The article examines the development of teaching competences through the design of Immersive Literary Environments (ILEs), an approach that combines STEAM methodology, maker culture, children’s literature, and augmented reality.
The experience involved 162 students enrolled in the Early Childhood Education teaching degree at the University of Oviedo, who designed physical environments inspired by literary works and enriched them with digital and augmented reality resources. Using the COMPASS-AR instrument, the authors assessed four key dimensions in the preparation of future teachers: didactic, digital, socio-collaborative, and creative competences.
The results show high levels of didactic and socio-collaborative competence, while creative competence approaches a high level. Digital competence reaches a medium-high level: students demonstrate a good command of technological tools, but encounter greater difficulties when creating and integrating their own digital resources.
One of the most notable findings is the close relationship between the different competences, particularly between creativity and digital competence, suggesting that technological proficiency becomes more valuable when accompanied by the ability to conceive, adapt, and produce original materials.
The study highlights the potential of projects integrating STEAM, maker culture, and emerging technologies to foster more interdisciplinary and applied teacher education. Immersive Literary Environments make it possible to connect scientific, technological, artistic, and mathematical content with children’s literature, while also promoting collaborative work and the creation of educational materials.
The authors particularly emphasize the need to foster creativity and to address digital competence across the curriculum during initial teacher education, moving beyond the mere use of technological tools towards their pedagogical and creative application.
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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
