Back to Project Library
KA220Featured exampleSchool Education

Learning Sustainability through STEAM Escape Games

This concept focuses on “Learning Sustainability through STEAM Escape Games” and proposes a learning design for students and teachers that can be piloted in partner countries. Participants investigate a local environmental issue, design a feasible intervention and compare approaches across partner countries. STEM and Inquiry is addressed through complementary tasks. Partners compare local pilots and turn useful practices into a resource that can be adapted to different settings.

Illustrative Project Concept

An editorial proposal inspired by titles in project selection lists. It is not the source project’s actual application or implementation description. Participant numbers, duration and budget must be set separately after a needs analysis.

Expert commentary

Logic chain from need to impact

  1. 1

    Need

    Sustainability topics are taught as information transfer and pupils' interest is low. Evidence: a pupil interest survey and observation notes from sustainability lessons.

  2. 2

    Objective

    Develop game-based materials in which pupils solve local environmental problems with STEAM skills.

  3. 3

    Activity

    Partner schools design escape game puzzles from their own local environmental problems, test the games in each other's schools and revise them using play data.

  4. 4

    Output

    A set of escape games based on one local problem per partner country, a teacher guide and a game design template.

  5. 5

    Measurable impact

    Measurement: a short concept test before and after play; number of teachers running the game in their school. Example target: schools designing new games with the template.

Why is this example strong?

  • Gamification is a means, not an end: each puzzle is tied to a learning objective.
  • Each country bringing its own local problem makes European added value concrete.
  • The design template makes the product replicable after the project.

How can you adapt it to your organisation?

  • Choose a topic specific to your region, such as drought, post-earthquake waste or air pollution.
  • Keep materials low-cost; printed puzzles and locked boxes are often enough.
  • If you start with KA210 instead of KA220, reduce the number of games to two.

Published: 23 October 2026

Sources: Erasmus+ Programme Guide (European Commission) · Guide for Experts on Quality Assessment 2026 (published by the Irish National Agency)

Objectives

• Identify initial needs and develop learning competences related to “Learning Sustainability through STEAM Escape Games”. • Produce and test a local action plan and evidence-based environmental activities; also inquiry tasks, data sheets and a model portfolio with participants. • Monitor progress through change from the baseline, data quality and continuity of action and integrate effective practices into regular institutional learning.

Work Packages

WP1 — Management and quality Agree partner responsibilities, a timeline, participation arrangements and evidence collection. WP2 — Needs analysis and co-design Compare local needs related to “Learning Sustainability through STEAM Escape Games” and draft a local action plan and evidence-based environmental activities. WP3 — Development and piloting Participants investigate a local environmental issue, design a feasible intervention and compare approaches across partner countries. Test the materials in different partner settings. WP4 — Evaluation and refinement Compare initial and final tasks using change from the baseline, data quality and continuity of action; refine resources through feedback. WP5 — Dissemination and continuity Share tested resources in accessible formats and agree ownership and a post-project implementation plan.

Dissemination

Results are introduced to schools and teacher networks through a practical sharing session. Partners publish a local action plan and evidence-based environmental activities; also inquiry tasks, data sheets and a model portfolio with accessible Turkish and English explanations and plan adaptations into other partner languages. Uptake is tracked through feedback from organisations that try the materials, alongside downloads. Shared examples respect personal data and content permissions.

Budget Logic

Resources are planned for field learning, reusable materials and impact monitoring. Each activity is justified by its output and required staff effort or materials. Existing tools and remote collaboration are considered; face-to-face meetings are designed around their learning contribution. Participant numbers, duration and grant amount are set after needs analysis; the source project grant is not treated as this concept’s budget.

Inspired by

Learning Sustainability through STEAM Escape Games

Finlandiya 2026 Erasmus+ KA220SCH Proje Sonuçları

Other Projects of This Type