With the aim of increasing achievement levels and interest in STEAM among primary school students, the project developed and rolled out a set of STEAM-related educational packages internationally. These packages include content, science kits, and implementation guidelines designed to support classroom practice. In total, 11 educational packages were produced, exceeding the 10 initially planned in the project application. Five packages were designed for 1st and 2nd grade students (ages 6–8), and six for 3rd and 4th grade students (ages 8–10). To ensure alignment with school curricula and classroom realities, STEAM education experts (including higher education teachers and researchers) collaborated closely with elementary school teachers in the development of these materials. The project involved nine partners from four countries—Italy, Lithuania, Portugal, and Serbia—including four universities, one polytechnic institute, and four schools. To support dissemination and long-term sustainability, the project also organized five multiplier events, one in each partner country, and created an online community of practice to share all project outputs and continue engagement beyond the project's duration.
STEAM education is gaining prominence and being included into school curricula in several countries as it fosters critical thinking, creativity, and other essential competencies needed to navigate a rapidly changing world. In this context promoting interdisciplinarity at the primary school level, is recommended as a way to better prepare students for the challenges of the 21st century. To this end, several projects are being implemented around the world to improve student performance and foster positive attitudes towards STEAM. However, most existing materials and activities focus primarily on one or two individual STEAM disciplines, without considering the potential of an integrated curriculum approach. In addition, many widely disseminated proposals have been developed by specialists and researchers from higher education and require adaptation to be effectively implemented by school professionals—that is, the teachers themselves. Furthermore, most activities have been implemented at local or national levels, which may not be suitable for use in different cultural contexts. Therefore, there is a need to develop activities and materials specifically designed to be implemented by primary school teachers.