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STEAM Education Using Natural Resources in Rural Areas: Case Study of a Grouped Rural School in Avila, Spain

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  • Patricia-Teresa Espinosa-Gutiérrez

    (International Doctoral School of the UNED (EIDUNED), National Distance Education University (UNED), 28040 Madrid, Spain
    Plant Production and Agrifood Quality Research Group (PROVECAv), St. Teresa of Jesus Catholic University of Avila (UCAV), 05005 Avila, Spain)

  • Elisa Gavari-Starkie

    (Department of History of Education and Comparative Education, National University of Distance Education (UNED), 28040 Madrid, Spain)

  • Cristina Lucini-Baquero

    (Plant Production and Agrifood Quality Research Group (PROVECAv), St. Teresa of Jesus Catholic University of Avila (UCAV), 05005 Avila, Spain)

  • Josep Pastrana-Huguet

    (Consell Insular de Menorca, Balearic Islands, 07702 Menorca, Spain
    UNED Associated Center of the Balearic Islands, 07701 Menorca, Spain)

Abstract

Rural Spain has strengths but also presents notable problems. Education is a necessary way to improve rural communities. A better educated population will ensure they do not disappear and enhance their quality of life. This article explores the educational potential of rural Spain by focusing on a practical case study at the Grouped Rural School (CRA) Las Cogotas in Ávila, Castilla and León. It highlights the strengths and challenges of rural areas, including depopulation, aging, and lack of services, and emphasizes the importance of education in addressing these issues. The study implements STEAM (Science, Technology, Engineering, Arts, and Mathematics) education through outdoor activities, utilizing local rural and natural resources to enhance students’ learning experiences and foster environmental stewardship. The methodology includes structured interviews and a Likert scale survey analyzed with the ATLAS.ti tool to evaluate the effectiveness of the activities. The results indicate that students developed a stronger connection to their environment and showed increased interest in STEAM subjects. The findings underscore the value of integrating rural resources into formal education to improve the quality of life and sustainability of rural communities. The article aims to highlight the educational resources that rural areas offer to develop STEAM education.

Suggested Citation

  • Patricia-Teresa Espinosa-Gutiérrez & Elisa Gavari-Starkie & Cristina Lucini-Baquero & Josep Pastrana-Huguet, 2025. "STEAM Education Using Natural Resources in Rural Areas: Case Study of a Grouped Rural School in Avila, Spain," Sustainability, MDPI, vol. 17(6), pages 1-21, March.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:6:p:2736-:d:1615888
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    References listed on IDEAS

    as
    1. Elisa Gavari-Starkie & Patricia-Teresa Espinosa-Gutiérrez & Cristina Lucini-Baquero & Josep Pastrana-Huguet, 2024. "Importance of STEM and STEAM Education for Improvement of the Land in the RURAL Environment: Examples in Latin America," Land, MDPI, vol. 13(3), pages 1-20, February.
    2. Elisa Gavari-Starkie & Patricia-Teresa Espinosa-Gutiérrez & Cristina Lucini-Baquero, 2022. "Sustainability through STEM and STEAM Education Creating Links with the Land for the Improvement of the Rural World," Land, MDPI, vol. 11(10), pages 1-23, October.
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