An Investigation of Gifted Students' International Mobility Experience in a STEAM Context: An Erasmus Accreditation Case Study

An Investigation of Gifted Students' International Mobility Experience in a STEAM Context: An Erasmus Accreditation Case Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article An Investigation of Gifted Students' International Mobility Experience in a STEAM Context: An Erasmus Accreditation Case Study Belma Karanlık Tuna This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9187693/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract This research was conducted to examine the work carried out by gifted students within the scope of Erasmus Accreditation, a type of European Union project, in the STEAM laboratory of a European university. The study model was implemented with four gifted students studying in the Department of Information Technologies and Software at Izmit Science and Art Center. Through the engineering project conducted at the STEAM laboratory of Johannes Kepler University in Linz, Austria, the students came together with their peers and explored the university’s education system, laboratories, undergraduate and graduate education practices, and learning environments. The participating students engaged in group work through social, cultural, and technological interactions with their peers. At the same time, they observed the structure of a university in another country, experienced its educational life, and developed a collaborative approach by sharing the same environment with students from different countries and cultures. They had the opportunity to exchange knowledge with faculty members from various universities around the world and to listen to their experiences. In this academic environment, they participated in a workshop in the STEAM laboratory. By using the latest technological tools available in the laboratory, such as 3D printers, VR glasses, and Arduino kits, they collaborated with their peers to develop an engineering project. Upon completing their design, they presented their project to an audience, thereby gaining valuable experience in self-development. Each stage of this study, conducted in a metacognitive environment, was examined, and the contributions to the students’ academic and personal development were observed. STEAM Gifted Student Academic Project Erasmus Technology Introduction Gifted individuals are those who demonstrate extraordinary levels of cognitive, creative, artistic, leadership, or academic potential compared to their peers (Renzulli, 1978 ). The U.S. Department of Education ( 1993 ) defines gifted students as those who perform at high levels in intellectual, creative, or artistic domains and who possess strong leadership capacities. In Turkey, the Ministry of National Education defines gifted students as “individuals who perform at a higher level than their peers in academic, artistic, athletic, leadership, or creative domains,” and supports their development through special education programs offered by institutions such as Science and Art Centers (BİLSEM) (MoNE, 2013). Differentiated learning environments, interdisciplinary approaches, and international mobility experiences are of great importance in the education of these students (VanTassel-Baska & Stambaugh, 2006 ). BİLSEM is the abbreviation for Bilim ve Sanat Merkezleri (Science and Art Centers), which are special education institutions affiliated with the Ministry of National Education in Turkey. These centers provide additional education for gifted students alongside their formal schooling. The purpose of BİLSEMs is to ensure that gifted students, who may face limitations in fully realizing their potential within regular schools, are supported in becoming more equipped individuals by fostering awareness of their own talents. Compared to previous generations, rapid progress has been made in the use of technological devices. For students enrolled in Science and Art Centers, awareness of computers and similar technologies, along with the ability to use them effectively, is particularly significant. The efficient use of information technologies by gifted students who are regarded as the assurance of the nation’s future contributes not only to the field of information technologies but also to all areas of science, both in their current and future work. These contributions will continue to grow. Today, innovations and developments around the world have largely been made possible through opportunities provided by technology. The advancement of each scientific field is directly proportional to the development of its own values. In the case of information technologies, contemporary research and development activities, projects, and other work are carried out in digital environments, utilizing information technology resources (Tuna, 2015 ). The rapid development of information and communication technologies has led to fundamental transformations in educational systems, making it necessary for students to be equipped not only with academic knowledge but also with 21st-century skills. These skills include creativity, critical thinking, problem solving, collaboration, and intercultural communication (Partnership for 21st Century Learning, 2019 ). For gifted students in particular, enriched learning environments that allow them to realize their potential play a critical role in their cognitive and affective development (Subotnik, Olszewski-Kubilius, & Worrell, 2011 ). The Erasmus+ Program, supported by the European Union, offers students