Authors: Paula García-Llamas, Angela Taboada, Patricia Sanz-Chumillas, Luísa Lopes Pereira, Roberto Baelo.

Abstract
This paper explores the impact of Project-Based Learning (PBL) in fostering key competencies among higher education students and academics within a European university alliance. The study evaluates the acquisition of personal, professional, academic, and social competencies alongside participants’ perceptions and motivations. It highlights PBL’s role in developing critical skills, promoting teamwork, and advancing interdisciplinary collaboration, emphasising inclusivity and adaptability across diverse learning contexts. Furthermore, the research underscores PBL’s contribution to sustainable skills development and lifelong learning, equipping students to face evolving societal and environmental challenges.
Relation to EURECA-PRO: The publication is directly linked to WP4 – Learning and Teaching, reinforcing EURECA-PRO’s commitment to promoting innovative teaching methodologies in higher education through Project-Based Learning (PBL). Specifically, it supports Task 4.2 – Development of Innovative Learning and Teaching Methods, offering empirical evidence on the effectiveness of PBL as an instructional strategy within EURECA-PRO institutions. Furthermore, the study aligns with Task 4.3 – Development of Digital Education and Green Skills, illustrating how PBL can enhance sustainable and digital competencies, which are essential for transforming higher education in accordance with EURECA-PRO’s strategic objectives.
Lighthouse: LH6: The publication aligns with LH6: Health and Circular Economy, which emphasises education as a key driver for sustainability and societal transformation. By developing innovative, interdisciplinary education approaches, the study enhances STEAM competencies to prepare students for socioeconomic and environmental challenges. The research promotes collaborative learning environments that foster a responsible, interdisciplinary mindset, which is essential for addressing global issues such as sustainability, resource efficiency, and digital transformation in education.

Publication Link:
https://www.sciencedirect.com/science/article/pii/S2666374025000159

Citation: García-Llamas, P., Taboada, A., Sanz-Chumillas, P., Lopes Pereira, L., & Baelo, R. (2025). Breaking barriers in STEAM education: Analyzing competence acquisition through project-based learning in a European context. International Journal of Educational Research Open, 8, 100449. https://doi.org/10.1016/j.ijedro.2025.100449

Authors: Carlos Sierra, Carlos Boente, Roberto Baelo, Laura Estévez, Enrique Rosales-Asensio

Abstract
El estudio examina las trayectorias académicas y aspiraciones profesionales de estudiantes de STEM en la Generación Z en las Islas Canarias. A través de encuestas, se analizan la orientación vocacional, la percepción de oportunidades laborales, la influencia de género y las competencias socioemocionales clave. Los resultados muestran que persisten barreras de género, se percibe cierta desconexión entre formación y empleo y señala la necesidad de fortalecer competencias transversales. Se concluye, por tanto, que es necesario implementar estrategias educativas inclusivas, reforzar el desarrollo de las competencias transversales y buscar una mayor vinculación con las demandas del mercado laboral.

Relation to RE-EURECA-PRO: La publicación está vinculada a la Task D5.4: Skills Development for Research Excellence y la Task D6.1: Diagnostic Analysis on Inclusiveness, dentro del WP5 Life-Long Career and Human Resource Development y WP6 Inclusiveness of Scientific Communities. Su contribución radica en la identificación de barreras y oportunidades en STEM, alineándose con los objetivos del proyecto en equidad, sostenibilidad y excelencia académica.

Publication Link: https://www.ijee.ie/latestissues/Vol40-4/10_ijee4472.pdf

Kircher, V., Feiel, S., Bongaerts, J. C., Sishchuk, J., Drebenstedt, C., Lagoudakis, M., Fragkedaki, K., García-Llamas, P., Suárez-Corona, A., Fernández-Raga, M., Baelo-Álvarez, R., et al. (2022). Eight Become One: The EURECA-PRO University Network. BHM Berg- Und Hüttenmännische Monatshefte, 167(10), Article 10. https://doi.org/10.1007/S00501-022-01286-4

Villán-Vallejo, A., Zitouni, A., García-Llamas, P., Fernández-Raga, M., Suárez-Corona, A., & Baelo, R. (2022). Soft Skills and STEM Education: Vision of the European University EURECA-PRO. BHM Berg- Und Hüttenmännische Monatshefte. https://doi.org/10.1007/s00501-022-01275-7

Moser, P., Feiel, S., Barbknecht, K.-D., Diamadopoulos, E., Mężyk, A., Baelo, R., Radu, S. M., Hilmer, L., & Komnitsas, K. (2021). EURECA-PRO, The European University Alliance on Responsible Consumption and Production. Proceedings of the European Metallurgical Conference 2021, 1–15. https://pure.unileoben.ac.at/portal/en/publications/eurecapro-the-european-university-alliance-on-responsible-consumption-and-production(12c2a6ef-c663-4428-9c78-bf8ce6b27324).html

• Este artículo presenta el marco conceptual y operativo del proyecto EURECA-PRO, una alianza universitaria europea centrada en promover el consumo y la producción responsables. La publicación describe las estrategias colaborativas entre las universidades socias para integrar los principios de sostenibilidad en la educación superior, abordando desafíos globales a través de enfoques transdisciplinarios. Se vincula directamente con la Task 1.3 Establishment of Collaborative Structures y la Task 2.1 Development of Educational Programs, que buscan fomentar la colaboración entre instituciones y diseñar programas educativos innovadores centrados en la sostenibilidad. Estas tareas son parte del WP1 y WP2 del proyecto, pilares fundamentales de la alianza.