What can we do to help education & industry better support each other’s work in Design thinking? 

Broadly, how does ‘Design Thinking’ manifest in the work of your industry?

How is ‘Design Thinking’ understood in your educational setting: 

a. specifically with the subject of D&T?

Key aspects of design thinking include problem solving, prototyping and challenge led learning, how might we find these appearing within STEAM-focussed work?

What practical next steps can schools, universities, and industry partners take to deepen STEAM collaboration across sectors and how might we measure the impact of interdisciplinary, enquiry-driven pedagogy? 

What skills and dispositions developed through STEAM approaches in secondary schools are most valued in higher education and industry, and what lessons can schools take from industry in fostering innovation cultures? 

How can teachers design curriculum experiences that balance disciplinary depth with opportunities for interdisciplinary enquiry and collaboration? 

How can enquiry-driven, interdisciplinary teaching foster creativity and innovation across the STEAM subjects, rather than reinforcing subject silos? 

How can we use STEAM practice to ensure marginalised and minorities are included and avoid ongoing inequality?

How can STEAM Perspectives be employed to improve people’s access to technology and visit and contribute to cultural experiences in galleries, museums, theatres, musical and dance performance?

How can we use STEAM to encourage the use of embodied and affective pedagogies?

How can the practices employed in collaborating through STEAM projects develop new definitions of the Arts and Humanities?

How do we bring together all perspectives of STEAM education to ensure that young people experience the creative potential, as well as the utility, of new technologies, and that they are well-equipped for their future lives?

What high-value technological knowledge does industry value and how should the secondary sector be proactive in responding to this? 

Is the current curriculum, and teaching population, ready to teach and use new technologies? If not, how can this be rectified? 

Technology presents exciting and expanding opportunities for STEAM project development. How can we put technology into the hands of young people in a cost- effective and creative way? 

How can we as a group take all of this forward; what is required? 

What are the skills, knowledge and graduate attributes that industry requires from graduates now?

How can schools ensure that STEAM is integrated into careers provision, conversations and events? 

What core competencies should we be promoting when thinking about STEAM? 

What practical next steps can schools, universities, and industry partners take to deepen ethics focused STEAM collaboration to address issues, challenges and aspirations on environment and sustainability?

What are the specific environment and sustainability requirements/challenges/aspirations your industry is facing that STEAM could facilitate to address?

How is environment and sustainability understood in your educational setting?

What are the key values and principles of sustainability that matters to you, your students, your industry and your community?