D.O.M.E. had the objective of empowering students by engaging them in the construction of a cost-effective planetarium system and the creation of presentations that would engage the local community and enable them to benefit from the planetarium and its associated resources. By participating in this process, students will enhance their skill sets, contribute to the expansion of their community's scientific capital, and facilitate the growth of scientific reasoning and awareness among its members. Additionally, the students developed a range of competencies, including computational thinking, mathematical skills, and an understanding of physics. They also needed to demonstrate aesthetic and artistic sensitivity, as well as innovative thinking. The project concentrated on STEAM learning and incorporated the principles of Universal Design for Learning. It addressed curriculum content, encouraging students to utilise digital tools and resources to solve problems. This project provided a robust foundation for the creation and implementation of low-cost planetariums in educational settings, offering a valuable resource for students, educators, and the wider school community.
The main motivation for applying for this project was to address critical educational needs in Europe and globally, with a particular focus on bridging the digital skills gap between students and teachers. The primary objective was to provide both groups with the essential digital competencies required to prosper in a rapidly digitising world. The project identified a pressing need to address the lack of digital literacy, which is limiting the use of ICT tools and hindering their integration into daily learning. This initiative equipped students and teachers with the digital skills required for success in the 21st century, while fostering interest and excellence in STEAM subjects. Involving students in practical learning experiences, the project fostered scientific reasoning, literacy, and community engagement. Its innovative, low-cost approach ensured accessibility for schools with varying resources, while fostering collaboration between schools and the wider community. This collaborative model positioned schools as science outreach hubs, extending the project's impact beyond the classroom. Sustainability was ensured through the ongoing availability of online resources and the promotion of replicable methodologies.