The direct impact achieved on more than 71 educational centers stands out. We can highlight:

1.     1st Epalgematiko Lykeio Kato Achaias (Grecia)

2.     1st Vocational high School of Patras (Grecia)

3.     Greta Auvergne (France)

4.     Ogec ST Sébastien – ST Joseph (Francia)

5.     Public school «Du marronnier» of Saint-Germain-Laprade – Le Bourg – 43700 Saint-Germain-Laprade (Francia)

6.     Public elementary school of Langogne – Pré de la Foire – 48300 – Langogne (Francia)

7.     School of Amora Portugal (Portugal)

8.     AE Francisco de Holanda (Portugal)

9.     Jan III Sobieski School Complex No. 3 (Polonia)

10. IES Joanot Martorell (Spain)

11. Ceip San Juan de Ribera de Burjassot (Spain)

12. IES La Canyada (Spain)

13. IES Serpis (España)

14. Sagrada Familia School (Spain)

15. IES Isaac Peral (Spain)

16. 21 G.R.E.T.A. network centres

They are primary and secondary schools located in rural areas, especially in Spain (Cartagena, Valencia, Burjassot), France (Ley Puy en Velay, Clermont-Ferrand, Landerneau), Portugal (Guimarães, Seixal), Greece (Kato Achaia, Patras), Poland (Szczytno).

Secondary schools

Secondary schools were one of the main beneficiaries of the project. The creation of the TechLab technology laboratories made it possible to strengthen STEM departments and subjects through the incorporation of new resources, equipment and innovative learning methodologies. The participating schools expanded their capacity to develop activities related to 3D printing, experimentation and the resolution of technological challenges, offering more innovative educational experiences aligned with the official secondary education curriculum in the European Union.

Participation in the project also strengthened the European dimension of schools. The participating organisations expanded their knowledge of the opportunities offered by the Erasmus+ programme, consolidated international collaboration networks and strengthened their capacity to participate in future European educational innovation initiatives.

Primary education centers

Although the project was mainly aimed at secondary education, primary schools also benefited significantly. Initially, their participation was linked to the solidarity activities developed by secondary school students, who designed and developed resources and activities aimed at schools with fewer opportunities and limited access to STEM technologies.

However, the involvement of primary schools went beyond this initial approach, as we managed to create Techlab technology laboratories in 3 primary schools in Spain and France. Thanks to this, we not only manage to bring innovative STEM methodologies to students with obstacles and primary school teachers, but we also facilitate access to motivating and dynamic learning experiences. In addition, these centers were not only incorporated into the Didactech network, but also improved their internationalization capacity.

High School Students

Secondary school students were the main beneficiaries of the TechLab methodology. These are students between 12 and 16 years old, most of whom come from rural areas and disadvantaged socio-economic backgrounds with limited access to technological resources and innovative educational opportunities. 

They had the opportunity to acquire STEM knowledge and skills through practical experiences connected to real contexts, as well as transversal skills such as problem-solving, critical thinking, creativity, teamwork and autonomy.

This aspect was especially relevant for students with obstacles, who were able to access learning experiences and technological resources that are not usually present in all educational contexts, thus expanding their educational and professional expectations.

It should be noted that equal opportunities and balanced participation of students were promoted. Participation was practically equal, with 52% of women and 48% of men, helping to foster interest in STEM disciplines among all students and favouring a balanced representation in activities traditionally associated with lower female participation.

In this sense, thanks to the WOMEN IN SCIENCE CAMPAIGN (R10) we have reinforced the visibility of the role of women in science and technology in which more than 40 researchers and scientists from different research centers and technology companies worldwide participated.

This initiative has had a direct impact on students, by providing real female role models in the STEM field and bringing diverse professional models to the educational environment. As a result, a greater identification of female students with scientific and technological disciplines has been favoured, helping to reduce gender stereotypes and to promote a more balanced interest in these areas between boys and girls.

Likewise, the project incorporated an important solidarity and inclusive dimension. Students participated in the design and development of activities and resources for other schools with fewer opportunities and less access to technological equipment. This experience allowed them to understand the social value of science and technology, developing skills related to cooperation, responsibility, empathy and commitment to their environment. In this way, the project not only contributed to the development of STEM skills, but also to the formation of a more active, participative citizenry aware of the importance of guaranteeing educational opportunities for all students.