the opportunity to experience educational environments abroad, engage with different cultures, and participate in project-based learning processes. Such mobility programs are reported to contribute not only to students’ academic knowledge but also to their social skills, including self-confidence, leadership, entrepreneurship, and intercultural awareness (Brooks & Waters, 2011 ; King & Ruiz-Gelices, 2003 ). In recent years, with the growing importance of interdisciplinary approaches in education, the addition of the “Art” dimension to STEM has given rise to the STEAM approach. STEAM education aims to enable students to integrate engineering and technology not only as technical domains but also in connection with creativity and artistic thinking (Yakman & Lee, 2012 ). The literature emphasizes that STEAM-based learning environments enhance students’ problem-solving, critical thinking, teamwork, self-regulation, and motivation for learning (Bequette & Bequette, 2012 ; Henriksen, 2014 ). However, research that examines in detail the experiences of gifted students in international STEAM laboratories remains limited. This study investigates the activities of four gifted students from Izmit Science and Art Center who participated in a student mobility program carried out within the framework of the Erasmus Accreditation Consortium of the Kocaeli Directorate of National Education. Specifically, it explores their experiences in the STEAM laboratory of Johannes Kepler University in Austria. The research aims to evaluate the students’ participation in engineering-based workshops, their intercultural interactions, collaborative skills, and academic achievements. In doing so, it highlights the effects of international mobility experiences on the personal development and future academic success of gifted students. Method This study was carried out within the framework of a qualitative research approach, employing a case study design. The study group consisted of four gifted students enrolled in the Department of Information Technologies and Software at Izmit Science and Art Center. The participants took part in an international mobility program at the STEAM Laboratory of Johannes Kepler University in Linz, Austria, within the scope of the Erasmus Accreditation Consortium coordinated by the Directorate of National Education in Kocaeli. Prior to the mobility, students were informed about Austria’s culture, history, language, and geography. At the same time, preparatory activities were conducted to enable the students to deliver presentations and share information about their own country, city, and educational system. This process supported the development of both intercultural awareness and communication skills. In addition, in consultation with the host institution, a learning agreement was prepared that outlined the activities students would carry out with their peers on a daily and hourly basis. During the mobility, students participated in a STEAM-themed workshop at the university’s STEAM laboratory. Here, they came together with their peers, including high school students, graduate students, and academics from different countries, engaging in both cultural and academic interactions. This experience enabled them to improve their interdisciplinary problem-solving skills, experiment with technology, and practice creative engineering applications. Furthermore, the students observed Austria’s educational system and academic environment while gaining intercultural communication and collaboration experience through interactions with students, teachers, and academics from different countries. The STEAM field continues to evolve globally within the framework of adapting technology to the basic sciences. Technological progress reflects this transformation across various domains. In this study, design and system integration processes were carried out using modern technologies and engineering tools. Moreover, all stages of the study were meticulously planned in accordance with the interdisciplinary approach envisioned in STEAM education (Tuna, 2024). Data were collected through observations conducted during the international mobility, student diaries, and reflective interview records. The researcher participated as an observer while also documenting in detail the students’ academic and social experiences. The collected data were analyzed using content analysis, and the findings derived from students’ experiences were categorized under specific themes. Findings Within the scope of this research, data were collected from students through a pre-test administered before the mobility and a post-test administered after the mobility. The findings reveal the effects of the Erasmus mobility on students’ academic, personal, cultural, and technological development. Expectations Before Erasmus Analysis of the data obtained from the pre-test showed students’ experiences and expectations regarding Erasmus mobility. In response to the question, “Have you ever participated in an Erasmus project before?” all participants answered “no.” This finding indicates that the students had no prior experience with Erasmus projects. For the question, “Have you ever worked in a team with foreign peers using a foreign language?” two students responded “yes” and two responded “no.” This result shows that half of the students had prior international teamwork experience, while the other half had not. Similarly, in response to the question, “Have you ever participated in a STEAM project before?” two students answered “yes” and two answered “no,” indicating that only half of the participants had prior experience with STEAM-based activities. Regarding self-expression in front of an audience, responses to the question “Do you feel hesitant to present yourself and your work before a group?” were distributed as follows: one student said “not at all,” one said “partially,” and two said “yes.” This suggests that the majority of students felt some level of hesitation about speaking in front of an audience. Aside from these items, all participants answered “yes” to the remaining questions, indicating that students generally held positive attitudes and motivation in the areas covered by the study. Overall, the pre-test results demonstrate that students’ expectations for Erasmus mobility were quite high. All participants (100%) stated that they wished to study in another country, collaborate with foreign peers, and found group work to be beneficial. They also expressed interest in exploring and experiencing new technologies, learning about innovations in information technologies, listening to lectures from educators in other countries, and observing cultural and historical structures. However, the lack of prior foreign language teamwork experience for half of the students and the hesitancy of many to speak before an audience revealed a need for improvement particularly in language proficiency and communicative confidence before the mobility. Gains After Erasmus Analysis of the post-test data indicated that all students answered “yes” to every statement, demonstrating that the Erasmus experience had a comprehensive and positive impact on them. The students emphasized that observing a different educational system broadened their horizons, and that teamwork with foreign peers was both academically and socially valuable. Group projects and collaboration in a foreign language were perceived as both developmental and confidence-building. In addition, the experience of presenting their project in English before an audience significantly increased their confidence in expressing themselves and representing their country. In terms of technological achievements, the students gained opportunities to learn about and experience new technologies. In particular, they noted that using 3D printing technologies and virtual/augmented reality applications was both engaging and enriching. Participation in STEAM-based activities was reported to enhance their knowledge and strengthen their interdisciplinary perspectives. On a cultural level, direct exposure to the historical, cultural, and geographical structures of another country significantly contributed to cultural awareness. Participants stated that being in multilingual environments and experiencing different European languages enriched their cultural knowledge. Furthermore, the necessity of meeting their own needs independently in a foreign country was described as an important experience for personal development and responsibility. These findings show that Erasmus mobility provided multidimensional contributions to students’ academic, technological, cultural, social, and personal development, creating a strong impact on their learning and awareness. Comparative Findings When pre-test and post-test results are considered together, Erasmus mobility is shown to have increased students’ academic self-confidence, improved their foreign language skills, and provided them with international collaboration experience. Students who were initially hesitant to speak in public were able to express themselves more comfortably after the mobility. Moreover, students without prior STEAM or international teamwork experience gained new competencies during the process and advanced their technological knowledge. In conclusion, Erasmus mobility contributed multidimensionally to students’ academic, social, cultural, and personal development, broadening their horizons and providing an international perspective. Participants reported that the social, cultural, and academic interactions with peers from other countries positively influenced their learning pace and collaboration skills. Evaluation Based on Students’ Reflections Preparation Before Mobility Participants stated that they engaged in preparatory activities in areas such as project-based learning, software development, information technologies, and teamwork before the mobility, which proved beneficial during the process. However, some students mentioned the need to further develop their language skills (particularly German), while others emphasized the need for more preparation in cultural research. Observations and Experiences During Mobility Students observed advanced technologies, well-equipped laboratories, 3D printers, and virtual/augmented reality applications at the host institutions in Austria. The learning environments were described as disciplined, structured, and collaborative, where students had free access to laboratory and technological resources. Moreover, opportunities to communicate with individuals from different countries, engage in cultural interactions, and experience a university environment were highlighted as significant gains. Personal and Professional Gains Participants emphasized that the mobility process provided them with opportunities for personal development, such as disciplined work, cultural knowledge, technical skill enhancement, and public speaking. They reported improvements in project-based learning, problem-solving skills, and software knowledge. In addition, gains in self-confidence, collaboration