Open schooling and STE(A)M-based approaches in education are gaining increasing importance in European policymaking and EU-funded initiatives, as a way to improve science education learning and student engagement in scientific topics. However, systematic analyses of its outcomes, benefits and characteristics in relation to different types of stakeholders are still scarce. To address this gap, we present an analysis of pilot projects adopting open schooling and STE(A)M-based approaches, co-created within the frame of the Horizon Europe STE(A)M Learning Ecologies – SLEs Project.  Quantitative and qualitative data reflecting young learner engagement and stakeholder engagement have been collected and analyzed. These include two templates (participatory pedagogical design and participatory scenario development) completed by different stakeholders  (e.g. teachers, NGO members, researchers, industry representatives), learning products produced within each pilot project, semi-structured interviews conducted with key education stakeholders and open-ended questionnaire items. Our data analysis resulted in four typologies of STE(A)M learning ecologies (SLEs) that reveal different ways in which students and external stakeholders may interact to improve science education in formal school contexts: (1) Learner-experience oriented, (2) Master-product oriented, (3) End-user oriented, and (4) Citizen-science oriented. We present similarities and differences between the various types of SLEs with regard to stakeholder diversity, learning objectives, female participation, career opportunities, their potential for transformative change, challenges encountered, and sustainability aspects. Based on the typology of SLEs and their characteristics, the study also identifies recommendations for future research and policy to optimize investment in and impact of open schooling projects. These include a focus on small wins to scale up SLEs, distributed leadership to empower teachers, increased availability of learning resources and learner support, and using learning products to decentralize formative assessment in SLEs and promote constructive stakeholder dialogue.  

This study examines the design, implementation, and evaluation of 12 STE(A)M Learning Ecologies (SLEs) across diverse geographical and educational contexts in Europe. Participants included 96 stakeholders and 1,079 learners, spanning primary to higher education. Stakeholders represent formal education providers (n = 28), industry partners (n = 23), non-formal education providers (n = 20), governmental organizations (n = 18), and civil society organizations (n = 7). Each SLE involved a median of 7.5 different formal, informal, and non-formal education stakeholders and 30 learners, with some hosting significantly more learners. SLEs were established following a structured life cycle. Initiators, who were either project partners or their affiliates, identified local challenges and preliminary learning objectives. Stakeholder mapping and engagement resulted in core teams co-creating resources, designing learning paths, and specifying expected learner outputs. Learner engagement lasted at least 40 hours, with additional stakeholders brought in as needed. Templates for participatory pedagogical design and scenario development guided planning, formative assessment, and stakeholder collaboration were provided. National Coordinators supported SLEs by offering guidance and monitoring progress. Each SLE’s process and outcomes were documented through templates, interviews, questionnaires, and learning products. Data sources included (1) participatory pedagogical design templates, (2) participatory scenario development templates, (3) learning products, (4) stakeholder interviews, and (5) questionnaires completed by National Coordinators and stakeholders. Pedagogical design templates detailed learning resources, curriculum mapping, and learner support needs, as well as the attractiveness of learning paths and career alignment. Scenario development templates capture stakeholder collaboration and resource allocation under baseline, small-effort, and best-case scenarios. Interviews explored local contexts, challenges, benefits, and sustainability, while questionnaires addressed learning outcomes, female participation, policy impacts, and collaboration dynamics. The data analysis was comprised of two stages. First, pedagogical design templates and learning products were analyzed to categorize SLEs based on design and outcomes. Initial coding by the first author was refined and validated by a second coder with expertise in STEM education, achieving inter-rater reliability (Cohen’s kappa > 0.85). Discrepancies were resolved through discussion. The second stage involved analyzing scenario templates, interviews, and open-ended questionnaire items for trends across SLEs, with similar reliability standards. This study highlights the typology of SLEs and representative learning products to provide insights into their design and implementation.

This study highlights the potential of STE(A)M Learning Ecologies (SLEs) as an open schooling framework to foster collaboration among diverse stakeholders and enhance learner engagement across various educational contexts. The SLEs demonstrated significant diversity in their design, implementation, and outcomes, reflecting the adaptability of the approach to local challenges and needs. A typology of SLEs emerged, categorizing them based on design characteristics, stakeholder collaboration, and the learning products created. Findings revealed that formal and non-formal education providers play central roles in initiating and sustaining SLEs, while industry and governmental organizations contribute with key resources and expertise. Stakeholders’ engagement evolves dynamically, with many joining as needs arise, highlighting the participatory and iterative nature of SLE development. Learners, spanning from primary to higher education, actively contributed to creating diverse and contextually relevant learning products, showcasing the capacity of SLEs to promote hands-on, career-relevant learning experiences. The templates for participatory pedagogical design and participatory scenario development proved effective in guiding stakeholder collaboration, resource allocation, and formative assessment. These tools also helped address gender inclusivity and align learning paths with future career opportunities, emphasizing the practical and equitable aspects of the SLE framework. Expected future outcomes include the broader adoption of open schooling in education systems to support cross-sector collaboration and student-centered learning. The study provides practical insights for improving stakeholder engagement in open schooling projects and sustaining such initiatives, as well as highlights the potential challenges that may emerge during this process. The findings underscore the importance of context-sensitive designs and continuous support from coordinators to maximize the impact of open schooling projects on young learners and communities.

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