● Integration into a single paradigm of content and methodology of natural sciences, modern technologies, including information, engineering design, and mathematical tools;● Designing curricula and programs on an interdisciplinary basis;● Integrated learning according to certain topics, not individual disciplines;● Application of cognitive and social technologies, as well as knowledge transfer;● Training on real technical and technological, economic, and socially significant problems;● Emphasis on the complex formation of scientific and engineering thinking.
1. At the primary school level there is stimulation of curiosity, support of interest in learning and knowledge acquisition, motivation for independent research, creation of simple devices, constructions, etc.;2. At the secondary school level, the task of forming a stable interest in natural and mathematical sciences is solved. Mastering the system of practical skills necessary for further human life in the technosphere, a thorough understanding of ecology and nature in general takes place. At this stage, it is especially important to involve students in research and invention, which will increase the percentage of those who become talented scientists, engineers, innovators;3. The high school contributes to the conscious choice of further education STEM profile, in-depth training in STEM disciplines (specialized training), development of scientific methodology, awareness of physical, technical-technological, and scientific pictures of the world in the context of understanding the essence, functioning, and development of world economic systems.
● Integrated curricula, elective courses based on the formation of competencies (educators and specialists in certain fields of knowledge, industry, and business should be involved in the creation of creative content);● Interdisciplinary principles of education, which are aimed at solving real practical problems in a shortage of academic knowledge, as well as practice-oriented learning within STEM disciplines and beyond;● Emphasis on project, team, and group work of students. Dominant organizational forms are projects, integrated lessons, quests, cases, excursions, thematic days, competitions, scientific exhibitions, festivals of engineering projects, hackathons, etc.;● Zones of activity in the classroom: zones of research and creativity, development and interaction, presentation zone, etc.;● Modern teaching aids, including training works-designers (LEGO, LEGO Mindstorms, Cubelets, LittleBits, MakeBlock, etc.), allow in the form of games to get acquainted with the basics of robotics, electronics, mechanics, programming. These aids allow to put forward own ideas, create complex structures with various sensors for navigation and interaction with the environment and implement them in practice, digital measuring systems, microprocessors and programming, network and remote tools for collaboration and project management, which provide equal access to quality education for students of different ages and special needs;● The attraction of resources and cooperation between school groups and external participants: institutions of higher education, academic research institutions, research laboratories, museums, nature centers, enterprises, business structures, public and other organizations;● Active interaction with parents;● Systematic monitoring of results.