STEM education in Bulgaria continues to face structural and pedagogical challenges. National reports and international assessments point to persistent gaps in mathematics and science achievement, particularly at the secondary level, with rural regions such as Stara Zagora disproportionately affected. Schools often lack modern laboratories and integrated curricula, while teacher shortages and an aging workforce limit opportunities to introduce innovative methodologies. Students, in turn, frequently perceive STEM subjects as abstract, difficult, and disconnected from everyday life. To address these obstacles, new approaches are required that connect learning with practice, empower teachers, and sustain student motivation beyond the classroom.

This poster proposes a conceptual framework for integrating Artificial Intelligence (AI) and Digital Twin (DT) technologies into STEM education for secondary schools, complemented by summer engagement activities such as maker camps and interactive workshops. AI offers adaptive tutoring, real-time feedback, and personalized learning trajectories, enabling students with different backgrounds and abilities to progress at their own pace. DTs create virtual replicas of physical systems, allowing learners to conduct safe, low-cost experiments in physics, biology, mathematics, or robotics. Together, AI and DTs represent powerful enablers for immersive, interdisciplinary, and student-centered education.

The framework unfolds in five phases. Phase 1: Preparation and training focuses on infrastructure readiness and equipping teachers with AI/DT literacy. Phase 2: Curriculum integration embeds interdisciplinary projects into regular lessons, where digital twins simulate scientific phenomena and AI tools scaffold inquiry. Phase 3: Summer engagement leverages informal settings to maintain enthusiasm—students design robots, model renewable energy systems, or explore ecosystems through digital replicas. Phase 4: Student experience emphasizes active, collaborative, and iterative learning, encouraging critical thinking, creativity, and problem-solving. Phase 5: Evaluation applies mixed methods, from surveys to project portfolio analysis, ensuring continuous improvement of practice.

Summer activities are particularly valuable. Camps and maker events bridge formal and informal learning by providing playful, social, and exploratory environments. Evidence shows that such experiences significantly improve STEM self-efficacy, career awareness, and long-term interest, especially among underrepresented groups. Involving local universities, industry mentors, and NGOs ensures authenticity and strengthens community partnerships.

Expected benefits include increased engagement, stronger conceptual understanding, and development of transversal skills such as data literacy, collaboration, and innovation. Teachers benefit from professional growth and exposure to cutting-edge methodologies. The framework also aligns with Bulgaria’s national STEM strategies and the EU’s emphasis on digital and green competences.

This poster presents a roadmap for pilot implementation in the Stara Zagora region, offering a model that could be scaled nationally. By combining AI and Digital Twins with summer fun activities, STEM education can be transformed into a more inclusive, motivating, and future-oriented experience, equipping the next generation with the skills to thrive in rapidly evolving technological and societal contexts.

Keywords: stem education, bulgaria, mathematics.