Concluding comment. The above list of criteria highlight how some key foci for the Road-STEAMer project already draw out specific criteria for STEAM activity, namely, arts-oriented approaches or those using creativity, and real-life settings or grand challenges. Explicit discussion of arts and creativity elements were apparent in 23 of the sources (articulated arts contributions and creativity criteria combined). Similarly, the use of real-world contexts was explicitly drawn out as a possible criterion from 15 sources when entrepreneurship was combined into this section as a specific connection to the real world. This analysis has therefore enabled us to explore what is meant by these key project foci and clearly articulate the criteria for STEAM practices incorporating these elements. Open science/open schooling did not feature so strongly in the sources identified in this analysis, though a number of criteria identified can be linked to this concept. The notions of inclusion and accessibility of STEAM, of collaboration, of connectivity with the real world through creative practices, and of the importance of materiality in STEAM all offer insights into how STEAM might contribute to open science/open schooling through the use of effective practices developed using criteria identified here.
Concluding comment. In the concluding comment, the facilitator should explain that the purpose of the activity is to help students address the fear, despair, and hopelessness that many people feel in the face of climate change. The facilitator should also emphasize that taking action is essential to addressing this challenge. This activity is important because it helps students to understand their own emotional responses to climate change and to develop strategies for taking action in the face of this challenge. It is also important because it helps to combat despair, helplessness, and cynicism in young people. By helping students to see that they have the power to make a difference, this activity can help to xxxxxx in them the commitment to engage in climate change action.
Concluding comment. The framework set out above is offered as a starting point for dialogue that needs to commence within the School of Education, after which discussions within the wider University fraternity should follow, along with discussions with our partners in the colleges and ministries of edu- cation. This dialogue needs to be conducted with some urgency, as implementation has already begun in some colleges and countries.
