Work Package 4 (WP4) focuses on translating teacher training into classroom practice by supporting educators in designing, testing, and refining STEAM learning scenarios that integrate Data Science, civic engagement, and social justice. Through this process, teachers from partner and associated schools will apply the knowledge and skills gained from the Professional Development Course (WP3) to create engaging and impactful learning experiences for students.
By incorporating real-world data analysis into STEAM subjects, WP4 empowers students to develop critical thinking, data literacy, and problem-solving skills—essential for active participation in today’s data-driven society.
Turning Teacher Training into Action
WP4 engages teachers in a collaborative curriculum design process, where they:
✔️ Co-develop interdisciplinary STEAM learning scenarios focused on civic and social issues.
✔️ Pilot-test these scenarios in real classroom settings, ensuring that they align with student learning needs.
✔️ Evaluate and refine their approach, assessing how well the scenarios meet educational objectives and enhance student motivation.
✔️ Contribute their scenarios to the DataScEd4CiEn Toolkit, making them accessible to educators worldwide.
Key Objectives of WP4
📌 Develop a structured STEAM Scenario Template to guide teachers in designing effective data science-based lessons.
📌 Support teachers in designing, testing, evaluating, and refining STEAM scenarios that promote data science education for civic engagement and social justice.
📌 Assess the impact of the DataScEd4CiEn approach on student learning and engagement.
📌 Expand the project’s open-access toolkit with 10 high-quality, classroom-tested STEAM scenarios available in multiple languages (EN, GR, DE, ES).
What WP4 Delivers
10 interdisciplinary STEAM learning scenarios (2 per partner school) that:
🔹 Extend beyond a single lesson, covering multiple teaching hours across different STEAM subjects.
🔹 Integrate real-world datasets, worksheets, and digital resources.
🔹 Support critical thinking, creativity, communication, and collaboration among students.
🔹 Offer flexibility and scalability for different teaching goals and classroom needs.
An expanded teacher toolkit, available on the DataScEd4CiEn project platform, providing ready-to-use resources for implementing data-driven STEAM education.
By embedding data science literacy into authentic, socially relevant learning contexts, WP4 ensures that students gain the skills and confidence to use data as a tool for understanding and improving the world around them.
Project Update: Progress on STEAM Scenario Development
Exciting progress is being made in the design and implementation of STEAM scenarios across partner schools!
📍 La Salle – Buen Consejo
Two STEAM scenarios have been designed for implementation in the 2024-2025 school year:
- “Economy and Justice: Poverty” – A scenario tailored for students aged 9-10, exploring economic disparities and social justice through data analysis.
- “Design Thinking: Droughts! No?” – A project-based learning scenario addressing environmental sustainability and water scarcity.
📍 The English School, Nicosia
A group of 10 dedicated teachers from the Science, ICT, Design and Technology, PSHCE, Geography, English, Art, and Maths departments have collaboratively developed two scenarios after completing the Professional Development Course. These will be piloted between March-May 2025:
- “What is the True Cost of Your Clothes?” – Analyzing the environmental and social impact of fast fashion, to be implemented with two Year 2 classes.
- “Every Bite Counts: Let’s Tackle Food Waste Together” – A hands-on exploration of food sustainability and waste reduction.
These real-world, interdisciplinary projects highlight the power of Data Science in STEAM education, allowing students to apply data-driven insights to tackle global challenges while fostering critical thinking and problem-solving skills.
With more partner schools set to design and test their own scenarios, WP4 is shaping the future of data-driven, socially responsible education across Europe!
🔥 Fire Alert! Detecting Wildfires, Protecting Our Future
School: La Salle – Buen Consejo (Spain)
Grade: 6 (Ages 11–12)
Subjects: Natural and Social Sciences, Mathematics, Technology and Digitalization
Authors: María Lucia Vargas & Juan Pablo Cea Mengibar
This impactful educational project aimed to raise awareness about the growing threat of wildfires and their far-reaching environmental, social, and economic impacts. Students investigated the causes, consequences, and geographic distribution of wildfires using official databases, maps, graphs, and news sources.
Through an active, inquiry-based approach, students built skills in data collection, analysis, and visualization. Their learning culminated in an innovative final product: a fire-detecting robot equipped with light and temperature sensors — a hands-on technological response to an urgent ecological challenge.
The project combined scientific inquiry, digital literacy, and social responsibility, encouraging students to take ownership of their role in protecting the environment and promoting sustainable development.
🌍 Embracing the Foreigner in a Globalized World where Distance is Relative
School: La Salle – Buen Consejo (Spain)
Grade: 8 (Ages 13–14)
Subjects: Geography and History, English and Spanish Language, Mathematics, Civic and Ethical Values
Authors: Inmaculada Catalán Sánchez, Álvaro Domínguez Álvarez, María Carmen Fernández Santamaría, María Julia Linares Martínez & Ana Serradó Bayés
This cross-curricular learning project invited students to reflect on the rights of immigrants in Spain and the ethical responsibilities we share in an increasingly connected world. The scenario began in Geography and History, where students explored the Spanish Conquest of the Americas and the defense of Indigenous rights through historical texts such as ‘A Short Account of the Destruction of the Indies and Queen Isabella’s Will and Codicil’.
