While STEAM Education constitutes an invaluable medium of diverse and experiential learning opportunities for students, the development of environmentally conscious and aware school communities is imperative, it primarily serves as a mechanism and a process for further improving and advancing the quality of both contextually relevant educational outcomes and the establishment of sustainably oriented future societies. 

Importantly, the establishment of such a framework in the broader context of the EcoSTEAM project is not only relevant but indispensable in laying the groundwork for conceptualising the WP3 – EcoSTEAM e-Teaching Programme. As such, the proposed content of this document aspires to lay the dialectic ingredients facilitating the formulation of respected STEAM skills and strategies among both formal and non-formal STEAM teachers and educators, respectively. Achieving such a task adheres to the EcoSTEAM project’s dual objective: 

a) to facilitate the creation of both conditions and preconditions, allowing for the gradual integration and establishment of STEAM activities incorporating elements of environmental agency as an integral element of the formal education systems and non-formal educational settings of European states, and,  

b) to provide the tools and means formal and non-formal STEAM education providers, allowing them to elevate the status, credibility and quality of the learning opportunities they provide to their respective audiences through continuous enrichment and refinement of their educational capacity. 

The present Learning Concept pursues to find itself in fine dialogue with EcoSTEAM’s future work and deliverables, acting as a linchpin between the established understanding and know-how it envisages to develop among teaching practitioners and the development of educational content work which is to proceed. Having this in mind, we sought to generate the relevant Learning Concept extrapolations by drawing and further analysing the interconnections between and among the following Module themes:  

• Module 1: Fundamentals of instructional design in STEAM Learning & Education
• Module 2: Integrating and developing environmental awareness and ecological literacy through STEAM
• Module 3: Fostering communities of practice amongst STEAM educators and STEAM students
• Module 4: Nurturing STEAM professionals of the future – from theory to practice

The resulting Learning Concept outlining didactical guidelines, quality indicators, and self-assessment strategies for effective use by STEAM practitioners and providers are the outcome of the aforementioned analysis and emerging Module interlinks.