The project aimed to increase knowledge, digital skills, interest and use of new technologies specifically in 3D printing and 3D design as a means of enhancing STEM and STEAM education. Our primary objective was to train and empower educators with the tools, resources, and confidence to introduce 3D printing into their classrooms, ensuring that students gained both theoretical understanding and hands-on experience. We wanted to create new educational materials and curricula that could be adapted for hybrid and blended learning, while also building a sustainable digital platform (LMS) to extend access beyond the project’s lifetime. Another core objective was to provide students with practical training, linking 3D printing to real-world applications and professional opportunities. By targeting disadvantaged schools in rural areas, we sought to reduce inequality in access to innovative technologies. The project's primary objectives were to increase digital readiness, spark interest in STEM fields, and foster creativity, problem-solving, and innovation among young learners, while strengthening the capacity of educators and schools to embrace digital transformation.
We applied for the ESTEM-3D project to address the lack of access to innovative STEM and STEAM learning opportunities in schools across the three partner countries. Although 3D printing is becoming more affordable, it remained largely absent from secondary education because educators, our primary target group, often lacked the training, confidence, and resources needed to integrate 3D design and printing into their teaching. As a result secondary school students, our main beneficiary group, were at risk of missing essential digital skills that are increasingly important for future careers. To better understand these needs, consortium distributed a questionnaire to educators, identifying gaps in knowledge, equipment availability and training priorities. Based on these findings, we developed comprehensive educational material across five topics, translated it into three languages, and delivered it through trainings. An online classroom (LMS) was also created to support flexible and continuous learning. Overall, the ESTEM-3D project strengthened teachers’ digital competences, enhanced innovative teaching practices, and increased students’ interest and engagement in STEM, contributing to more equal learning opportunities for all.