Our main goal in carrying out this project was to give students a motivating, practical introduction to STEM subjects. By working with programmable robots, they would not only understand theoretical concepts from mathematics, physics and computer science, but also apply them directly and recognise their significance in a real-world context. Another key objective was to give the international learning groups experience in independent and project-oriented work. The project offered them the opportunity to plan complex tasks independently, solve them in a team, and document and present their results in a structured manner. Key skills such as teamwork and communication in English were also strengthened. The pupils were made aware of modern technologies and possible career prospects in the technical field. This was achieved through various topics, such as ‘robots in everyday life’ or ‘robots in the world of work’.
We applied for this project because we observed that many students lack essential 21st-century skills such as critical thinking, problem solving, creativity, and teamwork. Although STEM subjects are taught in schools, learning often remains theoretical, and students do not have enough hands-on opportunities to practise, explore, and apply what they learn. We wanted to address this gap by teaching STEM through robotics, coding, observation and doing, so that students could learn by experiencing and having fun. Another important need we identified was the low participation and confidence of girls in STEM fields. Even though girls and boys study STEM equally in school, fewer girls pursue STEM pathways later. Through mixed-gender activities and successful role modelling, we aimed to increase girls’ self-confidence and interest in STEM. For teachers, we recognised the need for more interdisciplinary approaches, innovative teaching methods, and opportunities for international cooperation.