Abstract:

This paper presents the design, implementation, and evaluation of the STEAM & Sports Teaching Guide, developed within the Erasmus+ project STEAM and Sports: A Goal for Education Equity. The guide integrates Science, Technology, Engineering, Arts, and Mathematics (STEAM) with sports to create interdisciplinary, engaging, and inclusive learning opportunities for students aged 10–15. It provides a theoretical framework, a lesson design methodology, and 15 ready to use lesson plans that connect concepts such as biomechanics, nutrition, sustainability, data analysis, and movement through active, hands on learning. The guide was complemented by a mobile learning application and tested through extensive hands-on experiences in partner schools.

The study employed a mixed-methods design combining pre/post-test assessments, student and teacher questionnaires, and expert reviews. Pilot implementations were conducted in three schools across Croatia, North Macedonia, and Serbia, involving 362 students and 18 teachers. Quantitative data demonstrate substantial learning gains across all contexts: students in pilot groups improved between 22.0 and 54.5 percentage points, reaching 87.6% to 99.3% mastery in post-tests, while control groups showed minimal improvement (3.9–14.5 percentage points). These results confirm the effectiveness of the STEAM & Sports methodology in strengthening conceptual understanding and applying STEAM knowledge in real-life contexts.

Qualitative findings reinforce quantitative outcomes. Teachers reported high clarity, applicability, and inclusiveness of the interdisciplinary approach, with 83% highlighting strong student engagement and 67% judging learning objectives perfectly age appropriate. Student feedback was overwhelmingly positive: 96.4% enjoyed the lessons, 94.5% learned new concepts, and 79% expressed a strong desire to participate in more STEAM & Sports activities. Hands-on tasks—such as analyzing motion using video, designing health plans, exploring physics through ball trajectories, and conducting nutrition experiments—were identified as the most engaging components.

The guide and its associated resources proved effective in making STEAM concepts more accessible, relatable, and motivating by embedding them in the familiar and enjoyable context of sports. The results demonstrate that interdisciplinary, movement based pedagogy can enhance learning outcomes, support inclusivity, and increase student interest in STEAM fields. Future research will expand on long term impact, scalability across diverse school systems, and integration with emerging educational technologies.

Keywords:

STEAM Education, Interdisciplinary Pedagogy, Physical Education Integration, Active Learning, Student Engagement.