The project aims to induct the 3 partners in the area of renewable energy resources and sustainable production, promoting their cooperation and sharing of good practices through activities designed for students, which are meant to: 1. Develop their understanding of scientific concepts and processes in the production of sustainable energy 2. Increase their overall awareness about alternative sources of energy and how their usage can be enhanced 3. Improve skills and competences through interdisciplinary projects in the STEM field 4. Promote collaboration, teamwork and communication skills between students and teachers 5. Develop creativity, critical and analytical thinking 6. Enable teachers to share school models and practices in the areas of STEM, ICT and robotics and apply them to their schools 7. Improve selfawareness and intercultural awareness of the young European citizens promoting European citizenship and EU policies in the field of renewable energy usage. Objectives 3, 4 and 5 address the first and second priorities according to which support is given to individuals in acquiring basic skills and competences, critical thinking, creativity and forward-looking skills, too.
Connecting STEM with Art The Renewable Energy Directive II sets rules for an overall policy for the promotion and production of energy from renewable sources in the EU. It requires the EU to achieve its 32% renewables target by 2030. Cooperation mechanisms enable EU countries to work together to meet their renewable energy targets. Given this broader context, we proposed this partnership in order to raise the students’ awareness about the necessity of increasing the use of renewable sources of energy. We conducted experiments together based on STEAM and PBL, emphasized the benefits and drawbacks of all energy sources and provided a context for critical and creative thinking. Furthermore, the students assessed, researched, analyzed and produced tangible outputs collaboratively. The age group we were targeting was 15-18. Students’ contribution was expected throughout the project under their teachers’ motivation and guidance, thus supporting their autonomy and giving them the opportunity to express themselves, make choices, identify problems and find solutions. 3 exchanges in Lituania, Serbia and Turkey were planned with students. The exchanges were attended by 5 students and 2 teachers from each partner school.