Resources
Empowering Women and Girls in STEM: Bridging the Gender Gap in Science, Technology, Engineering, and Mathematics
The Women in STEM Toolkit is a comprehensive resource designed to foster gender inclusivity in science, technology, engineering, and mathematics (STEM) education. It provides educators, policymakers, and stakeholders with practical strategies to encourage young women to pursue STEM careers. The toolkit includes case studies, best practices, and actionable recommendations to address gender biases and create supportive learning environments.
SLEs Second Policy Digest: Advancing Open Schooling and STE(A)M Education
This policy digest presents updated insights into the challenges and opportunities related to the use and mainstreaming of Open Schooling in science education, as well as the development of STE(A)M Learning Ecologies across Europe. The document also outlines key policy recommendations designed to address these challenges at multiple levels, including European policy, national policy, education authorities, and educational practice. To ensure the sustainability and scalability of these initiatives, the policy digest offers targeted recommendations for increasing teacher recognition, fostering interdisciplinary learning, and strengthening partnerships between educational institutions, research organizations, and local communities.
SLEs Second Policy Brief: Strategic Support and Resources in STE(A)M Learnin Ecologies
The SLEs project continues its mission to create open schooling partnerships within local communities, aiming to enhance science education for all citizens while fostering a lifelong learning continuum. The second policy brief presents updated actionable recommendations, focusing on the challenges and opportunities in implementing and mainstreaming open schooling in science education. It emphasizes how the development of STE(A)M Learning Ecologies can support inclusive, innovative educational approaches across Europe. This brief builds on prior insights, offering a deeper look into policy frameworks, community engagement strategies, and pathways for integrating open schooling into formal and informal education systems.
SLEs Concept White Paper
The SLEs Concept White Paper describes the main foundational elements on which the SLEs approach and vision are based: STE(A)M Education (overarching approach), Open Schooling environment (main pillar), and Living Lab approach (key practice). The White Paper also puts forward the concept of learning ecologies, offering a powerful new way to envision local open schooling partnerships, and describes the driving needs, policy context and relevant initiatives about open schooling in science education.
SLEs Methodology
The SLEs Methodology is a comprehensive document presenting a methodological framework for the development of the STE(A)M Learning Ecologies. Consisting of guidelines to facilitate a co-creation process and establish partnerships, stakeholder engagement, step-by-step SLEs development process, examples of successful SLEs, this deliverable offers a wide range of theoretical and practical concepts and ideas to National coordinators, educators, and other relevant stakeholders of the SLEs project. The revised SLEs Methodology builds up on the SLEs pilot cycle.
SLEs Ecologies Monitoring and Reflection Methodology
This document describes the methodology applied to the monitoring and reflection on STE(A)M Learning Ecologies (SLEs), which will allow stakeholders to reflect on both strong and weak points of SLEs and evaluate their operation based on stakeholder input. Monitoring and reflection will involve general characteristics of SLEs and a process of participatory scenario development. SLEs’ general characteristics include: (1) Type and number of stakeholders involved; (2) previous experience in open schooling and the living labs approaches; (3) coordination process; and (4) action plan.
SLEs Learner Engagement Evaluation Methodology
This document describes the methodology to be followed by project stakeholders for participatory pedagogical design in the creation of STE(A)M learning Ecologies (SLEs) to offer learning opportunities and engage learners. Main themes for participatory pedagogical design include: (1) Potential learning paths (how resources can be utilized to form learning routes; decision trees based on learner choices in the open learning environments of SLEs); (2) Learning products to be created by students themselves along learning paths; (3) Curriculum mapping of knowledge and skills as reflected by learning products; (4) Support and guidance to be provided by stakeholders to students along learning paths; (5) Opportunities for female engagement; (6) Career opportunities.
SLEs First Policy Brief: Open Schooling for Science Education and a Learning Continuum for all
STE(A)M Learning Ecologies (SLEs) project aims to create new open schooling partnerships in local communities to foster improved science education for all citizens and to contribute to a learning continuum for all. The SLEs first policy brief outlines initial findings and recommendations about the challenges and opportunities associated with the use and mainstreaming of open schooling in science education and through the creation and development of STE(A)M Learning Ecologies across Europe.
SLEs Infographic: Structure of a STE(A)M Learning Ecology
The first project infographic aims to capture the innovative nature and various intricacies of a STE(A)M Learning Ecology as an inclusive science learning pathway - connecting different typologies of actors (formal, informal, and non-formal education providers, government agencies, industry, and civil society) within a learning continuum environment. The visualisation of “learning ecologies” helps understand their powerful value as vehicles for envisaging and realising impactful local open schooling partnerships.
SLEs First Policy Digest: Open Schooling for science education and a learning continuum for all
This policy summary outlines initial findings about the challenges associated to the use and mainstreaming of open schooling in science education and development of STE(A)M Learning Ecologies across Europe. The document also provides an overview of policy recommendations to address these issues - at European policy level, national policy level, education authority level, and educational practice level.
SLEs Portfolio - Snapshots of change: real-life stories from the ground
Our document offers a snapshot of some of our most remarkable ecologies and stories from the field. It details the level of difficulty in implementing similar projects, the challenges that have been addressed, the benefits that have been brought, the community of stakeholders involved, and the innovative learning products created throughout the activities.
SLEs Ecologies Monitoring and Reflection Methodology
This document provides the readers with detailed information on the co-creation work that has been materialised during the pilot phase and the facilitation mechanisms that have been established to support it. The objectives of co-creation and facilitation within the SLEs methodology are multi-dimensional.
SLEs 2nd Methodology Infographic
SLEs implementation methodology is based on partners’ recommendations, co-creation workshops’ discussions, interaction with other Open Schooling projects, and observations from the project piloting phase. Give a look to our 2nd infopgraphic explaining the methodology behind a Steam Learning Ecology!