In Mathematics, students calculated the distances traveled by modern immigrants, applying both planar and spherical models and comparing their findings to the navigational challenges of early explorers like Columbus.
They extended this work in Technology and Digitalization, where they automated distance calculations and developed their computational thinking.
Discussions in Civic and Ethical Values centered on constitutional protections and human rights, while in English, students reflected on personal and societal attitudes toward migration, writing about what it means to accept others in a world where distance is increasingly “relative.”
⚽ Is a Mixed-Gender Professional Football League Viable?
School: La Salle – Buen Consejo (Spain)
Grade: 9 (Ages 14–15)
Subjects: Mathematics, Physics, Physical Education, Technology
Authors: Jose Antonio González Sayagues & Ana Serradó Bayés
This scenario challenged students to investigate a bold, socially relevant question:
“Is a mixed-gender professional football league viable?”
The project invited students to move beyond surface-level opinions and examine the issue through the lens of data science, physical performance metrics, and critical thinking.
Starting with an overview of the current landscape of mixed-gender sports, students developed guiding questions:
- What performance differences exist between male and female professional athletes?
- What do official league statistics reveal?
- How are players’ market values calculated?
- What mathematical models are used to assess performance and value?
Using real datasets and mathematical tools, students conducted a comprehensive data analysis, calculating differences in performance indicators (e.g., sprint speed, distance covered, match statistics) and interpreting results within sports economics. They also used AI tools such as ChatGPT to compare their findings with publicly available narratives and predictions, sparking critical discussions on bias in data interpretation and source reliability.
The scenario encouraged students to confront assumptions, challenge stereotypes, and build evidence-based arguments around gender equity, representation, and inclusion in professional sports.
👗 What Is the True Cost of Your Clothes?
School: The English School, Nicosia (Cyprus)
Year Group: Year 2 (Ages 12–13)
Subjects: PSHCE, Mathematics, Science, English, Art, Design & Technology, Computer Science
Authors: Leoni Hadjithoma, Michalis Gavrielides, Stavroula Neocleous, Maria Christodoulou, Emily Protopaapa, Eleni Skoulia, Harris Evangelou, Nicoletta Stavrides
This scenario invites students to explore the ethical, environmental, and economic consequences of fast fashion through a rich interdisciplinary lens. Following the design thinking process, students move through the stages of empathizing, defining, ideating, prototyping, and testing, while applying data science tools across seven subject areas.
In PSHCE, students examine the realities of global garment production, including labor exploitation and social justice. Through videos, real-life testimonies, and classroom reflection, they connect emotionally with the people behind their clothes.
In Mathematics, they analyze real datasets in CODAP, calculating trends in textile production, water usage, and landfill waste — and interpreting how data can both reveal and obscure global inequalities.
Science lessons focus on environmental impact. Students design a proposed school-wide study on uniform waste, applying the scientific method to model textile disposal and reuse in their community. In English, they write vivid narratives from the perspective of factory workers, using literary tools like imagery, metaphor, and voice to build empathy and advocacy.
In Art, students examine their personal clothing habits and create reflective posters titled “What I’ll Change and What I’ll Keep.” In Design & Technology, they participate in upcycling workshops, transforming old clothes into new wearable items or functional designs. In Computer Science, they create awareness websites and short videos, sharing sustainable solutions and personal actions with the school and wider community.
✏️ “You are a human life that deserves to have a decent life without suffering. You matter!” – Student reflection
🍽️ Every Bite Counts: Tackling Food Waste Together
School: The English School, Nicosia (Cyprus)
Year Group: Year 2 (Ages 12–13)
Subjects: PSHCE, Mathematics, Science, English, Design & Technology, Computer Science
Authors: Leoni Hadjithoma, Michalis Gavrielides, Stavroula Neocleous. Maria Christodoulou, Emily Papandreou, Nicoletta Stavrides, Harris Evangelou
In this scenario, students investigate the environmental and social consequences of food waste, beginning with their own daily habits and expanding their understanding through data science, digital storytelling, and civic engagement.
In PSHCE, students define food waste and explore its local and global impact, using a food waste calculator to track their personal waste over five days. They identify common problem areas and reflect on their responsibility as consumers.
In Mathematics, they analyze international data sets to compare waste from households, restaurants, and supermarkets, organizing their findings into tables and graphs and calculating medians and percentages.
In Science, students explore the effects of food waste on climate change, learning how methane from landfills contributes to the greenhouse effect. They research composting and sustainable food systems and watch demonstrations of how composting can be done at home.
To deepen their understanding, students use the AI tool NotebookLM to synthesize documents on food systems, supply chains, and environmental impact. They produce a briefing document summarizing the causes, effects, and potential solutions to food waste.
In English, students write persuasive texts and reflective essays, aiming to raise awareness and inspire change. In Computer Science, they create 1-minute awareness videos and record a podcast, combining visuals, narration, and sound design to spread their message to the school community.
In Design & Technology, students research recipes using leftover ingredients, cook meals at home, and document their process through photos and videos. These contributions are compiled into a collaborative digital cookbook titled “Cooking with Leftovers” — a creative, practical, and shareable output.