STEM education landscape in Spain

EUROPEAN COMMISSION Directorate-General forEducation, Youth, Culture and SportDirectorateB—Youth, Education and Erasmus+ Contact:Maria Podlasek-Ziegler E-mail:EAC-UNITE-B2@ec.europa.eu European CommissionB-1049 Brussels STEMeducation landscape in Author:Dr. Teresa Lupión-Cobos, in collaboration with the study team Manuscriptcompleted in January 2025 This document has been prepared for the European Commission however it reflects the views only of theauthors, and the European Commission is not liable for any consequence stemming from the reuse of this Luxembourg:Publications Office of the European Union,2026 © European Union,2026 The reuse policy of European Commission documents is implemented by Commission Decision2011/833/EU of 12December 2011 on the reuse of Commission documents (OJ L330, 14.12.2011, p.39).Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution4.0 International (CCBY4.0) licence (https://creativecommons.org/licenses/by/4.0/).This means that For any use or reproduction of elements that are not owned by the European Union, permission may need PrintISBN978-92-68-38332-2doi:10.2766/8403061NC-01-26-067-EN-CPDFISBN978-92-68-38331-5doi:10.2766/2240957NC-01-26-067-EN-N Contents 1.Backgroundto the country’s education system and STEMperformance.............................................................................................8 1.1.Structure of the national school education system.................................8 1.2.Governance of STEM education in Spain............................................10 1.3.Introduction of the country’s performance in STEM education in2014─2024..........................................................................................131.3.1.Performance in STEM and diversity........................................................15 2.Overview of the main policy and structural challenges and factorsrelated to STEM education in schools.................................................16 2.1.Policy framework for STEM education in Spain...................................16 2.2.1.Resources and governance....................................................................192.2.2.STEM education curriculum....................................................................202.2.3.STEM teacher development and support................................................212.2.4.STEM learning support and equity..........................................................22 3.Overview of the identified instruments promoting STEM education24 3.1.Examples of best practices to support STEM education......................26 4.Recommendations for potential EU interventions..............................31 5.Methodological annex...........................................................................32 5.1.Bibliography.........................................................................................325.2.List of interviewees..............................................................................34 Thisdocument presents results of country-specific research on science,technology, engineering and mathematics (STEM) education and its support inSpain. It was prepared in the context of a wider studyon‘Promoting STEM 1.Background to the country’s education system 1.1.Structure of the national school education system In Spain, the education system below the tertiary level is divided into three stages:early childhood education and care (ECEC), basic education, and secondary Early childhood education and care (ECEC) in Spain corresponds to ISCED level0 and serves children from birth to six years old. It is divided into two cycles: onefor children aged up to three years (non-compulsory), and the second for childrenaged three to six, known as pre-primary education. ECEC curriculum focuses onemotional,social,and cognitive development through play-based learning, Basic education in Spain is compulsory and free, corresponding to ISCED level1. Primary education begins at age six and lasts six years, covering grades oneto six. It focuses on foundational skills across multiple subjects, including STEM,such as Natural Sciences & Environment and Mathematics. Assessment duringprimary education is both formative and summative, with teachers evaluating Lower secondary education spansfouryears, covering ages12to16, and iscompulsory for all students. The curriculum is broad, covering STEM subjectssuch as Biology and Geology, Physics and Chemistry, Mathematics, as well asTechnology and Digitalisation. Lower secondary education also includes optionalsubjects based on students’ interests and regional languages in autonomouscommunities where applicable. Assessment during this educational cycle is Upper secondary education in Spain corresponds to ISCED level 3 and offers twomain pathways: academic track and vocational education and training. It includescore subjects, alongside specialised subjects in tracks like sciences, huma