TEACHING
EXCELLENCE
DATABASE

Soil compaction is a critical challenge in agriculture, significantly affecting ecosystem sustainability. This project bridges research and education by integrating soil science into the STEM curriculum and teacher training programs, fostering sustainability education, interdisciplinary collaboration, and gender inclusion. A collaboration between the University of Klagenfurt and two local schools (MS Gegendtal and Ingeborg Bachmann Gymnasium) engages teachers and students in scientific inquiry through hands-on fieldwork, laboratory activities, and innovative teaching methodologies, addressing real-world environmental challenges. The project’s objectives include sustainability education, research-education bridging, teacher training, and the development of modular teaching materials such as inquiry-based exercises, data sheets, videos, and activity guides. These resources, adaptable to diverse educational contexts, connect theoretical concepts with practical applications, ensuring accessibility and engagement through digital tools like soil sensors. By simplifying complex scientific topics, these tools foster analytical thinking and critical problem-solving among participants. A unique feature of the project lies in its dynamic educational cycle. Researchers train schoolteachers, who integrate scientific reasoning into their lessons, passing it to school students. University students, through the PPS2 course, further enhance this process by designing and implementing classroom activities, reinforcing ties between universities and schools while promoting inquiry-based, participatory learning. The project also emphasizes gender inclusion, with a predominantly female team serving as role models to inspire young women to actively engage in technical and environmental sciences. Field experiments and digital tools boost students' confidence, aligning with EU priorities for gender equality in STEM and sustainability education. By encouraging diverse participation, the project fosters a culture of inclusivity and interdisciplinary collaboration. By developing adaptable materials, fostering experiential learning, and integrating them into schools' STEM programs and the PPS2 course, the project ensures long-term impact. It enhances teacher training, curriculum development, and inspires educators and students to address sustainability challenges, serving as a replicable model for sustainability-focused education.

Methodology

The project team, including a university researcher, three STEM schoolteachers (one also teaching the PPS2 course), and a master’s-level assistant, inspiring young women in STEM fields. Over three semesters (WS2023–WS24), the project used case-based teaching and real-world learning to develop critical thinking and problem-solving skills. The researcher introduced soil compaction through workshops and field activities in the first semester. In the second, schoolteachers integrated findings into STEM lessons, engaging students with sustainability. In the third, university students applied these concepts in fieldwork and developed teaching materials. The methodology followed six interconnected phases: 1. Knowledge transfer: Tailored workshops introduced soil science concepts, enabling teachers to connect theory with practice. Materials included step-by-step guides, data sheets, digital resources like interactive tutorials and real-world case studies. 2. Fieldwork and laboratory activities: Teachers and students conducted soil sampling, infiltration tests, soil texture analysis, bulk density measurements, etc. These activities replaced theoretical instruction with experiential learning. 3. Tools and technology (see section 5.2): Innovative digital tools, including moisture sensors and online platforms, supported interactive learning and enabled real-time data visualization, bridging complex scientific concepts with practical applications. 4. STEM curriculum integration: Teachers and the researcher collaboratively developed inquiry-based lessons, reinforcing interdisciplinary and participatory learning (URL, section 7.1). 5. University engagement: PPS2 students co-designed classroom activities and implemented innovative inquiry-based approaches in collaboration with teachers and researchers. 6. Reflection and development: A workshop refined materials, gathered feedback, and explored scaling opportunities via digital platforms. Innovation: For the first time, this long-term methodological concept transforms from a classical theoretical subject in schools into practical and hands-on learning. Through field-based research, digital tools, and participatory methods, it fosters critical thinking, problem-solving, and aligns with EHEA priorities in sustainability, collaboration, and inclusivity.

Tools, equipment, technology used

The project utilized innovative tools in teaching context like core samplers, mini-disk infiltrometers, and moisture sensors for hands-on soil analysis, supported by lab equipment (sieves, ovens) and digital tools (tutorials, data visualization). This shifted soil science from theoretical to practical learning, fostering technical and analytical skills at schools. Teachers and students gained confidence using these tools, enhancing STEM education. The adaptable, inquiry-based approach aligns with EHEA priorities for sustainability and inclusivity.