Primary education students

The participating primary school students ranged in age from 6 to 11 years. Many of them came from schools with limited resources and limited access to activities related to 3D printing or technological experimentation.

In the case of primary school students, the impact was mainly manifested in the increase in interest, curiosity and enthusiasm towards science and technology. The practical activities developed aroused a high motivation and allowed the students to approach scientific and technological concepts in an accessible, dynamic and age-appropriate way.

The possibility of experimenting, building, observing results and actively participating in the activities favored a positive and meaningful learning experience. The teachers highlighted the high degree of student involvement and the ability of the activities to awaken early vocations related to STEM disciplines.

The impact was especially relevant for students with obstacles, many of them from backgrounds with more limited economic resources. Thanks to the project, these students had access to experiences, tools and technological resources that would hardly have been available in their usual context. In this way, the project contributed to reducing barriers to access to STEM disciplines from an early age and to offering more equitable and inclusive educational opportunities.

Teachers

The participating teachers were mainly teachers from STEM areas belonging to schools located in rural environments or in contexts with limited access to specialized technological resources.

For the teachers, the project was an opportunity to incorporate new teaching methodologies based on practical learning, experimentation and critical thinking. The creation of a Techlab, as well as the training, reinforced their pedagogical, digital and technical skills, facilitating the integration of 3D printing tools into their teaching practices.

Teachers also expanded their knowledge of innovative approaches to teaching STEM disciplines and strengthened their capacity to design learning experiences that are more participatory, inclusive, and connected to real-world situations. Collaboration with European partners and experts in the technology sector also contributed to the exchange of good practices and the professional development of participating teachers.

We have achieved a direct impact on 33 technology companies and research centers:

1.     Polytechnic University of Valencia

2.     Cyber-bbn

3.     Center for Biomaterials and Tissue Engineering

4.     Foodupv

5.     National University of Colombia

6.     University of Barcelona

7.     Hospital del Mar Research Institute Barcelona

8.     La Nineta dels ojos Foundation

9.     Rovira i Virgili University

10. University of Porto

11. Prince Felipe Research Center

12. Nanopaint

13. Ikasia Technologies SL

14. Smallcodes SRL

15. University of Valencia

16. 3B ́s

17. University of Minho

18. Hospital de Pyrgos

19. University of Normandy, Rouen, France

20. Sassari University

21. La Fe University and Polytechnic Hospital in Valencia

22. Polytechnic of Milan

23. Laboratory of Advanced Technologies for Tissue Culture (ATTiC Lab) of POLIMI

24. University of Valladolid

25. 1st Patras Laboratory Center

26. Jesús Usón Minimally Invasive Surgery Center.

27. Health Research Institute of La Fe (IISLAFE).

28. Symbiote

29. University of Extremadura

30. Twproject

31. Amazing Boost Unip. Lda

32. Somatica, M&S

33. BC Materials

These are research centres and small or medium-sized companies that, on many occasions, have emerged as spin-offs of universities or research centres. They are dedicated to very diverse sectors, such as computing, 3D printing, additive manufacturing, biotechnology… The work team of these companies is multidisciplinary, from technicians, researchers, biotechnologists, vocational training technicians…

Participation in the project has had a positive impact on the technology companies involved.

Firstly, it has contributed to enhancing its visibility and image in the field of education and STEM innovation, making its products, services and activities better known and valued in this field.

Secondly, the project has facilitated direct contact with students with an interest in science and technology, which has made it possible to bring the educational environment closer to the professional world and reinforce interest in STEM disciplines from an early age. This approach has also helped to foster women’s interest in research and the technological field, promoting greater diversity in the orientation towards these areas.

Likewise, the participating organizations have reinforced their commitment to gender equality in STEM through their involvement in the «Women in Science» campaign, in which more than 40 researchers and scientists from 28 research centers, hospitals, universities and technology companies have collaborated.

In addition, organizations have been able to generate spaces for collaboration with educational centers that have functioned as environments to identify emerging talent and innovative ideas, contributing to the development of new lines of work and the improvement of their usual practices.

Finally, participation in the project has strengthened its internationalization and prestige at European level, as it is part of an international consortium for educational innovation.