with individuals from different cultures, and socialization skills were observed. Post-Mobility Evaluations Students stated that they benefited from the mobility process at the highest level. They identified their strengths as planning, project development, technological competence, and reporting skills. Areas for improvement included foreign language skills and adopting more systematic work habits. Overall Benefits of the Mobility The most significant benefits for the participants were experiencing new technologies, exploring a different education system, engaging in cultural interactions, and gaining self-confidence. At the institutional level, students contributed positively by sharing their experiences with their peers. At both provincial and national levels, students were seen to represent their country successfully abroad, leaving a positive impression with their diligence and adaptability. Themes from Content Analysis The data obtained from the study were categorized under four main themes: Academic Development Through workshop activities at the STEAM laboratory of Johannes Kepler University, participants experienced new applications in engineering and technology. Hands-on practice with 3D printers, VR glasses, and Arduino kits allowed students to integrate theoretical knowledge with practice. They emphasized that project-based learning led to deeper and more meaningful academic outcomes. Sharing an academic environment with undergraduate and graduate students further enhanced their motivation for pursuing academic careers. Collaboration and Problem-Solving Skills Group work in the STEAM laboratory fostered students’ collaboration and problem-solving skills. By working on joint projects with peers from different countries, participants gained experience in intra-team communication and task sharing. Addressing technical challenges collaboratively strengthened their critical thinking and creativity. One student reflected, “The most valuable experience for us was combining our ideas with those of peers from different cultures to create a common product.” Intercultural Communication Participants highlighted that sharing an academic environment with students from diverse cultural backgrounds improved their intercultural communication skills. Joint activities with international peers increased their awareness of tolerance, empathy, and diverse perspectives. Furthermore, the use of a foreign language in academic settings contributed to their communication skills and encouraged a stronger desire to participate in future international projects. Personal Development Students reported that the Erasmus mobility also made significant contributions to their personal development. They emphasized that presenting projects before an audience enhanced their self-confidence and leadership skills. The sense of accomplishment gained from completing their own projects further strengthened their motivation. Students also stated that their self-regulation skills improved and that they were able to express themselves more effectively in a new academic environment. Summary of Findings The results show that the STEAM laboratory activities conducted within the framework of the Erasmus Accreditation Program provided substantial contributions to the academic and personal development of gifted students. These findings are consistent with the literature emphasizing the positive effects of STEAM education on students’ higher-order cognitive skills, creativity, and social competencies (Bequette & Bequette, 2012; Henriksen, 2014; Subotnik et al., 2011). Conclusion This study examined the experiences gained by gifted students through STEAM-based educational activities carried out abroad within the scope of the Erasmus Accreditation program. The findings revealed that the program contributed significantly to both the academic and personal development of the students. The students engaged with advanced technologies such as 3D printers, virtual/augmented reality tools, and Arduino kits in a university setting, allowing them to experience interdisciplinary engineering practices. This process reinforced their theoretical knowledge through practice and enhanced their academic motivation. Furthermore, group work and project-based learning environments created notable improvements in students’ collaboration, problem-solving, and critical thinking skills. The mobility also provided opportunities for students to develop intercultural communication skills. Interacting with peers from different countries increased their awareness of tolerance, empathy, and understanding of diverse perspectives. In this context, students became more willing to participate in international projects. In terms of personal development, students gained self-confidence by presenting their projects in front of an audience, while also improving their leadership and self-regulation skills. The sense of accomplishment they experienced upon completing their projects further reinforced their motivation. Teachers and academics at the host institution emphasized that the students of İzmit Science and Art Center, specializing in Information Technologies and Software, demonstrated strong knowledge in these fields, exhibited high competence in project development and reporting, and delivered an academic performance beyond their age level. In conclusion, this Erasmus Accreditation mobility program has been shown to contribute to students’ multidimensional development, including academic knowledge, technological experience, cultural