This document is the preface and overview of the 4th Yurii Ramskyi STE(A)M Workshop co-located with the XVII International Conference on Mathematics, Science and Technology Education (May 14, 2025, Ternopil, Ukraine), brought together educators and researchers to share ideas, discuss research, present results, and identify trends in STEM education. The workshop explored various innovative approaches to STEM and STEAM education across diferent educational contexts, including student perceptions of STEM disciplines, multilingual coding education, automated assessment methods using NLP, biological data visualization, 3D printing for adults, integration of humanities into STEAM, ethical hacking platforms, game design for programming education, AI applications for language learning, universal design principles, and STEM approaches for educational continuity during crisis situations.
• Online and blended learning in STEM education: design principles, assessment strategies, collaborative learning tools for remote STEM education • Mathematical and computational modeling in STEM: integration of computational thinking across STEM disciplines, data science and big data analytics, machine learning applications in STEM research and education • 2D and 3D modeling in STEM education: CAD/CAM technologies, 3D printing applications, visualization techniques for complex STEM concepts • Artificial Intelligence in STEM education: AI-powered adaptive learning systems, natural language processing, and ethical considerations of AI in STEM education • Gamification and game-based learning in STEM: design principles, assessment strategies, integration of commercial games in STEM curricula • Augmented and virtual reality in STEM Education • Cybersecurity education in STEM: cybersecurity awareness and skills development in K-12 STEM, integration of cybersecurity concepts across STEM disciplines, ethical hacking and penetration testing in STEM education • Technology-enhanced mathematics instruction • STEM and physics education: innovative approaches to teaching quantum concepts • STEM and biology education: bioinformatics and computational biology in STEM education • STEM and computer science education • STEM and technology education: emerging technologies and their impact on STEM education, design thinking and engineering design processes in STEM, makerspaces and fab labs • STEM and art integration (STEAM)
2.1. Program committee chair Tetiana A. Vakaliuk, Zhytomyr State Polytechnic University, Ukraine 2.2. Program committee • Cynthia Bailey Lee, Stanford University, USA • Ashok Basawapatna, SUNY Old Westbury, USA • Sing Chun Lee, Bucknell University, USA • Michael J. Oudshoorn, High Point University, USA • Christopher Kumar Anand, McMaster University and STaBL Foundation, Canada • Djordje M. Kadijevich, Institute for Educational Research, Serbia • David Miller, University of Oklahoma School, USA • Stamatis Papadakis, University of Crete, Greece • Martin K. Yeh, Penn State Brandywine, USA 2.3. Additional reviewers 2.4. Organizing committee • Kimberley Gomez, Urban Schooling, UCLA, USA • Corinna Hörmann, Johannes Kepler University Linz, Austria • Vasyl Oleksiuk, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine • Serhiy Semerikov, Kryvyi Rih State Pedagogical University, Ukraine • Tetiana Vakaliuk, Zhytomyr Polytechnic State University, Ukraine 1–4
The workshop focused on various innovative approaches to STEM and STEAM education across diferent
educational contexts. Article [
In [4] discussed using compilation data to improve the preparation and assignment of coding mentors for K-12 students. In [5] explored the role of graph structures in visualizing and analyzing biological data for STEM education. The [6] shared experiences in developing a 3D printing workshop program specifically designed to develop STEAM skills in adults.
Balyk et al. [7] proposed "STEAM+H" as a model that integrates humanities and sustainable development into the STEAM educational framework. Pinchuk et al. [8] focused on developing ethical hacking skills through the PentestHUB Platform. In [9] presented approaches to teaching programming to future IT specialists through comprehensive computer game design.
Piatykop et al. [10] investigated how artificial intelligence language models could be used to develop virtual language learning assistants. Khalupa et al. [11] examined universal learning design as a factor in developing students’ competence potential in STEM education during computer science lessons. Finally, Lukychova et al. [12] addressed how elements of STEM education could compensate for educational losses experienced during distance learning under martial law conditions.
This workshop explored contemporary approaches to STEM and STEAM education across various contexts. The presentations examined student perceptions of STEM disciplines, multilingual coding education, automated assessment methods using NLP, and data-driven mentorship strategies. The workshop addressed innovative teaching methods, including biological data visualization, 3D printing for adults, integration of humanities into STEAM, and ethical hacking platforms. Discussions covered programming education through game design, AI applications for language learning, universal design principles in computer science, and STEM approaches for educational continuity during crisis situations. Overall, the workshop brought together diverse perspectives on making STEM education more inclusive, efective, and adaptable to modern educational challenges.
Many thanks for the opportunity to submit the workshop proceedings to CEUR Workshop Proceedings (CEUR-WS.org), the world’s best Diamond Open-Access proceedings publisher for Computer Science workshops.
The authors have not employed any Generative AI tools. [4] C. Sheth, V. Nallasamy, K. Karunakaran, S. Li, Y. Li, C. K. Anand, Mining compilation data to better prepare and assign K-12 coding mentors, CEUR Workshop Proceedings (2025) 39–50. [5] D. V. Yatseniak, The role of visualization and analysis of biological data in STEM education using graph structures, CEUR Workshop Proceedings (2025) 51–61. [6] I. V. Krasheninnik, H. E. Ustiuhova, P. P. Kozhevnykov, I. M. Serdiuk, M. V. Osadcha, Experience in developing the educational program “3D Print Lab. Modeling Workshop” for the development of adults’ STEAM skills, CEUR Workshop Proceedings (2025) 62–71. [7] N. R. Balyk, Y. P. Vasylenko, G. P. Shmyger, V. P. Oleksiuk, A. V. Balyk, STEAM+H: a model for integrating humanities and sustainable development in the STEAM educational paradigm, CEUR Workshop Proceedings (2025) 72–92. [8] A. D. Pinchuk, R. S. Odarchenko, O. O. Polihenko, Ethical hacking skills development through the
PentestHUB platform, CEUR Workshop Proceedings (2025) 93–106. [9] S. O. Leshchuk, I. A. Tverdokhlib, T. V. Pidhorna, D. I. Huska, A. A. Patyashina, Teaching programming for future information technology specialists based on end-to-end design of computer games, CEUR Workshop Proceedings (2025) 107–131. [10] O. Y. Piatykop, A. O. Yeva, O. I. Pronina, E. Y. Balalayeva, Researching artificial intelligence language models for developing the virtual language learning assistant, CEUR Workshop Proceedings (2025) 132–142. [11] N. B. Khalupa, O. V. Barna, O. H. Kuzminska, Universal design of learning as a factor in the development of students’ competence potential in the process of STEM education in computer science lessons, CEUR Workshop Proceedings (2025) 143–150. [12] N. S. Lukychova, N. V. Osypova, G. S. Yuzbasheva, Elements of STEM education as a mechanism of compensation for educational losses in distance learning of physics under martial law, CEUR Workshop Proceedings (2025) 151–169.