Türkiye

A total of 26 teachers participated in the three-day training held in Türkiye. Among the participants, 9 had prior STEM education and implementation experience and actively contributed to the review and application of lesson plans throughout the training. Based on observations and evaluations, it was found that the engineering component remained limited, especially in the first four lesson plans. Experienced teachers emphasized that, for a more holistic STEM learning experience, applied design, prototyping, and problem-solving processes should be integrated into the lesson plans. It was noted that the existing plans mainly focused on identifying energy sources, classifying them, and evaluating their environmental impacts; however, the engineering design process components (design, prototype development, testing, and improvement) were not sufficiently included.

North Macedonia

A total of 25 teachers participated in the three-day training program held in North Macedonia between October 15–17, 2025. Among the participants, teachers from science, mathematics, and especially vocational education fields such as mechanical, construction, and electrical engineering held an important place. During the training, teachers were not only introduced to methodologies but were also given the responsibility to implement the lesson plans in their own classrooms. The lesson content was thematically distributed among teachers; topics such as energy resources, energy efficiency, solar, wind, hydroelectric, and biomass were delivered by expert teachers. Throughout the training process, teachers gained knowledge about energy trends in Europe, climate change, and sustainability, and then analyzed lesson plans to develop implementation-oriented scenarios. In the evaluations, teachers stated that they found the lesson plans highly appropriate, motivating, and pedagogically strong; they particularly appreciated the balance between scientific content and student-centered practices. Learning activities such as group work, digital games, hands-on activities, and problem-solving were evaluated as “good” and “very good.”

Portugal

A total of 18 teachers participated in the training sessions held in Portugal. The trainings were organized as one online session and two face-to-face sessions. Participants came from various disciplines such as science, physics, chemistry, biology, information technology, and English, creating an interdisciplinary learning environment. During the training process, teachers showed particular interest in energy production and consumption trends in Europe, energy efficiency, and climate change. Applications such as LED technologies, photovoltaic systems, and solar ovens were found innovative and educational by the teachers. The diversity of STEM-based activities included in the lesson plans, such as problem-solving, design thinking, teamwork, and creative thinking, was positively received. However, some teachers noted that implementing the lesson plans could be challenging in terms of time management due to the intensity of the existing curriculum. To overcome this issue, a strategy was developed to conduct lessons collaboratively through pedagogical teams composed of teachers from different disciplines.

Overall Evaluation

Overall, the trainings conducted in the three countries were highly appreciated by the teachers; the developed lesson plans were considered to have high pedagogical value, applicability, and strong potential to increase student engagement. Teachers stated that these materials would contribute to raising students’ environmental awareness and offer an innovative learning approach that combines theoretical knowledge with practical application.