This study investigates the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education with environmental ethics to enhance awareness and competencies among students aged 10–14 in Portugal, Turkey, and Poland. The research utilized a mixed-methods approach, combining curriculum analysis and experimental application. Maker workshops were designed to address environmental challenges through hands-on, interdisciplinary activities such as prototyping with recycled materials, coding sustainability solutions, and collaborative problem-solving. These workshops incorporated innovative methodologies, blending local cultural elements with digital tools and STEAM principles.

The Environmental Ethics Awareness Scale revealed significant improvements in students' understanding of environmental ethics, with Portuguese participants demonstrating the highest awareness levels across key dimensions (Definition, Reasons, and Purpose of Environmental Ethics). Results also highlighted the influence of educational systems and cultural contexts, with Portuguese curricula integrating art and sustainability effectively, while Turkish and Polish programs showed potential for broader STEAM implementation. Gender differences were not significant, underscoring the inclusivity of the approach.

Feedback from teachers identified gaps in digital tool integration and Maker-based methodologies, emphasizing the need for professional development. This study demonstrates the transformative potential of Maker workshops in fostering environmental responsibility and innovative thinking, while addressing global sustainability challenges through culturally adaptive and inclusive education strategies.

Keywords: Environmental education, maker workshops, teacher training, sustainability, project-based learning.