engaging material which will be used for both brand identity and awareness. Targeted marketing will be used for a tailored approach to reach specific groups. The SciCultureD Associated partner network will be part of the marketing strategy to expand project impact. The strategy will ensure that over 50,000 people will be reached and 1,000 people directly involved, resulting in a direct impact on 4 other HEIs, 3 regional bodies, 10 SMEs/NGOs & over 100 researchers.Risk mitigation plans are in place for the course and multiplier events to be adaptable and go completely online if COVID-19 measures restrict travel.<< Results >>SciCultureD wants to develop several innovative tools, resources and human capital to achieve its wide ranging objectives that ultimately aim to improve the health, well-being and cohesiveness of EU society & its environment. Impact will be wide-ranging and on multiple levels from institutional to local, regional to international. SciCultureD is planning the following Project Results/Deliverables (D):D1: The SciCultureD web and social media engagement and repository platforms (led by UM)D2: Testing and adaptation of SciCulture Toolkit to address environmental and societal issues (led by UM)D3: Embedding of a SciCultureD approach within partner institutions — CPD courses for teachers and other academics, executing undergraduate courses, policy change within HEI institutions (led by city2science)D4: SciCultureD Participant artworks and activities (led by HVL)D5: Study of the course and multiplier event impact to develop a best practice and HEI self assessment system (Led by HVL, strongly supported by ScienceView)D6: Mentorship and accreditation system for SciCultureD tutors to help SciCultureD ambassadors develop their ideas and projects (led by ScienceView)The following text outlines how the deliverables will be incorporated into ScilCultureD activities. The intensive course (C1–C3) will be evaluated & improved three times (D5) to develop a best practice transdisciplinary course. The process will be published in academic literature to encourage the SciCultureD approach & benefits to maximise impact on other HEI academics and educators. Learners who undertake the course are expected to develop skill sets that will enhance their employability and critical thinking skills, performance and other arts-related skills & develop techniques that encourage open-ended transdisciplinary teamwork. These learners will form the SciCultureD ambassador network, mentored by the partner institutions (D6). These participants will organise SciCultureD Meets (E1–3) and Co-Creative workshops (E4–E7) using interactive artistic and creative approaches (D4). Ambassadors and multiplier event participants will be rewarded and recognised for their achievements (D6). The SciCultureD Open Conference (E8) will bring together all project achievements and activities (D1–6) and be coupled to a science and arts public engagement activity or exhibition (D4) to enhance the diversity of stakeholders attracted to the conference.SciCultureD will test & adapt the SciCulture toolkit (a previous Erasmus+ project) using it to address environmental and societal issues in the multiplier events, & incorporate these values in each institution’s CPD and ECTS courses (D2 & D3). D3 will also embed policy change to enhance societal inclusion, equity, & sustainability within institutions. The toolkit (D2), study & HEI self-assessment system (D5) are targeted for external stakeholders (4 HEIs, 4 NGOs, 2 regional bodies & others) to use to develop their own transdisciplinary courses that share SciCultureD’s aims & values in line with ERASMUS+ objectives to maximise impact on the wider community & environment.The results from this course D2–6 will be available on the SciCultureD platform D1 & on the associated network partner EUSEA’s European Science Engagement Platform that will be used to engage participants and external stakeholders. The platform will be maintained for 5 years after project completion to ensure legacy. A comprehensive marketing campaign will make 50,000 aware of the project, its aims & achievements, & directly engage 1,000 individuals (C1–3, E1–5) in order to encourage a behavioural change towards a more equitable, just, and innovative society & environment. Ultimately, SciCultureD wants to embed its values and positive change in all partner institutions and their networks targeting pedagogy, CPD courses, & policy change (D3&D6) to help address Europe-wide needs on multiple levels during and after the COVID-19 pandemic & other global challenges.

Europe stands before a unique potential to reinvent science learning by opening its schools to creative and innovative approaches which locate education at the heart of a learning continuum occurring in interaction with a wide spectrum of societal actors. We thus need to ensure relevant and meaningful engagement of all societal actors with science and increase the uptake of science studies and science-based careers, employability and competitiveness in light of a new world in which we learn to deal with the realities of a global pandemic. The Creative and Innovative school seems to be an effective vehicle for such a new participatory reengineering of schooling. Yet current actions towards the Creative and Innovative school still struggle with traditional organisational structures, out-of-date curricula and lack of a long-term vision. The NEXT STEP project is proposing a whole school approach to science learning. Building on previous successful European open schooling and STE(Arts)M initiatives, the project will bring about the NEXT STEP in education by providing a roadmap for the transformation of school classrooms into open and creative learning spaces. NEXT STEP will look at different examples and research findings which show the need to rethink classrooms organisation in order to facilitate the Creative and Innovative school and wellbeing at school. In this framework the NEXT STEP project will design and set in operation the STEAM IDEAS’ Square, an innovative learning environment which will be the nucleus of the school’s activities. NEXT STEP will demonstrate how these environments a) can offer opportunities for deeper learning of STEAM, b) can improve the innovation and creative capacities of learners, c) can support the new role of teacher as a coach of the learning process, d) can facilitate effective cooperation with external stakeholders and e) can inspire policy-makers, school heads and school staff to imagine the schools of tomorrow.

"The GSO4SCHOOL project's main aim is to propose an innovative method to motivate school students and teachers to participate in interdisciplinary science-and-arts initiatives and to develop and establish a network that will work together, exchange practices and maintain the Global Science Opera activities in the Future. The project aims to raise both school students' and teachers' skills in social, science, cultural and arts aspects. This will be achieved through the development of training materials, the training of educators, scientists and artists, and the implementation and evaluation of project activities. The GSO4SCHOOL consortium brings together key players in the field of Creativity in Education, Science Education, the arts, Outreach, innovation excellence, as well as in the validation and evaluation of activities who have invested major efforts in introducing frontier initiatives in schools and youth organisations in Europe and beyond. The consortium partners regularly involve schools, students and teachers in their activities and projects.The main pillar of the project will be students' collaboration and co-creation. School students will have the opportunity to develop services and products, and operate the network as a learning organisation that will produce annual performances, educate other school students and teachers at the local and/or National Level through the cooperation of relevant stakeholders and promote the creative methods of GSO4SCHOOL in Europe and beyond. Furthermore, the project proposes an impact assessment methodology in order to capture the interest and motivation of students in science education as well as the social impact of the activities. The main impact of the project will be:- improved long-term understanding of science learning, the roles of the learner, with better-informed citizens engaging with the grand challenges, while developing a collaboration culture among participants through the ""universal language"" that art provides. - Ensured scientific and interdisciplinary competencies as well as digital literacy for all, improved employability and informed citizenship.- Bridging gaps between science education and teacher education research, teacher preparation, teaching practices and learning.- Better understandings of the effects of collaboration between science education providers, local stakeholder and educational networks.- Development of a culture of responsibility, responsiveness, innovation and broad participation in all aspects of science, science and entrepreneurship education, and science communication."