Klaipėdos universitetas

The EDUTECH STEAM lab, established at the Department of Pedagogy in the Faculty of Social Sciences and Humanities at Klaipėda University, serves as an integral component of teacher training by implementing the principles of a Living Lab, a user-centered, open innovation ecosystem that fosters collaboration between educators, researchers and technology developers. This study explores the best practice case of how the Living Lab model, as implemented in the EDUTECH STEAM lab at Klaipėda University, enhances pre-service and in-service teacher training, facilitating the co-creation, experimentation and validation of emerging educational technologies. In particular, the EDUTECH STEAM lab plays a crucial role in preparing teachers to integrate AI-driven learning analytics, adaptive assessment models, and interactive STEAM education into real-world classrooms. The article was conducted using a systematic approach to identify and analyse relevant scholarly works on teacher education, STEAM integration, digital pedagogy, and Living Lab methodologies. The findings indicate that embedding a Living Lab approach in teacher training enhances technological pedagogical content knowledge (TPACK), promotes formative assessment strategies, and supports personalised learning pathways

Considerable changes to the Lithuanian education system are associated with higher academic achievements, the development of students’ critical thinking and research skills, and sustainable practices of integrated teaching and learning in science and mathematics. It is also acknowledged that STEAM (science, technology, engineering, the arts and mathematics) educational approaches address the objectives of integrated learning and teaching effectively. The same objectives are reflected in all the IB programmes. In the scientific discourse on the use of STEAM in science, there is a lack of research and examples of pedagogical practices with insights into different educational programmes and teachers’ experiences. The qualitative research (semi-structured interview) focuses on the points of view of teachers who implement the international baccalaureate primary years programme (IBPYP), and have a high level of project-based learning experience, of the possibilities of STEAM project implementation (6). The research findings reveal that teachers acknowledge the benefits of STEAM projects in terms of developing students’ research, critical thinking and independent learning skills, while implementing integrated teaching and learning strategies. The informants also recognise the importance of STEAM education in planning and organising integrated mathematics and science lessons.