Outcomes and outputs, main results

The project delivered clear and measurable scientific, educational, and collaborative results: - Scientific outcomes: Field data revealed that soil compaction in the studied grasslands exceeds the European average, with higher bulk density and lower infiltration rates in intensively managed areas. These findings highlight the environmental impacts of frequent machinery use, providing actionable insights for sustainable land management. - Educational outcomes: The project delivered transformative educational and professional outcomes for students and teachers by integrating hands-on learning with innovative teaching methods: Students gained a comprehensive understanding of soil health, applying theoretical knowledge through fieldwork and laboratory activities. This practical approach enhanced critical thinking, analytical skills, and a real-world grasp of sustainability challenges. The project notably increased interest among young women in STEM, with several expressing confidence in pursuing further studies in science. By engaging in scientific processes, students developed ownership and responsibility for environmental issues while improving teamwork and communication skills through collaborative activities. Teachers gained confidence in teaching complex topics like geography and environmental science. The project’s training and resources introduced innovative methods, enabling them to incorporate interdisciplinary and inquiry-based strategies into their lessons. This fostered critical discussions, problem-solving, and interactive classroom dynamics. Collaborating with the university exposed educators to professional modern research tools and methodologies, inspiring them to independently initiate interdisciplinary projects. Participating schools reported a shift toward research-oriented curricula, integrating inquiry-based materials and hands-on STEM activities. The project empowered teachers as facilitators of innovative teaching, ensuring long-term impact on education practices. - Teaching materials: The project produced a comprehensive, modular teaching toolkits, bridging theory with practical applications in STEM and geography education. Materials included inquiry-based exercises, real-world case studies, engaging visual aids, and digital resources. Each module featured clear learning objectives, step-by-step guides, and supplemental tools like data sheets, videos, and infographics, ensuring adaptability for diverse classrooms. Key Outputs: 1. Pedagogical Proposal: Provided a conceptual framework for integrating soil science into STEM curricula. 2. Student Portfolio: Included activities, assessments, and resources for fieldwork and laboratory exercises. Feedback from pilot implementations confirmed the materials’ effectiveness in engaging students and improving their understanding of complex topics. The toolkit is meant to be permanently integrated into the schools’ STEM programs, fostering sustainability. Teachers’ development is at the center. They collaborated with the researcher to develop these resources, gaining expertise in innovative methods. This process enhanced their confidence in teaching complex STEM topics while supporting professional growth. With respect to university collaboration, PPS2 university students co-designed lessons on soil compaction, focusing on digital tools, enhance participation, learning speed, and inquiry-based learning. These efforts strengthened university-school ties and directly connected teacher training to classroom practices. With respect to impact and scalability, the toolkits promote a scalable, sustainability-focused education model aligned with EHEA priorities of inclusion and interdisciplinary collaboration. Shared in School of Education workshops, it inspires broader adoption, ensuring long-term impact. - Collaborative outcomes: The collaboration between the university and local schools established a strong foundation for interdisciplinary and community-focused projects. Schoolteachers implemented research-driven lessons (materials in section 7.1) into their STEM programs in subsequent semesters, demonstrating the versatility and effectiveness of these resources in fostering inquiry-based learning. The partnership’s success extended to the university, where one of the schoolteachers began teaching the PPS2 course, bridging real-world educational challenges with university-level teacher training. PPS2 students designed classroom activities, reinforcing ties between institutions and creating a scalable model for inquiry-based education. - Impact alignment: The outcomes align with EHEA goals, promoting sustainability, interdisciplinary collaboration, and gender equality. The project’s measurable impact—improved soil health knowledge, gender-inclusive engagement, and practical teaching materials—demonstrates its long-term relevance and scalability.

