Erasmus+ KA220-SCH: Educación STEM e IA en la primera infancia: diseño de actividades basadas en O3P/N3P y su implementación en preescolar

This Erasmus+ project integrates AI and STEM learning into early childhood education using the O3P/N3P pedagogical model. Academic partners will collaborate with their associate preschools to design AI-STEM activities, provide teacher training, conduct classroom pilots, and contribute to the evaluation of children’s learning outcomes.

Erasmus+ KA220-SCH - Parner Search - Early Childhood AI and STEM Education – Academic Partner Call for O3P/N3P-Based Activity Design and Preschool Implementation

This Erasmus+ KA220-SCH project is aimed at integrating Artificial Intelligence (AI) awareness, STEM practices, and computational thinking into early childhood education through the Object–Process Pedagogical Model (O3P/N3P). The project supports preschool children in transitioning from playful exploration to structured thinking using the 3P cycle: Problem ? Peer Sharing ? Project. Within this framework, children engage with concrete application tasks, abstract thinking processes, and indirect skills such as creativity, curiosity, and persistence. The project brings together a consortium of seven partners, including universities, schools, an SME, and a policy/practice organization. Each academic partner collaborates with one or more associate partner preschools, ensuring strong links between research, teacher practice, and classroom implementation. The project’s core focus is the development of AI- and STEM-aligned learning activities, teacher training in the O3P/N3P model, and structured classroom implementations supported by evidence-based evaluation methods. Academic partners play a central role in the design of cross-country activity sets, adapting them to their national early childhood curriculum and contextual needs. They will lead teacher training workshops, provide ongoing pedagogical support, and supervise two cycles of classroom pilots conducted in collaboration with their associate schools. Throughout the pilots, partners will monitor implementation fidelity, collect learning evidence, and contribute to a comprehensive evaluation that explores children’s STEM engagement, early AI literacy, and problem-solving behaviors. The project develops a digital hub, enabling teachers and researchers to access activity guides, share classroom experiences, and document reflections. The hub supports multilingual use and promotes collaboration across partner countries. In addition, a multilingual activity book, teacher training modules, and policy recommendations will be produced to ensure long-term adoption of the O3P/N3P approach in early childhood STEM and AI education. The project aligns with EU priorities for digital transformation, inclusion, and high-quality early childhood education. The structured yet playful nature of the O3P/N3P model makes it highly suitable for diverse learners, including children from disadvantaged backgrounds or with early learning difficulties. By guiding teachers through clear learning pathways and enabling them to make children’s thinking visible, the project strengthens professional capacity in AI- and STEM-rich pedagogies. Expected results include: – Development of O3P/N3P-aligned AI and STEM activity sets – Training of early childhood teachers across multiple countries – Implementation of classroom pilots in real preschool settings – Enhanced children’s engagement in AI-aware STEM learning – Increased teacher competence and confidence – Open-source training materials and policy-oriented outputs Overall, this Erasmus+ KA220-SCH project builds a sustainable, research-grounded, and internationally transferable model that introduces young children to foundational AI concepts and STEM thinking while empowering teachers with innovative pedagogical tools. Advantages and innovation This Erasmus+ project introduces a structured and developmentally appropriate approach to early childhood AI and STEM learning through the O3P/N3P pedagogical model. The model’s 3P cycle (Problem–Peer Sharing–Project) uniquely supports children’s transition from playful exploration to structured reasoning, making it innovative compared to tool-focused STEM practices. The project’s main advantages include: • First AI-STEM integration model tailored specifically for preschool children. • A process-oriented pedagogy that develops problem solving, pattern recognition, and early AI awareness without requiring advanced technology. • Co-design of activities by academic partners and preschools, ensuring contextual relevance and cross-country comparability. • A digital collaborative hub enabling teachers and researchers to share experiences, reflections, and resources. • Continuous teacher professional development, not limited to one-time workshops. • Strong alignment with EU ECEC Quality Framework and inclusion principles. Technical Specification or Expertise Sought The consortium seeks two academic partners with strong expertise in early childhood STEM/STEAM education, play-based learning, and computational thinking. Partners should have experience working directly with preschools, designing structured activities, and supporting classroom pilots. Each academic partner must collaborate with at least one associate preschool to implement O3P/N3P-aligned AI–STEM activities, conduct two pilot cycles, and provide teacher training. Experience in teacher professional development, classroom observation, and basic mixed-methods evaluation is required. Partners should be able to adapt activities to their national ECEC curriculum, mentor teachers, document children’s learning processes, and participate in cross-country communication through the project’s digital hub. Strong collaboration capacity, English proficiency, and a commitment to inclusive early childhood education are essential. Framework program ERASMUS+ Call title and identifier Erasmus+ KA220-SCH Submission and evaluation scheme Anticipated project budget Coordinator required No Deadline for EoI 5 Mar 2026 Deadline of the call 5 Mar 2026