6.2 Consideration about steam methodology: It is significant that all the teachers answered "no" to the question “do you use the STEAM method?” , while during the focus groups of all the country members it was noted that each teacher already incorporates this methodology in their lessons almost autonomously. The experiences shared by the teachers and the problems related to them reveal an urgent need for new material, closer to the language of the new generations and which takes advantage of the tools that technology makes available. The case of distance learning, which has in any case generated many gaps in all the countries concerned, has highlighted the excessively broad nature of the national curricula. Teachers are not only overloaded with activities to be carried out, but also with the thought of having to complete the vast programme. As we can see from some of the testimonies given during the focus groups, this does not allow for the development of other competences of the children, because most of the time, there is no time. Distance learning has completely overturned, in all cases, the relationship between teacher-didactics, teacher-pupil and pupil-school; breaking down a system considered by teachers as "traditional" and not very inclined to keep up with the times. Despite the stress and lack of time, complained about by teachers in the four partner countries, there was a strong interest on the part of teachers to embrace innovation, to be more flexible and to be more versatile when teaching their subjects. In a period of emergency such as the one they experienced, and which some continue to experience, due to the global pandemic, they were able to reinvent a way of being teachers. Perhaps it is because of this attitude experienced in recent years that most of the interviewees, although not completely familiar with the STEAM method and the digitisation of teaching, welcome the production of new materials that are made available to teachers. According to them, on the one hand, this would allow a more fluid and interactive communication with students, and, on the other hand, it would make it easier for teachers themselves by relieving them of the need to invent new materials and at the same time pay attention to the growth of their pupils. 42