The InSTEAM project aims to create a series of learning resources that allow for more individualized, inclusive and personalized STEAM (Science, Technology, Engineering, Arts and Mathematics) learning. The goal is to establish pathways for inclusive, innovative and interdisciplinary environmental STEAM education that reduces disparities in access to and engagement with digital STEAM education. InSTEAM will be carried out with partners in Spain, Portugal, Cyprus and Greece, as the approaches and curricula are similarly suited to introduce innovative, digital and inclusive environmental STEAM education. The project will use the highly successful Go-Lab Ecosystem (www.golabz.eu) and its award-winning tools to create a series of inclusive and engaging STEAM lessons, as well as offer guidance and training to teachers on how to implement, adapt and even create lessons based on the principles of students’ self-regulation, differentiation and other pedagogical principles. In a world where it is increasingly challenging to get students interested in classroom lessons, environmental education offers an enriching way for students and teachers to connect their appreciation of the natural world to academics. Environmental education is often lauded by educators as an ideal way to integrate academic disciplines, stimulate the academic and social growth of young people, and promote conservation of the natural environment. The environment is a compelling context for teaching and learning about STEAM as it provides a diverse range of real-world challenges that engage students in opportunities to apply and reinforce STEAM concepts across multiple subject areas. Ideally environmental education in a school context is based upon a local ecological issue or problem, for which a resolution could be created by students, based on their science knowledge, numeracy skills, and accessible technology, as an intervention. Not all students learn the same way, and at the same speed. Some may have learning difficulties that requires innovative approaches for formative assessment and to maintain engagement. Teachers can level the STEAM playing field by providing tools that support an alignment between the flexibility required for interdisciplinary learning in environmental education, on the one hand, and the need to address a variety of learning styles, on the other. Technology can support teachers in realizing environmental STEAM education by offering interactive domain related applications that enable inclusive, active and engaged learning, providing students with tools that support these forms and train 21st century skills. Engaged learning in combination with the acquisition of 21st century skills can perfectly address the priorities of this year’s call, by offering engaging instruction. Audio, video, apps and other personalized learning solutions allow students with different learning needs to explore educational concepts in new ways. It is critical for educators and students to be provided with the learning materials they need for environmental and inclusive STEAM education. The project will therefore produce a series of inclusive learning scenarios in form of Inquiry Learning Spaces (ILSs) within the Go-Lab Ecosystem. Problem solving is really the heart of STEAM investigations. Providing students with real-world problems to solve fuels their curiosity and increases their interest to undertake investigations. The Go-Lab Ecosystem has shown that students have opportunities to learn by addressing problems that have real-world applications. Asking students to brainstorm solutions will bring their higher order thinking skills into play. To make the ILSs inclusive, each one will use appropriate infographics, tools, apps, activities, and video resources in environmental topic areas that incorporate elements of STEAM. The activities and resources will include experimentation with online labs (virtual or remote) and will based on the pedagogical principle of inquiry- and project-based learning. Go-Lab provides multiple apps that support the learning progression of students and allows them to choose different apps and tools to achieve their learning in their own speed and pace. Go-Lab also offers teachers multiple tools to monitor the learning progression of students on an individual basis, allowing for direct interaction, providing personal real-time feedback, enabling them to set hints, quizzes, etc. During the preparation of the application, the consortium has already identified three overall topics for a series of ca. 6-10 ILS each (in total we estimate to build ca. 25 ILSs). The topics (that will be finalized during the first months of the project) will indicatively be:• Climate change;• Renewable energy;• Water management