This research paper explores the integration of Inclusive and STEAM Education within K-6 settings, highlighting the scarcity of evidence on adapting educational practices to accommodate this fusion. To address the demand for skilled professionals in STEM fields, particularly computer science, and engineering, it proposes four new occupational profiles for educators in Inclusive STEAM environments: Inclusive STEAM primary school teacher, STEAM special educational needs primary school teacher, Inclusive STEAM learning support teacher, and Inclusive STEAM pedagogy expert. The paper introduces these occupational profiles by utilizing qualitative research methods and involving teachers and teachers' associations from Bulgaria, Cyprus, Greece, and Spain. It, also, aligns these profiles with competences drawn from the Inclusive STEAM Educator's Competence Framework, adhering to ESCO guidelines for the internationalization of jobs. The paper underscores the importance of tailored educational roles and competences in fostering inclusivity in STEAM education, contributing to a more equitable access to STEM careers.

In the digital age, the need for digital proficiency has expanded beyond conventional job roles, marking a new era where fundamental digital literacy and higher-level competences, particularly in Artificial Intelligence (AI), are indispensable in various sectors, especially within STEM (Science, Technology, Engineering, and Mathematics) disciplines. This evolution necessitates enhancing digital competence training and ongoing professional development for adult educators to effectively navigate and impart knowledge in this rapidly evolving digital realm. In response to this need, we introduce a Massive Open Online Course (MOOC) specifically designed for adult educators and education providers, focusing on developing and delivering educational programs using the DigComp framework, which outlines essential knowledge, skills, and attitudes for digital competence across five key areas. This paper presents the MOOC's development, structure, and preliminary assessment. The curriculum spans seven modules, covering the nuances of the DigComp framework, its application in educational strategies, and skill recognition. The evaluation, combining quantitative and qualitative methodologies, reveals the program's impact and areas for improvement. This study underscores the crucial role of digital literacy in modern education and professional development, offering insights for advancing adult digital skills education.

Students have always been main targets for museums with clear learning strategies between schools and museums that contribute to a reinforced student learning experience. Although several museums offer virtual experiences (also available for schools), these cannot be easily manipulated or combined with other resources to form curriculum-focused learning activities. This study aims to explore the views and expectations of teachers on the use of Virtual Museum Tours (VMT) in their classrooms. Main findings from an online survey with 101 teachers (with or without VMT experience) shed light on their motivations and challenges when engaging their classrooms in such activities. Statistical analysis and visualisations were used to present teachers’ experiences and expectations, and a binary logistic regression analysis was employed to indicate the factors that associate with teachers’ decision to join VMTs in their classrooms. This study’s observations have implications for the design of customisable VMTs for schools, for how museums develop VMTs that facilitate school participation, and how game designers develop virtual gaming apps used in formal education settings.

This work researched the educators’ views regarding the challenges, the difficulties and the professional development needs of STEM educators. Drawing on an online survey, based on specially designed close-ended and open-ended questions, we analyzed the educators’ views in order to understand critical factors and to provide more insight regarding the successful preparation of STEM educators. In this study, 59 educators, who have been involved in the implementation of STEM educational programs in Greece, were participated. Results showed that educators face several challenges and difficulties, while the misunderstandings of parents about STEM education also affect educators’ work. In addition, although professional development on different topics was considered necessary depending on educators’ needs and academic background, technical training was a common need for the participants. Our findings suggest that redesign of the national curriculum and the implementation of targeted training programs based on specific needs are needed to better support the role of STEM educator.