Introduction
Abstract
The school, as an organisation of collective life in which the preparation of the student to create the future takes place, is an ideal space for developing the concepts of STEAM and education for sustainable development (ESD), also known as education for the future. Both approaches are developing rapidly and are considered the future of 21st century education.
In today’s schools, however, attention is not always paid to the skills that are so desperately needed to cope with the current reality which is full of haste and changes that are difficult to predict. Nowadays, one can see a growing need to develop the tenets of an effective concept of sustainable development (SD), as well as education that would be responsible for preparing generations for its implementation. STEAM and ESD, as educational concepts, aim at equipping students with skills, knowledge and competencies, and at encouraging them to take action and commit to a more sustainable life. The discussion of modernising education is invariably linked to reforming it, and the need for modernisation is permanently embedded in the condition of schools. What direction should these reforms take? What is at the heart of school modernisation? We can ask more of such questions, but, as J. Delors points out, the fundamental direction of these changes is determined by the future, and we must “think about our future and build it together” (Delors, 1998).
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