NanoEye aims to promote equal opportunities in science education for boys and girls in the early years of education. It seeks to guarantee access, inclusion, diversity and equity in the development of scientific skills through nanoscience, in addition to improving the professional development of teachers. Their goals were: Scientific, Technological and Innovative Culture: Through attractive approaches, NanoEye sought to awaken curiosity in nanoscience to increase scientific, technological and innovative culture among children. Training in New Educational Methodologies: Providing training to teachers in innovative educational approaches, with special attention to gamification to make education more interactive. Dissemination of the Work of Women Scientists: Showcasing the achievements of women scientists to inspire both boys and girls, thus contributing to increasing diversity in science. Fostering Childhood Curiosity: By promoting wonder and exploration from an early age, NanoEye sought to establish the foundation for a lasting interest in scientific knowledge. Developing Interest in Science from Childhood: Creating a Learning Environment.
NanoEye is an innovative Erasmus + project of School Age Cooperation Associations whose main objective was to promote equal opportunities between boys and girls in scientific education during the first years of life, with the purpose of guaranteeing access, inclusion, diversity and equity in the development of their personality, aptitudes and abilities and cultivate their curiosity towards the world around them by exploring nanoscience. One of the main needs addressed by the project was to develop high-quality education systems that support teachers in implementing innovative and creative methods for teaching nanoscience in early childhood. The project was started due to the need to address gender inequality in STEM disciplines, especially the lack of female role models, aligned with the sustainable development goals of the European Union, and therefore the 2030 Agenda for schoolchildren in their early years. . The creation of curricular materials, specialized tools for teachers, training modules and a manual of good practices was promoted from a practical and interactive approach to teaching science during the first years of life.