New Perspectives in Science Education

Edition 14

Accepted Abstracts

MakEUs - Making Teachers EU Sustainably Competent

Viviana Probst, University of Education Weingarten (Germany)

Isabel Rubner, University of Education Weingarten (Germany)

Ute Massler, University of Education Weingarten (Germany)

Claudia Bergmüller-Hauptmann, University of Education Weingarten (Germany)

Mirjam Hitzelberger, University of Education Weingarten (Germany)

Steve Kenner, University of Education Weingarten (Germany)

Holger Weitzel, University of Education Weingarten (Germany)

Abstract

„Making teachers EU sustainably competent (MakEUs)“ aims to empower educators to integrate European Union (EU) sustainability policies and practices into teaching through innovative methods and environments. Specifically, MakEUs addresses the urgent need for socio-ecological transformation by training teachers to utilize makerspaces as dynamic, experiential learning settings. It highlights the EU’s role as a change agent, mainly through the European Green Deal, and fosters active learner participation in sustainability efforts.

MakEUs targets teacher education, encompassing pre-service and in-service training. Key outputs include a teaching methodology, mobile makerspaces, and Open Educational Resources (OER) in English and German. These resources provide practical tools and structured guidance to engage with sustainability topics while integrating Content and Language Integrated Learning (CLIL) to improve content comprehension and foreign language skills.

The project employs an Educational Design-Based Research (EDBR) approach to develop and iteratively refine its components, ensuring practical relevance and high-quality outcomes. MakEUs aligns with contemporary pedagogical innovations, such as makerspace-based, project-oriented learning environments emphasizing creativity, problem-solving, and collaboration (Bevan, 2017; González-Pérez & Ramírez-Montoy, 2022). It addresses gaps in fostering teachers’ digital competencies, action-oriented education in sustainability, and integration of socio-scientific issues into classroom practice (Fraillon et al., 2019; Kenner & Nagel, 2022). These gaps often leave teachers ill-equipped to connect abstract EU policies with actionable learning experiences.

The project contributes to the EU’s educational priorities on digital transformation, multilingualism, and climate action by bridging policy and pedagogy.

Keywords: European Green Deal, Sustainability, Makerspaces, Teacher Education, Digital Competencies, CLIL

REFERENCES

[1] Bevan, B. (2017). The promise and the promises of Making in science education. Studies in Science Education, 53(1), 75–103. https://doi.org/10.1080/03057267.2016.1275380

[2] González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493.

[3] Fraillon, J., Ainley, J., Schulz, W., Duckworth, D., Friedman, T. (2019). Computational thinking framework. In: IEA International Computer and Information Literacy Study 2018 Assessment Framework. Springer, Cham. https://doi.org/10.1007/978-3-030-19389-8_3

[4] Kenner, S.; Nagel, M. (2022): Große Transformation mit jungen Change Agents? Partizipative politische Bildung für nachhaltige Entwicklung als Antwort auf multiple Krisen der Gegenwart. Zeitschrift für Didaktik der GesellschaftswissenschaftenResearch Article17.11.2022, S.99-116

 

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