The main objective is to develop and evaluate a modular course which supports high-quality, research-based STEM teacher education for all stages, equipping teachers with the transversal skills needed to better prepare themselves in enabling their students for entry into the future labor market. An optional modular course for future STEM educationalists was developed, comprised of four modules, with each module targeting a specific group of competences and presented in a motivational real life situation (Gilbert et al, 2017) so as to promote science-related career awareness (Kang et al, 2021) The modules sought to: - increase the need for communication skills, stimulate thinking and research skills through impacting on an awareness of and self evaluation via the creation of a 3- minute video geared to general, interactive communication skills needed for the teacher, but applicable in other leadership careers; - raise interest in STEM subjects and the importance of science in society, through realising thinking and research skills, plus valuing the nature of science through the creation of a public lecture on an attractive, yet controversal STEM topic raising an awareness of conceptualisations needed for being a STEM teacher and also the importance of these skills for decision- and policy-makers; - promote social skills eg self-responsibility, responsible action and skills associated with applying to STEM related positions as well as impacting on an assignment on proposing a resolution with respect to a socio–scientific issue, based on Toulmin`s model - this all enabling readiness to initiate public debates and within this, take a leadership role; - promote creative and innnovation skills, time management, application of knowledge in new situations, all seen as impacting on developing new, innovative educational materials for non-formal settings. A likert scale questionnaire to assess transversal skills (Holbrook et al, 2020) has been developed, piloted in four countries among 110 participants (students and in-service teachers). Exploratory factor analyses was carried out, identifying four factors, a different factor highlighted in each the 4 modules. Evaluation of the course, based on a validated tool, was carried out by 12 international experts. Outcomes confirmed criterion based validity of the modules and international suitability of the contexts. Complementary to the above modular structure, coaching was offered for promoting self-awareness and self-analysis, as well as impacting on facilitating self-attributes in a non-threatening environment.

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