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STEM (Science, technology, engineering, and mathematics) is more than a school subject. It is a vital tool for development, innovation, and opportunity in modern life. Yet, across Europe, many students still face major obstacles, ranging from under-resourced schools to gender-related barriers. 
To address this, the UNESCO Office in Venice and Huawei Technologies partnered for the project ‘Revitalizing STEM education to equip next generations with STEM competency’, supporting 5 innovative projects across the region. Their initiative pioneered STEM education, engaging youth through hands-on learning, promoting alternative teaching methods, and championing equal access for all.
Practical, experience-based experiments are a powerful teaching tool, placing student experience at the centre of learning. In Romania, there remain opportunities to further enhance student access to science labs that enable hands-on experiments.
The International Centre for Advanced Training and Research in Physics (CIFRA) stepped in with their project on integrating and supporting STEM in the educational curriculum through UNESCO Microscience Experiments Project. Their solution? Distributing microscience kits to students. Over 500 young learners received these compact, resourceful kits, bringing experiments directly into classrooms and homes.
“Practical learning through our educational kits encourages and stimulates students,” happily notes Sabin Stoica, Director and Senior Researcher at CIFRA. “We noticed that the kits helped create inclusive environments where all learners could thrive.” Without needing a formal lab, students were empowered to explore science through hands-on experience, making STEM accessible and exciting.
In North Macedonia, the Institute of Earthquake Engineering Seismology (IZIIS) also focused on practical learning with their project on advancing innovative STEM education and research in earthquake engineering toward sustainable environment (QUAKESAFE).
Students stepped into the role of engineers, designing, constructing, and testing earthquake-resistant models using shake tables. “I think I want to pursue this in the future,” shares student Simona Nakovska. Equally captivated by interactive activities, student Aleksej Stojanovic adds: “I enjoyed the workshop way more than I expected! It was fun to test a model to see if it was earthquake resistant.” 
Traditional STEM education can feel abstract and disconnected from everyday life. To make learning more immersive, QUAKESAFE reimagined earthquake science through Virtual Reality (VR). Going beyond studying tectonic plates in textbooks, students journeyed beneath the Earth’s surface, exploring how their movements cause earthquakes. 
“The virtual experience helped me understand earthquake science in a more vivid way.” Aleksej says, after taking part in the simulation.
In Malta, a different challenge was tackled: how to bring maths to life. The project on teaching primary mathematics through problem-solving using lesson study (INSOLVU) took a teacher-led approach. Led by the Directorate for STEM and VET Programmes at Malta’s Ministry for Education, Sport, Youth, Research and Innovation, and supported by Collaborative Lesson Study Malta (CLeStuM), primary school teachers collaborated with specialist teachers to engage students with real-world problem-solving and collaborative learning. 
The experience was eye-opening for both students and teachers. “I now understand the importance of creating exciting opportunities for students to actively engage, make mistakes, and refine their understanding,” teacher Ruth Vella reveals. 
Specialist teacher Aliceanne Micallef also notes, “The combination of individual work, outdoor exploration, and group discussion made mathematical concepts accessible and enjoyable, proving that meaningful learning occurs beyond traditional instruction.” 
STEM education must be inclusive. As Ligia Deca, Secretary-General of the Romanian National Commission for UNESCO, states: “We must promote equal opportunities in STEM education otherwise we waste exceptional intellectual capital. We are poorer if we fail to nurture the talent of women in science.”
The project on gender and STEM education in Romania (GENSTEM-ED), led by the Digital Leadership Institute, in partnership with the Hermann Oberth International School and Romania’s Association for Women in Science, Technology and Engineering, brought this inclusive vision to life. Through interactive workshops, students explored STEM’s far-reaching power.
“STEM is not just for scientists or engineers – it is part of the technology students use, the news they read, and the careers they dream about,” Loredana Bucseneanu, STEM educator emphasises. 
Led by women of diverse socio-economic and ethnic backgrounds, the workshops highlighted the importance of intersectionality, representation, and mentorship. Ana, one of the students, reflects, “I realised that STEM is connected to almost every job. Understanding these topics gives you useful skills for whatever career you choose.”
In Germany, the project on empowering vulnerable communities in Europe through digital education and job market integration (TechBridge), designed by the ReDI School of Digital Integration, supported migrant women, facing barriers to joining the tech world. Over 4 months, 16 migrant women gained essential digital skills and became part of a supportive professional community. 
“Seeing women in tech – many with migration backgrounds themselves – breaks down stereotypes and makes the field more relatable,” explains Alina Floroiu, Digital Women Programme Manager at ReDI School.
Rana, a former ReDI student, admits: “This is the first time I have had a teacher who looks like me and understands my background.” Although they entered feeling uncertain about their abilities, the women graduated feeling so empowered that they returned as teaching assistants and mentors, helping others follow in their footsteps. 
These 5 projects are proving that STEM education can be inclusive, hands-on, and inspiring. By rethinking traditional approaches, embracing new technologies, and promoting gender equality, they are opening doors for the next generation of innovators.
Whether building quake-proof structures, exploring VR earthquakes, solving real-world maths problems, or gaining tech skills as newcomers to Europe, young learners across the region are discovering that STEM is not just for a few – it is for everyone.
This article is related to the United Nation’s Sustainable Development Goals.
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