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The GENSTEAMERs consortium reviewed the formal school curricula of Spain, Greece, Ireland, and Serbia to identify common themes and educational practices that could support innovative STEAM learning. Based on the feedback retrieved by school partners, we developed 10 project scenarios designed to promote the meaningful integration of Generative AI into STEM education.

Teachers from the four partner countries reviewed these scenarios, evaluating their educational value, classroom feasibility, and potential to foster student engagement. Based on their feedback, the four most promising scenarios were selected for further development.

The project has now progressed to the collaborative design of detailed project overviews, which are being transformed into classroom-ready resources, including teacher guides, student worksheets, and supporting materials. Throughout this process, we particularly emphasise promoting creativity, critical thinking and the meaningful use of Generative AI.

A quick glimpse into the 4 projects

Chatting with AI introduces students to conversational AI by exploring how chatbots work before designing a simple chatbot of their own. Students explore both the strengths and limitations of AI-generated responses while learning about user input, response design, testing, and improvement through accessible tools such as Scratch or school-approved chatbot platforms.

Our Screen Time encourages students to analyse screen-time data from their own devices or anonymised class datasets. Acting as a thinking partner, Generative AI helps students generate hypotheses, explore alternative interpretations, and ask “what-if” questions, while students critically test these ideas using evidence and statistical reasoning.

In Mapping Time: Journeys in Data, students collect and analyse data from meaningful journeys, manually calculating key statistics before using Generative AI as a creative partner to transform their verified data into personalised Time Maps, where distances are represented by travel time rather than physical space. The project combines mathematics, geography, visual arts, and data literacy in authentic real-life contexts.

Finally, The Monopoly Game challenges students to uncover the mathematical functions hidden within Monopoly’s pricing system. After verifying AI-generated mathematical models using manual calculations or GeoGebra, students become game designers by modifying the rules and exploring how mathematical changes influence fairness, economic balance, and decision-making.

The development of these projects and related resources is supported by an iterative co-design process involving consortium partners and teachers. Feedback collected during teacher training activities in Athens and Spain, together with insights from the two pilot implementation rounds, will be continuously used to refine and strengthen the educational resources.

Stay tuned for exciting classroom-ready STEAM resources that combine creativity, critical thinking, and responsible AI use – they are on their way!

The GenSTEAMers project officially launched with a two-day kick-off meeting in Dublin on January 26–27, bringing together partners from across Europe to align on the project’s vision, structure, and next steps.

Hosted by the Irish partners, the meeting marked the beginning of a collaborative effort to support teachers in integrating Generative Artificial Intelligence (GenAI) into STEAM education in ways that are practical, inclusive, and pedagogically meaningful.

Building a Shared Vision for GenAI in Education

The first day of the meeting focused on the foundations of the project, particularly the work of WP2 – Research & GenAI Tools Selection. Partners discussed how early research findings will guide the development of the GenSTEAMers Action Plan Kit (APK), ensuring it aligns with curriculum requirements and is directly usable by teachers in real classroom settings.

A key emphasis throughout discussions was maintaining a user-centred approach, focusing on student impact, equity, and personalisation. Partners highlighted the importance of designing solutions that are not only innovative, but also accessible and adaptable across different educational contexts.

Designing Practical Tools for Teachers

The development of the Action Plan Kit under WP3 was a central topic, with partners exploring how to structure classroom projects that teachers can realistically implement. Discussions addressed how many projects should be developed, how they should be phased across pilot stages, and how to ensure they remain flexible enough to suit different national contexts.

A strong consensus emerged around the need for:

• Practical, ready-to-use guidance for teachers
• Tool-agnostic approaches, focusing on transferable skills rather than specific AI tools
• Iterative refinement, allowing improvements based on real classroom experience

The concept of a Teacher Hub as a digital community of practice was also introduced, aiming to support teachers throughout the implementation phase.

Grounding Innovation in Classroom Reality

On the second day, discussions shifted to WP4 – School Piloting, with partners reflecting on the realities teachers face in classrooms. These included large class sizes, limited support structures, and the additional workload associated with professional development.

Partners emphasised that successful implementation will depend on:

• Sustainable and realistic approaches
• Strong teacher support systems, including peer-to-peer learning
• Careful alignment between training and actual classroom practice

The piloting process will follow a phased approach, beginning with small-scale validation and gradually expanding to additional schools, ensuring that solutions are tested and refined before scaling.

Impact, Dissemination, and Scaling

The meeting also included a dedicated session on WP5 – Impact, Evaluation, Dissemination & Scaling.

WP5 outlines a comprehensive approach to:

• Measuring project impact at multiple levels
• Collecting both quantitative and qualitative data, including surveys, focus groups, and interviews
• Supporting dissemination and communication across partner countries
• Developing scaling strategies to extend project results beyond pilot schools

Particular attention was given to ensuring that evaluation is meaningful and aligned with project priorities, as well as to the creation of a Community of AI Teaching Practice, which will support long-term sustainability of project outcomes.

Looking Ahead

The Dublin meeting concluded with clear next steps, including:

• Finalising the structure of the Action Plan Kit and project-based learning scenarios
• Scheduling upcoming workshops and teacher training activities
• Developing a dissemination tracking system to support WP5 indicators
• Gathering input from teachers on preferred communication platforms for the future community

As the project moves forward, partners will continue working closely to ensure that GenSTEAMers delivers practical, evidence-based solutions that empower teachers and enhance learning experiences for students across Europe.