Lessons learnt

The project provided valuable insights into integrating research and education into Austria’s teacher training curriculum. By reflecting on successes and challenges, the project team identified critical improvements for scalability and sustainability. Positive lessons: • Early engagement of teachers: Involving teachers from the start was crucial to align the project with classroom realities and Austrian educational standards. This collaboration fostered ownership, ensuring the outcomes met their teaching needs. • Experiential learning: Case-based teaching and fieldwork bridged theory with practice, fostering curiosity and improved comprehension of environmental topics among students. PPS2 university students gained hands-on skills, demonstrating the value of applied learning in teacher training. • Cross-institutional collaboration: The partnership between researchers, teachers, and students enriched the learning experience, combining academic rigor with pedagogical innovation. This interdisciplinary model enhanced teaching quality and strengthened the practical relevance of training courses like PPS2. • Capacity building for teachers: The project provided professional development, equipping teachers with modern scientific techniques and pedagogical strategies. Many educators were inspired to adopt field-based and environmental teaching in their regular practice. • Adaptability and scalability: The modular teaching materials proved versatile, allowing adaptation to diverse educational levels and themes. This flexibility makes the project a valuable resource for Austrian and international teacher training programs. Challenges: • Logistics: Differences in academic calendars and institutional priorities occasionally caused delays, requiring flexibility in planning. • Knowledge gaps: Younger students and novice teachers might need additional support with technical soil science concepts, highlighting the need for differentiated training approaches. • Resource constraints: Limited access to technical equipment slowed fieldwork, emphasizing the need for improved resource allocation. • Sustainability concerns: Securing ongoing funding and student assistant support is critical for maintaining long-term collaboration and engagement. Next steps: The project team has identified solutions to address these challenges, including enhanced logistical planning, tailored training modules, and strategies for sustained funding. These lessons ensure the successful integration of this innovative approach into teacher training curricula, fostering long-term impact and adaptability for diverse educational contexts.

Adaptability and sustainability of the best practice (for other institutions)

The project’s success lies in its flexible, participatory, and fieldwork-driven methodology, ensuring adaptability across disciplines, educational systems, and age groups. - Adaptability: The methodology extends beyond soil science to address topics such as water quality, biodiversity, and climate education. Its modular teaching materials, including lesson plans, infographics, and interactive exercises, are customizable for diverse classroom sizes and educational contexts. This flexibility makes it a valuable resource for secondary schools, universities, and teacher training programs. The collaborative model—engaging researchers, teachers, and students—provides a replicable framework for fostering interdisciplinary learning in other institutions. By integrating hands-on activities with digital tools, the approach ensures relevance for modern educational demands. - Sustainability: The project guarantees long-term impact by embedding teaching materials into schools’ STEM programs and university courses like PPS2, equipping future educators with innovative, scalable tools. Teachers are empowered to adapt and independently replicate the methodology, promoting widespread adoption. The reliance on affordable tools and digital resources ensures cost-effective implementation, making it accessible for resource-constrained settings. By prioritizing gender inclusion and actively engaging young women in STEM, the project aligns with global equality goals. - Scalability and dissemination: The collaborative nature of the project fosters shared learning between schools and universities. Workshops, digital platforms, and professional networks support the dissemination of best practices, inspiring broader adoption. This ensures the scalability of the model, reinforcing its contribution to sustainability education across diverse educational institutions and contexts.

Promotion of best practice

The project actively promotes best practices through targeted dissemination and a unique focus on bridging research and education. It introduces scientific reasoning and analytical thinking to schoolteachers and students while fostering collaboration between university students, teachers, and schools, creating a dynamic learning ecosystem: • Project outcomes are showcased on institutional websites and social media (links are provided in 7.2): i. Field research at Stiegerhof ii. School collaboration project • Workshops and presentations are shared with educators and students in the School of Education. • Teaching resources are adaptable lesson plans and practical demonstrations, which emphasize inquiry-based methods. Next Steps: Planned outreach includes expanding regional collaborations with more schools, institutional partnerships, and follow-up workshops to train new educators and ensure scalability. A scientific publication is also envisioned for next year.

