Page 477 - Vseživljenjsko učenje kot temelj trajnostne družbe

STEAM Education for an Innovative Approach to Sustainability

These findings highlight the need for further competence develop-
ment and empowerment through training and mentorship.
5. AcademicPreparation(reflection on thecurriculumandthelack ofprac-
tical training):
FG1 ‘We received some theoretical knowledge about STEAM, but not
enough to feel competent.’
FG2 ‘I did not acquire sufficient knowledge about this area during my
studies.’
FG3 ‘STEAM is insufficiently applied at university, although some lec-
turers incorporate certain elements of it.’
FG4 ‘We had methodology courses, but never anything specifically fo-
cused on STEAM.’
All focus groups demonstrated an awareness of the limited presence of
the STEAM approach within their study programmes. Although some
theoretical foundations were mentioned, there is a clear lack of practi-
cal training that would equip students to implement STEAM in learning
activities and classroom practice. This points to the need for curriculum
reform aimed at greater integration of STEAM content and experiential
learning.
6. Support, Educational Context, and Suggestions (proposals for training,
mentoring, and institutional backing):
FG1 ‘Ibelieve thecurriculumshouldbemore flexible.’
FG2 ‘What would be most useful for me is to attend training sessions,
to observe how others implement it and draw ideas from their
practice.’
FG2 ‘I think this approach could already be used during the revision
phase, presenting the material in a different way and linking it to
other subjects and fields.’
FG3 ‘The STEAM approach should be applied in education wherever
possible, depending on the topic and the actual conditions.’
FG3 ‘More training and support are needed for teachers.’
FG3 ‘Organising professional seminars on this topic would help many
preschool educators to apply the STEAM approach in their work
with young children.’
FG5 ‘I believe it is necessary for all of us to attend training sessions
where we can gain a deeper understanding of this approach.’
Participants emphasised the need for institutional support, training,
mentorship, and more flexible curricula that would enable the imple-

477