The need for STEAM-related professions has grown with the increasing use of emerging technologies. Additionally, the COVID-19 pandemic has created a highly uncertain outlook for the labour market and accelerated the arrival of careers relying on STEAM competencies as the demand for roles that bridge the gap between humans and machines increases (WEF, 2020). The Future of Jobs Report 2020 by the World Economic Forum states that the following themes are critical to understanding future labour: a) The pace of technology adoption is expected to remain unabated and may accelerate in some areas; b) Automation, in tandem with the COVID-19 recession, is creating a ‘double-disruption’ scenario for workers; c) Although the number of jobs destroyed will be surpassed by the number of ‘jobs of tomorrow’ created, in contrast to previous years, job creation is slowing while job destruction accelerates. (WEF, 2020) In the face of a rapidly changing global economy and the appearance of new technologies and automatisation processes, Science, Technology, Engineering, Arts and Mathematics (STEAM) as a concept has become a central focal point of both a specialist supply-demand relationship, and in turn a challenge for teaching in middle to high school up to university. The challenge of training young people for these types of careers often falls on the shoulders of education policymakers, educators, teachers, and higher education institutions. Therefore, educational strategies, methods, and approaches that train young people to cope with these changes have become an international topic of discussion over the past decade. Consequently, education systems and learning approaches are being re-evaluated by policymakers in education. The concept of STEAM education has gained traction as a way to address human resource gaps to satisfy the needs within the markets (STEM 2026 Vision, 2016). However, although the development of STEAM curricula is spreading, it still does not impact young people in the same way, as it does impact educators, business, and politics and their understanding of the importance of STEAM education. This is mainly due to the growing demand in the labour markets for STEAM specialists in the future. This demand is putting considerable stress on the private and public sectors all over the world. The latest statistics (2018) show an increase in STEAM graduates worldwide, but the numbers remain low to fill the worldwide need. The S.I.D.E Effect project identified and created opportunities for the participants to be engaged in STEAM activities and further follow the STEAM pathways through education and training during the school year. General aim: The S.I.D.E effect aimed to increase and sustain the interest in STEAM subjects among the target group to, later on, follow the STEAM pathway. The S.I.D.E. in the title stands for Science, Information Technologies, Design and Engineering. In this metaphoric way, we wanted to identify and leverage the opportunities inherent in STEAM educational activities that will engage and inspire young people to follow STEAM pathways through education and into new emerging STEAM careers. Our Objectives were: 1. to acquaint participants with key features of STEAM Education, with a focus on 21st-century skills - creativity, teamwork, problem-solving, communication, and critical thinking. 2. to develop innovative methodologies that increase the effective participation of young people in STEAM-related activities.