Context:The Education and Training 2020 Strategy sets as objective regarding the need to improve the quality and efficiency of education and training, in particular for achieving the benchmark: fewer than 15% of 15-year-olds should be under-skilled in reading, mathematics and science.Moreover, the project will also address the need to enhance knowledge of and about science as a precondition to prepare Europe’s population to be actively engaged and responsible citizens, creative and innovative, able to work collaboratively and fully aware of and conversant with the complex challenges facing society (Science Education for Responsible Citizenship, EC, 2015).On the other hand, the Agenda for improving and modernising education (2016) underlines the fact that ‘the quality of teaching and school leadership is crucial’ and that enabling teachers to cope with these challenging tasks, requires strategic investment in effective school leadership and a teaching profession that is based on excellent initial education, teamwork, and career-long professional development.Problems addressed:Based on PISA 2015 findings, the level of performance in STEAM subjects is rather heterogeneous in the Partner countries (in Bulgaria, Italy, Greece, Malta and Lithuania, the performance is below the average, while in Portugal is generally similar with the average). However, among the Partner countries, only PT registers good performance in science respect to the average level (OECD Education GPS, 2015). Moreover, most students who sat the PISA 2015 test expressed a broad interest in science topics and recognised the important role that science plays in their world; but only a few of them reported that they participate in science activities. In addition, one of the EC findings presented in the Report Strengthening teaching in Europe (2015) is that although Members States are taking measures to raise the quality of teaching by enhancing Initial Teacher Education programmes, teachers still declare they need more professional development linked to tailoring, diversifying, and innovating teaching practices.The consequences of delaying enhancements in the key areas above mentioned could lead to the incapacity of Member States and Europe as a whole to reach the 2020 targets related to education and training, digital skills, democracy and social inclusion. In addition, not addressing these challenges can conduct to two different negative results: a. failing to enhance Europe’s competitiveness at international level and b. failing to build a more sustainable and socially committed business environment.Project aim and objectives:The project aims at enhancing schools’ capacity to provide inclusive and efficient STEAM education to students with special educational needs in order to enrich their learning experience and employability opportunities in the Industry 5.0 world.In this regard, the project envisaged the following expected results:IO1 – Educational kit: this Kit will include practical learning tools (to be used online and/or in classroom) that teachers can use for teaching STEAM subjects to students with SEN in a more attractive manner. C1 – Learning Activity: the Educational Toolkit will be presented and teachers will be trained on practical utilization of the different tools. IO2 - STEAM for Robotics Laboratory: teachers who took part in the learning activity will organize local laboratories (in IT, MT, LT, PT) involving students with and without SEN for applying STEAM to robotics, using the educational kit. IO3 - Guidelines and recommendations: guidance and recommendations for ensuring inclusive learning environments in schools that facilitate STEAM education of students with SEN will be addressed to school managers.