Our objective was to modernise VET teaching in technical and production-oriented programmes by integrating STEM subjects through a practical, project-based approach. We aimed to create a common methodology that guides partners and schools step by step in redesigning training paths, and to develop a specialised curriculum pack that can be implemented in workshops and classrooms with different levels of equipment. We wanted to connect learning with labour market needs linked to Industry 4.0, safe use of connected labs and green production, while strengthening transversal competences such as teamwork, communication, creativity and problem solving. We also aimed to provide clear assessment tools (tests, rubrics and observation checklists) and a simple feasibility algorithm so each school can judge what is realistic in its context and adapt responsibly. Finally, we sought to train education specialists in all partner countries, validate the materials with user feedback, and disseminate the results so other VET providers can adopt them. We also aimed to strengthen cooperation between partners, improve teachers’ confidence in STEM and PBL delivery, and boost learners’ employability through inclusive design.
We applied for this project because vocational education and training (VET) providers in our countries face a clear gap between what learners study and what modern workplaces require. Technical and manufacturing sectors are rapidly changing due to automation, digitalisation and Industry 4.0, while the green transition increases the need for sustainable production skills. Many VET programmes still teach STEM subjects separately and with limited project work, so learners have fewer opportunities to solve real problems, work in teams, use data, or connect classroom theory with workshop practice. Partners also observed uneven access to modern lab tools and a growing need for safe behaviour in connected workshops, where IT and operational technologies meet. Teachers asked for clear guidance, lesson-ready examples and common assessment tools, because creating new materials individually is time-consuming and inconsistent. We therefore needed a shared European methodology and a validated curriculum package that can be implemented in different school contexts, including learners with diverse entry levels and support needs. The partnership joined Bulgaria, Italy, Spain and Poland to ensure transferability and mutual learning.