<< Background >>The Directorate of Primary Education of Arta in the face of the changes 2021 brought in school reality, namely, distance learning, the introduction of skills labs from the new school year, the need to introduce STEAM Methodology to the Greek school, the digitization of the Greek state, and then the need digital knowledge, decided to create the conditions and the background for dealing with the steam methodology, in order to mobilize the teachers, creating the conditions for the introduction of this field in his teaching. After the school year we are going through where distance education dominated, it is now understood the need to acquire digital skills but also to change the teaching context in a collaborative form, which on the one hand will inspire the student by giving him/her opportunities to discover knowledge through experimentation and exploration, on the other hand will improve the classroom vibe and will develop an interest in dealing with new objects. The exhausted Greek teacher also needs motivation and needs to discover his/her professional identity, being supported but also actively involved in a learning organization.<< Objectives >>If an organization such as the Arta Primary Education Directorate envisions emphasizing its school development strategy, it becomes clear that it must lay the groundwork for broadening the horizon of teachers teaching in its schools, encouraging, mobilizing and encouraging their participation. lifelong learners, in transnational programs, emphasizing the European dimension of education.By choosing the steam methodology and developing the digital skills of those involved in the teaching process, the foundations are laid for the smooth transition of students to the next levels of education and the improvement of modern school reality.The management of the development fields will enable the teacher to respond to environments of continuous change and to pass from the outdated traditional teaching to the adoption of new pedagogical techniques and teaching tools, necessary in a multicultural, student-centered, pluralistic, modern school.The two axes of the development plan, steam methodology and digital skills, are a targeted report of empowerment of teaching, mobilization of teachers and consequently their students and of course the supply of schools with modern supplies that will take it out of its microcosm.<< Implementation >>The following products will be implemented within the project:a) a complete STEAM methodology Framework which will include what it is, how it is applied, how each pillar of STEM is analyzed, how art (ART) connects the technocratic part of STEM with culture through interdisciplinary modulesb) a comprehensive distance learning platform for educators / teachers wishing to integrate the STEAM field into their teachingc) educational, teaching scenarios to be used for teachers in the educational process related to all fields of STEAM (science, technology, engineering, arts, maths)where the teacher, equipped with all the necessary tools and supplies, can integrate STEAM practices interdisciplinary in his teaching.The material and each teaching scenario will be translated into all the languages of the partners and will be divided into sections so that it is clear, easy to manage and accessible to all interested parties.In addition, a training activity will be implemented where 2 people from each project partner will be trained who will take on the role of administrator of the platform of the product Ο2. The results we expect from this training activity are initially each partner to be able to support the online platform in its technical part through local administrators.That is, to be able to manage the users of the platform, to add, remove, edit the rights of users and roles, to create or delete new sections of trainees, to schedule activities, etc. In addition, we seek from the participation of teachers with experience in STEAM to receive their feedback, the points of contingency that may be omitted or not satisfactorily analyzed and through a process of formative evaluation and adaptation, finally to create a better intellectual product (in this case the electronic platform ).The dissemination of results and the dissemination of knowledge will be multilevel and will be planned as follows:A. SchoolsIn the schools that will participate in the creation of teaching scenarios through their teachers, the first approach of the material will be made in real conditions. After the success in the first school units, workshops related to the steam methodology will be attempted in selected schools.B. Wider communityThe Arta Primary Education Directorate will organize a conference in each prefecture of Epirus in order to inform about the results of the project and the practices of the steam methodology in order to highlight the benefits of the cooperation of the educational community with other organizations. Corresponding information days on the results of the project will be organized by the other partners.C. Media / print and electronic press / platform / websitesThe director of primary education, the heads of the organizations, will give interviews to the press, to the local and regional channels. It will announce the actions and results of the project to PEDIEK and PEKES Epirus, on educational sites, on social media, in order to arouse the interest of the educational community beyond Epirus.<< Results >>The learning outcomes are analyzed in the context of the integration of a new reality and a change in the approach to the educational process:The holistic educational approach, the application of experiential techniques, the management of everyday materials in a constructive way, the collaboration and work on projects from an early age, the process of solving problems through constructions with the simultaneous use of technology, will enable students repeating a failed process through experiential techniques, transforming temporary failure into an opportunity and means for the student to proceed to solve a more difficult problem.Enhancing students' positive behavior increases their self-confidence and promotes self-managed learning, where the student learns how to learn in a learning organization.Teachers and students will link formal and non-formal learning activities, improve new technology skills, enhance their communication and interpersonal skills, learn to design and design a task through feedback.The speed of technology development is rapid, while the results of the OECD and Pisa for the critical thinking and the level of Greek students immediately demonstrate the need to develop skills, critical ability of students, ability to solve problems.In conclusion, the benefits are expected to be long-term and decisive: -Introduction of collaborative teaching depending on the learning readiness and the profile of the students. -Change of attitude of teachers and students towards the diversity of school reality. -Active participation of all students in the classroom. -Development of communication of all members of the educational community, ie, teachers, students and parents In a way that promotes respect and dialogue. -Recognition of added value of participation and taking initiatives not only for participation in European programs, but also transnational collaborations, capable of changing attitudes and perceptions.