SPARK
STEAM and Personal Finance for Real-World Knowledge
November 2025 – October 2027 | Erasmus+ | KA2 | Cooperation Partnership in SCH| Project n. 2025-1-NL01-KA220-SCH-000354840
AIM
There is a growing need to equip young people with essential financial literacy and STEM/STEAM skills to thrive in an increasingly complex &digitalized world.Financial literacy is a critical life skill, yet studies consistently show that many young people enter adulthood without a sufficient understanding of personal finance, budgeting, or responsible financial decision-making. Demand for STEM/STEAM competencies continues to rise with job markets increasingly prioritizing digital, analytical and problem-solving skills. Integrating these two domains offers opportunity to create a well-rounded educational approach that prepares students for future academic, professional and personal success.
The SPARK project addresses these needs by providing engaging, high-quality educational resources that blend financial literacy with STEM/STEAM principles. SPARK aims to make learning both practical and inspiring, using innovative digital tools such as gamified elearning modules, virtual escape rooms and animated videos. Resources are designed to support hybrid and remote learning environments, enhancing digital readiness promoting equity in education.The project also aims to support teachers by reducing the preparation workload and offering ready-to-use resources that enhance classroom delivery. Through professional development opportunities and practical digital tools, educators will be better equipped to deliver interdisciplinary lessons that captivate students’ interest and improve learning outcomes.
AIM
The SPARK project aims at enhancing teenagers’ personal skills and informed decision-making by integrating financial literacy with STEM/STEAM
education.
On the other hand, SPARK will provide teachers with innovative, interdisciplinary resources that blend financial literacy with STEM/STEAM methodologies. In this sense, it aims at boosting student engagement through gamified and animated content, merging financial concepts with
practical STEM/STEAM applications for dynamic learning experiences.
OBJECTIVES
SPARK’s primary objectives are to:
- Enhance teenagers’ personal and digital skills by integrating financial literacy with STEM/STEAM education, promoting informed decision-making, critical thinking and problem-solving abilities.
- Support teachers with innovative and ready-to-use educational resources, blending financial literacy with STEM/STEAM methodologies to enrich teaching practices and build digital competencies.
- Encourage student engagement and learning outcomes through gamification and the offer of digital tools merging financial concepts with practical STEM/STEAM applications, thus ensuring dynamic and visionary educational experiences.
- Promote gender equality in STEM, with a specific focus on inspiring and engaging girls in STEM through the offer of inclusive and gendersensitive educational content.
RESULTS
The key result of the SPARK project will be the creation of an innovative learning model providing a new curriculum and new pedagogical approaches, encompassing digital tools such as e-learning modules, gamification, animated videos, educational escape rooms.
The results will be stemming from four Work Packages:
– WP1: Project Management
– WP2: Gap analysis, design and content creation
– WP3: Online learning and piloting
– WP4: Communication, dissemination and exploitation
PARTNERSHIP
Coordinator:
P1: Stichting Onderwijs Midden Limburg (SOML) – NL
Partners:
P2: STICHTING INCUBATOR – NL
P3: CRES – Centro Ricerche e Studi Europei-future business – IT
P4: San Gorg Preca College, Hamrun Secondary – MT
P5: Kauno Simono Daukanto progimnazija – LT
P6: YouTHRIVE – MT
WEBSITE:
In progress
PROJECT OUTCOMES
Download
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.