Abstract:

This paper charts the evolution of STEAM practice over two Erasmus+ funded projects from initial engagement with integrated STEAM approaches to their application in addressing global climate challenges through locally focused, inquiry-based pedagogy.

The first project, STEAMing (STEAM: International Guidance to best practice, 2019 -2022) sought to develop and share best practices for STEAM education across a European wide network of six primary and secondary education providers in Ireland, Croatia, Norway, Portugal and Greece.

In the Irish context, this involvement resulted in an emergent STEAM community of practice across a regional primary education network and informed a parallel research and policy evolution at the initial teacher education (ITE) level. Operating alongside national STEM education priorities in Ireland, the STEAMing project supported teachers from three participant schools as they completed a series of STEM focused CPD sessions, enabling them to deepen their understanding of integrated STEM pedagogy and explore authentic ways to embed the Arts within these frameworks. This work highlighted the potential of STEAM to foster collaboration, critical thinking, creativity & originality, problem-solving and pupil-led inquiry, skills essential for addressing complex societal challenges.

Building on these foundations, the Erasmus+ PROTECT project (Pupil-led response to the effects of climate change on their local communities 2025-2028) extends inquiry-based STEAM pedagogies to climate education. Recognising the urgency of climate change, PROTECT positions child-voice at the center of school and local climate discourse and decision making. The project will use STEAM education as a gateway to explore global climate issues from the local context, increasing pupil understanding, commitment, and agency for impactful climate action.

PROTECT affirms the central role of children’s voices in shaping climate policy and advancing locally driven Climate Action Partnerships. These partnerships serve as a strategic foundation for a Europe-wide framework that promotes coordinated, sustainable measures to address present and future climate challenges.

We report on initial baseline findings of the project from three participating Irish schools as they work with the existing STEAM community of practice and adapt pupil-centered, action-oriented STEAMING pedagogies to explore climate-focused teaching. These early insights provide a basis for understanding how STEAM education can empower young learners to become active contributors to climate resilience and sustainability within their communities and beyond.

Keywords:

Erasmus+, STEM, STEAM, Child Voice, Climate Action.