The article "Teaching Competences Involved in the Design of Immersive Literary Environments: Combining STEAM Projects and Maker Culture" explores an innovative educational approach in the training of future Early Childhood Education teachers.
By designing physical literary environments enhanced with augmented reality, the study assesses the didactic, digital, creative, and socio-collaborative competences of over 160 university students. The integration of children’s literature, technology, and a STEAM-based framework transforms each project into an immersive learning experience—both for the students who create them and for their prospective pupils.
The results show that these environments promote pedagogical planning and teamwork, while also revealing certain limitations in the creative use of digital tools. Although technical proficiency is high, many students still rely heavily on pre-existing resources, underscoring the need to encourage the development of original, self-produced materials.
The research highlights a particularly strong correlation between creative and digital competence, suggesting that creativity plays a key role in unlocking the full potential of technology in the classroom.
Driven by the University of Oviedo, this study demonstrates how integrating STEAM methodologies and maker culture into teacher training can have a profound impact on preparing future educators.
Beyond data and statistical analysis, the article presents a transformative educational model that meets the demands of 21st-century learning—empowering teachers to design meaningful, engaging, and technologically relevant learning experiences for their students.
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How to Cite: Del Moral Pérez, M. E., Neira Piñeiro, M. R., Castañeda Fernández, J., & López-Bouzas, N. (2023). Teaching Competences Involved in the Design of Immersive Literary Environments: Combining STEAM Projects and Maker Culture. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 59–82. https://doi.org/10.5944/ried.26.1.33839
