The Czech Republic is currently undergoing a revision of its national curriculum, which allows schools to develop their own school-based educational programs. One possible approach is the creation of an integrated subject that combines knowledge from science-related disciplines in line with the concept of “science” or “STEM.”

STEM education (Science, Technology, Engineering, and Mathematics) faces the challenge of engaging students and connecting abstract concepts to their everyday lives. One innovative approach that addresses this challenge is place-based education (PBE), which emphasizes learning that is rooted in the local environment, community, and real-world issues specific to a given location. This poster presents the outcomes of the STEMuJU project, a research-based educational initiative that integrates STEM and PBE principles in an extracurricular program for lower secondary school students.

The STEMuJU program is based on a constructivist approach to learning, which highlights the active role of students in constructing knowledge through authentic experiences. The program draws on the framework of the revised national curriculum, while also being inspired by the Next Generation Science Standards (NGSS), which support the integration of scientific inquiry, engineering design, and interdisciplinary learning. Place-based learning is implemented through activities that reflect environmental, social, and technological challenges specific to the local context, thereby enhancing the relevance of the content and student engagement.

The project follows a design-based research approach, combining the development and implementation of an educational innovation with its systematic investigation in real-world settings. The project originated as an initiative of pre-service teacher students at the Faculty of Education, University of South Bohemia in České Budějovice and it was piloted at two schools in the Czech Republic in spring 2025, with at least three planned events for autumn 2025. The research team collected data through observations, participant interviews, analysis of student outputs, and a questionnaire survey focused on teachers’ self-efficacy in implementing STEM activities in their own teaching.

The poster will present the program concept, its key components in relation to the individual STEM disciplines, and specific examples of implemented activities. It will also share evaluation results, which indicate a positive impact on student motivation, the development of STEM-related competencies, and the ability to apply knowledge in real-world contexts. Special attention will be given to how place-based learning contributes to deeper understanding and student engagement.

Although the program is implemented in a specific educational context, the poster will include recommendations for adapting similar programs in other settings and emphasize the importance of connecting formal and informal education in the development of STEM literacy.

Keywords: STEM education, place-based education, extracurricular program.