Abstract:

The increasing presence of microplastics in the environment represents a major global challenge, particularly in vulnerable regions such as island ecosystems. This issue provides an authentic context to integrate real-world environmental problems into education through Science, Technology, Engineering, and Mathematics (STEAM)-based and sustainability-oriented approaches. This study presents an innovative cross-curricular educational project aimed at training pre-service primary school teachers to address microplastic pollution in the second and third cycles of primary education.

The main objective of the project is to develop future teachers’ ability to design and implement learning experiences aligned with STEM education, the Sustainable Development Goals (SDGs), and key competences. Specifically, the project is linked to SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 14 (Life Below Water). The intervention was carried out in a teacher-training context using active methodologies such as problem-based learning and inquiry-based learning, as well as collaborative work.

Participants explored the sources, distribution, and impacts of microplastics, using the Canary Islands as a case study while ensuring transferability to other geographical contexts. Through STEAM-oriented activities, they engaged in data interpretation, basic experimental design, and the analysis of ocean currents as key drivers of global plastic pollution. Additionally, pre-service teachers designed interdisciplinary didactic proposals for primary education that promote the development of key competences, including scientific literacy, critical thinking, environmental awareness, and social responsibility.

Preliminary results indicate increased environmental awareness and greater confidence among future teachers in addressing socio-scientific issues through interdisciplinary and competency-based approaches. The findings suggest that the use of real-world environmental problems, such as those associated with microplastics, enhances both STEAM competencies and education for sustainability.

This proposal highlights the potential of integrating STEAM, the SDGs, and key competences into teacher training, thereby preparing educators to foster responsible and informed citizens from early educational stages.

Acknowledgements:
The authors would like to thank the Azores-Madeira-Canary Islands Transnational Cooperation Programme 2021–2027 for its financial support for the IMPLAMAC_CAP_2CAP project (reference number 2/MAC/3/6.1/0214_CAP), funded by the ERDF and the University of La Laguna (Educational Innovation and Transfer Projects 2024, TaMiCOP). Project funded by Cátedra Institucional de Medio Ambiente y Desarrollo Sostenible, Cabildo de Tenerife-Universidad de La Laguna - MADS26.L2.02

Keywords:

Plastic pollution, Marine debris, Anthropogenic contamination, STEM education, Sustainable Development Goals (SDGs), Key competences, Teacher training, Primary education, Cross-curricular learning.