Case studies · Who overSTEMed works with

Where overSTEMed has shown up in classrooms.

School types overSTEMed is built for, three anonymized case studies, the sector data behind the work, and what schools leave with.

01School typesIB · AP · K-12 · International 02Case studiesThree school partnerships 03Sector insightsSix challenges schools face 04ImpactWhat schools leave with
Who overSTEMed works with · School types

Built for international schools where STEM is integrated, not isolated.

01

IB schools

Inquiry-led STEM that connects across subjects, deepens reflection, and matches the IB's interdisciplinary core.

02

AP schools

overSTEMed strengthens the applied side of AP STEM without softening the rigor. More making, prototyping, and real-world connection alongside the academic depth.

03

K-12 schools

overSTEMed builds STEM programs that scale across grade bands, from early-elementary inquiry to upper-school engineering and AI literacy.

04

International schools

Whether starting from scratch or evolving an existing STEM vision, overSTEMed tailors the program to your community, staffing, and goals across the K-12 journey.

Case studies · Anonymized examples

How overSTEMed has shown up in classrooms.

Three anonymized examples of overSTEMed at work across curriculum, teacher development, AI integration, and makerspace design.

01Boarding · Middle & Upper

Modernizing STEM through project-based learning

International boarding school

The school wanted to modernize its STEM offering and create more hands-on, interdisciplinary learning, supporting multilingual learners through more visual and collaborative experiences.

The work

Designed and implemented a project-based STEM framework centered on purposeful play, engineering design, and collaborative problem-solving. Faculty training focused on AI literacy, maker-centered learning, and practical classroom implementation, alongside hands-on Arduino, robotics, 3D design, and engineering challenges.

What happened

Student engagement and participation increased significantly, especially among multilingual learners. Teachers reported greater confidence using STEM technologies and project-based learning, and the work grew into a sustainable interdisciplinary STEM initiative.

02K-12 · Whole school

Turning a makerspace into an active learning environment

International K-12 school

The school had invested in STEM equipment and maker tools but lacked a cohesive implementation strategy. The makerspace was underused, and teachers were unsure how to integrate it meaningfully into classroom learning.

The work

Provided consultation on makerspace organization, equipment selection, curriculum alignment, and phased implementation planning. Teacher onboarding resources and PD sessions helped staff build confidence in project-based STEM learning and makerspace facilitation.

What happened

The makerspace shifted from a standalone room to an actively used interdisciplinary learning environment. Teachers began integrating engineering and design challenges across subjects, giving students more opportunities for creativity, collaboration, and hands-on problem-solving.

03Secondary · AI strategy

Moving AI from policy to practice across the curriculum

International secondary school

School leadership wanted guidance on the rapid emergence of AI tools in education. Teachers had real questions around responsible use, academic integrity, assessment redesign, and practical classroom application.

The work

Delivered AI literacy workshops that moved teachers past the policy debate and into practical classroom use. Worked across curriculum, workflows, and assessment design so AI use became part of teaching, not bolted onto it.

What happened

Faculty developed greater confidence discussing and implementing AI in the classroom. Departments began redesigning assessments and exploring AI-supported workflows, helping the school adopt a more proactive and informed approach across teaching and learning.

Insights · Sector challenges

A snapshot of the challenges shaping STEM education.

Six challenges schools across Europe are facing in STEM, and how overSTEMed responds to each.
Source: European Commission, Promoting STEM Education in Schools (2026).

01

Fragmented STEM vision

Many schools have strong intentions but lack a unified strategy that connects curriculum, technology, spaces, and staff development.

02

Teacher shortages & weak PD

Educators are often expected to lead innovation without the time, training, or ongoing professional support needed to do it well.

03

Curriculum rigidity

Overloaded curricula can make it hard to build in inquiry, creativity, and real-world STEM experiences students remember.

04

Infrastructure gaps

Schools may invest in equipment, but without a clear learning model those resources often stay underused or disconnected.

05

Weak industry partnerships

Students benefit most when STEM learning connects to universities, innovation ecosystems, and the world beyond the classroom.

06

Equity & inclusion

Future-ready STEM has to be accessible, culturally responsive, and meaningful for multilingual and diverse student communities.

FIG. 06  What the evidence shows

When teachers get hands-on training, it works.

Teachers who would recommend hands-on science training to colleagues
97%
Teachers who saw greater student interest once coding went hands-on
96%
Students more interested in tech after early hands-on exposure
93%
Students whose math scores improved within a year of a hands-on program
85%

National programme evaluations cited in: European Commission, Promoting STEM Education in Schools (2026).

FIG. 07  Transformation diagram
Traditional learning

Where many schools sit today

  • Memorization over application
  • Isolated subjects
  • Passive learning experiences
  • Technology as an add-on
→
Future-ready learning

Where schools want to be

  • Problem-solving & interdisciplinary thinking
  • Inquiry-based, project-driven experiences
  • Digital & AI literacy in authentic contexts
  • Creativity, collaboration, real relevance
→
With overSTEMed

How overSTEMed gets you there

  • Hands-on STEM & maker education
  • Teacher training rooted in classroom practice
  • STEM thinking woven across every subject
  • Practical implementation built to last
FIG. 08  Evidence that clears the bar

Project-based learning, tested the hard way.

In August 2026 the U.S. Department of Education asked districts to look for products and programs that have run randomized controlled trials and shown positive outcomes. Project-based learning has one.

+8
Points, year one

Higher AP pass rate in the project-based version of the course.

+10
Points, year two

Higher again in year two, after teachers had a year of experience with the approach.

RCT
Study design

Randomized controlled trial, with more students from low-income households than the AP population overall.

AP U.S. Government and AP Environmental Science. Saavedra et al., Project-Based Learning Boosts Student Achievement in AP Courses, Lucas Education Research (2021).

Impact · What schools leave with

Designed to leave schools more capable, confident, and self-sufficient.

Learning that feels real

Students engage with STEM through building, experimentation, and collaborative challenge, not just exposure to topics.

Educators who feel prepared

Teachers gain the tools and confidence to lead hands-on work rather than depend on outside specialists.

Spaces that last

Your makerspace strategy is built for daily use, operational reality, and long-term school ownership.

Newsletter

One letter a month,
from a classroom.

What overSTEMed is learning about STEM, AI, and hands-on teaching in international schools, written by a teacher who is still in one. No product news, because there is no product.