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.
Reducing Food Waste: Learning to Act with Data
School: 1st Gymnasium of Vyron (Greece)
Grade: 7–9 (Ages 12–14)
Subjects: PSHCE (Personal, Social, Health and Citizenship Education), Mathematics, Data Science, Environmental Studies, Art/ICT (Digital Design)
Authors: Vasiliki Boltsi, Vasiliki Papaioannou, Olga Loukopoulou, Dionysia Mastrogiannopoulou, Katerina Soufli, Dionysia Bakogianni & Nikolaos Ververas
This interdisciplinary STEAM scenario engages students in investigating one of the most pressing global challenges of our time: food waste and its social, environmental, and economic impact.
Through a structured data inquiry and design-based learning approach, students move beyond everyday assumptions to explore how data can inform responsible decisions and civic action. Starting from emotionally engaging stimuli and real-life questions, students reflect on the connections between food waste, inequality, and sustainability.
Working collaboratively, students formulate data-driven research questions, explore authentic international datasets (e.g. Eurostat, FAO, Our World in Data), and develop skills in data interpretation, statistical reasoning, and critical evaluation of sources.
As the scenario progresses, students engage in:
- Interpreting graphs and identifying patterns
- Constructing evidence-based claims
- Exploring relationships between variables such as income, consumption, and waste
- Developing simple data models and making predictions
- Reflecting on uncertainty, bias, and limitations in data
The learning journey culminates in creative, data-informed civic action. Students translate their findings into:
- Awareness campaigns and digital posters
- Evidence-based narratives and visual communication
- Interactive digital projects, including educational games developed using tools such as Roblox Studio
By connecting data to meaningful action, students are empowered to become critical thinkers and active citizens, capable of addressing real-world challenges in their communities.
The Journey of Our Food: From Farm to Bin
School: Mary Immaculate College (Ireland)
Year Group: 5th–6th Class (Ages 11–12)
Subjects: Social, Environmental and Scientific Education (SEE), Mathematics, Geography, Science, English, Arts Education
Authors: Teachers at Mary Immaculate College
In this scenario, students explore the journey of food from production to consumption and waste, connecting their everyday experiences with wider environmental and social issues through data science, inquiry, and creative expression.
In Social, Environmental and Scientific Education (SEE), students reflect on their own food habits at home and in school, exploring how food is used, shared, or wasted. Through discussion and drama-based activities, they develop empathy and begin to understand the social and ethical dimensions of food waste.
In Geography and Science, students investigate where food comes from, how it is produced, and how it travels to reach them. They explore food systems, global connections, and the environmental impact of food production, transport, and waste.
In Mathematics, students work with real-world datasets on food waste across Europe and Ireland. They interpret graphs, compare countries, identify patterns, and generate their own data through school-based observations and simple surveys.
To deepen their understanding, students use digital tools such as CODAP to explore datasets interactively, supporting their ability to make data-informed observations and distinguish between patterns and explanations .
In English, students develop their communication skills through discussion, report writing, and persuasive texts, using evidence from data to support their ideas and raise awareness about food waste.
In Arts Education, students use drama, visual art, and poetry to explore and communicate the “hidden journey” of food. Inspired by artistic and literary examples, they create meaningful messages that connect data with human experience.
The learning process follows a design thinking approach, guiding students to identify problems, generate ideas, and develop creative responses. This culminates in students designing and presenting actions or messages aimed at reducing food waste in their school community, making learning both meaningful and impactful.
Economy and Justice: Understanding Poverty
School: La Salle – Buen Consejo (Spain)
Year Group: Grade 4–5 (Ages 9–10)
Subjects: Social Sciences, Mathematics, Arts
Authors: María Lucia Vargas & Ana Serradó Bayés
In this scenario, students explore the relationship between economy and social justice, focusing on the realities of poverty and inequality through data science, inquiry, and civic engagement.
In Social Sciences, students reflect on their own needs and consumption habits, discussing what is necessary versus what is desired. Through dialogue and real-world examples, they begin to understand issues of fairness, inequality, and global food imbalance.
In Mathematics, students engage with real-world data to explore extreme poverty. They analyse percentages, interpret global datasets such as World Bank data, and investigate how poverty is distributed across regions. Through data visualisations and maps, they develop an understanding of patterns, variables, and distribution .
To deepen their understanding, students explore tools such as Gapminder’s Dollar Street and are introduced to machine learning. They train a model to classify images of homes according to income levels, while critically reflecting on bias, assumptions, and the limitations of data-driven predictions.
In Arts, students design logos and visual materials for a fair trade initiative, using creativity to communicate messages about justice, equity, and responsible consumption.
The scenario culminates in a project-based learning experience, where students design and organise a school fair trade market. They analyse product prices, compare fair and unfair distributions, and create “fair price” labels based on production and labour costs.
Through this process, students develop a deeper understanding of global inequality and ethical consumption, while actively engaging in civic action. They present their work to the school community, promoting awareness and encouraging more responsible economic choices.