Scope and impact

• Course/department level
• Institutional level
• Cross-institutional level
• National level
• EU/EHEA/International level

The project achieved measurable impact across multiple levels: - School level: Enriched geography and STEM curricula with research-driven, hands-on activities, fostering critical thinking and environmental responsibility among students. - Cross- and institutional level: Strengthened collaboration between university departments i.e. Geography, Teachers Education and integrating research into teacher training and education. - National level: Provided a replicable model for integrating environmental research into STEM education, advancing Austria’s sustainability priorities. - International level: Contributed to EU goals for gender equality by engaging young women in STEM, promoting diversity and inclusion in sustainability education.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Innovative, novel methodology in using digital tools/devices in teaching
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment
• Digital scientific sources used in T&L

Reasoning: The project integrates innovative digital tools, blending hands-on fieldwork with interactive online resources. Tools like real-time soil sensors and data visualization platforms support data collection, analysis, and interpretation, fostering digital competencies. Digital tutorials and open scientific databases enhance research-based learning. This hybrid approach develops profession-related skills, ensuring accessible, scalable STEM education while aligning with EHEA goals for digitalization.

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6.2 Internationalization

• Developing students' multicultural awareness
• International projects/research results embedded into course development and T&L
• Other:

  Use of English language

Reasoning: The project, conducted in English, embedded international research results and fostered multicultural awareness. Participants engaged with global scientific concepts, acquiring relevant vocabulary and analytical skills. By integrating international studies into course design, it encouraged collaboration, critical thinking, and cross-cultural understanding. This aligns with EU priorities for sustainability and STEM education, promoting innovative teaching methods in a global context.

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6.3 Inclusion and diversity, universal design

• Inclusive course design, universally designed divers activities to meet special students' needs
• Universally designed teaching material - adjustable for special needs
• Innovative teaching methodology for inclusion and meet diverse student needs
• (Innovative) use of devices and tools for inclusion
• Alternative, flexible assessment methods for students with special needs

Reasoning: The project promotes female inclusion with modular teaching materials adaptable to diverse needs, supporting individual and group participation and facilitating students with social anxiety. Tools like soil sensors, tutorials, and worksheets enable flexible learning styles. Fieldwork fosters collaboration and inclusive practices. University students received guidance on inclusive teaching, ensuring sensitivity to diverse needs and universally designed approaches into their professional practice.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Teaching material contains profession related sustainability aspects
• Special courses reflecting to UN 2030 Sustainability goals, Green Deal - mini-courses, microcredentials
• Environmental attitude, skill development and assessment either general or profession-related
• Sustainability aspects are considered in all phases of the learning practice - "hidden curriculum"

Reasoning: 1. Soil compaction addresses sustainability at its core and linked to SDGs 12 (Responsible Consumption) and 13 (Climate Action). Content integrates sustainable land management, aligning theory with EU sustainability goals. Gender inclusion is emphasized to engage with STEM and sustainability. 2. Hands-on fieldwork, lab activities, and data analysis linked theory to practice, developing critical thinking and problem-solving. Students explored sustainable solutions, enhancing their ability to address real-world challenges collaboratively. 3. Understanding was assessed through field activities, data interpretation, and collaborative tasks, with measurable outcomes such as improved confidence and actionable plans for sustainable land management. 4. Students engaged with real-world sustainability challenges, reinforcing sustainability principles. By prioritizing gender inclusion, the project aligned with SDG 5 and encouraged broader participation in sustainability-focused actions.

3.3 Public contact datas

Name	Email address	Website
Glenda Garcia Santos	glenda.garciasantos@aau.at	https://www.aau.at/blog/forschung-und-schulen-kooperation-mit-der-ms-gegendtal-und-dem-ingeborg-bachmann-gym-2023-2026-mit-assoc-prof-dr-dipl-ing-glenda-garcia-santos/