awareness, collaboration, and self-confidence. The findings highlight that international STEAM-based educational environments provide enriching learning experiences for gifted students and underscore the importance of expanding similar programs in the future. Declarations Acknowledgments: This study is the scientific article version of a project carried out within the scope of the European Union Erasmus Student Mobility Program. The project was funded under the European Union Erasmus student mobility framework. The authors declare that there are no competing interests related to this study. Ethical Approval This study was conducted within the framework of an Erasmus Accreditation mobility program coordinated by the Kocaeli Directorate of National Education. According to national regulations governing research conducted within public educational institutions under the Turkish Ministry of National Education, studies carried out as part of officially authorized educational activities do not require separate institutional review board (IRB) approval. Therefore, the study was exempted from formal ethical approval requirements by the Kocaeli Provincial Directorate of National Education (Erasmus Accreditation Unit), which acted as the ოფიცი authorized body overseeing the implementation of the project and data collection process. All procedures involving human participants were conducted in accordance with institutional guidelines, the ethical standards of the Turkish Ministry of National Education, and the principles of the Declaration of Helsinki. Consent to Participate Informed consent was obtained from all participants involved in the study. For participants under the age of 18, written informed consent was obtained from their parents or legal guardians prior to data collection. Participants and their families were informed about the purpose of the study and the use of data for research purposes in anonymized form. Participation was voluntary. Consent to Publish Not applicable. Data Availability Statement The datasets generated and/or analyzed during the current study are not publicly available due to privacy and ethical considerations but are available from the corresponding author upon reasonable request. References Bequette, J. W., & Bequette, M. B. (2012). A place for art and design education in the STEM conversation. Art Education, 65 (2), 40–47. https://doi.org/10.1080/00043125.2012.11519167 Brooks, R., & Waters, J. (2011). Student mobilities, migration and the internationalization of higher education . Palgrave Macmillan. https://doi.org/10.1057/9780230305588 Davis, G. A., Rimm, S. B., & Siegle, D. (2014). Education of the gifted and talented (7th ed.). Pearson. Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM Journal, 1 (2), Article 15. https://doi.org/10.5642/steam.20140102.15 King, R., & Ruiz-Gelices, E. (2003). International student migration and the European ‘Year Abroad’: Effects on European identity and subsequent migration behaviour. International Journal of Population Geography, 9 (3), 229–252. https://doi.org/10.1002/ijpg.280 MEB. (2013). Üstün Yetenekli Bireyler Strateji ve Uygulama Planı (2013–2017) . Milli Eğitim Bakanlığı, Ankara. https://orgm.meb.gov.tr Partnership for 21st Century Learning. (2019). Framework for 21st century learning . Battelle for Kids. http://www.battelleforkids.org/networks/p21 Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60 (3), 180–184. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12 (1), 3–54. https://doi.org/10.1177/1529100611418056 U.S. Department of Education. (1993). National excellence: A case for developing America’s talent . U.S. Government Printing Office. VanTassel-Baska, J., & Stambaugh, T. (2006). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 45 (3), 211–217. https://doi.org/10.1207/s15430421tip4503_5 Yakman, G., & Lee, H. (2012). Exploring the exemplary STEAM education in the U.S. as a practical educational framework for Korea. Journal of the Korean Association for Science Education, 32 (6), 1072–1086. https://doi.org/10.14697/jkase.2012.32.6.1072 Tuna, B. K. (2024). 19th International Istanbul Congress on Life, Engineering, Architecture, and Mathematical Sciences Congress Proceedings Book, 442-453.Prof. Dr. Neslihan Dogan-Saglamtimur, Prof. Dr. Raul D.S.G. Campilho. BZT Turan Academy, Türkiye. https://drive.google.com/file/d/17X87yBLkf1ct0LBZB5VhciZJilYdgdMF/view Tuna, B. K. (2015). Teenagers 10-11 Investigation of Information Technology Qualification of Gif- ted Students: Example of Izmit Bilsem. VII. National Postgraduate Education Symposium Proceedings Book, 131-137. Sakarya University Institute of Educational Sciences Publications https://egitim.sakarya.edu.tr/sites/egitim.sakarya.edu.tr/file/ules7_bild_kitap_SON_HAL2.pdf Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9187693","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":641490778,"identity":"f5a24c00-feeb-40bc-ac5b-dafbc43182ad","order_by":0,"name":"Belma Karanlık Tuna","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAyklEQVRIiWNgGAWjYBACAwbmBgaGAwxyIM6BB8RpYQRpMTAGa0kgRUtiA4hHlBZz9sbWDT/O/EmfH3b4IdAWOzndBgJaLHsOtt3suWGQu/F2mgFQS7Kx2QFCDruR2HaD5wNQy+wEkJYDidsIarn/sO3mnw8G6Yaz0z8QqeUGY9ttnhsGCfLSOUTaYtmT2HZb5oyx4QbpnIIDCQZE+MWc/fCxm2+OycnLz07f/OFDhZ0cQS0IF4JVGhCrHATkG0hRPQpGwSgYBSMKAABvvk7FT7RSHQAAAABJRU5ErkJggg==","orcid":"","institution":"İzmit Bilim ve Sanat Merkezi","correspondingAuthor":true,"prefix":"","firstName":"Belma","middleName":"Karanlık","lastName":"Tuna","suffix":""}],"badges":[],"createdAt":"2026-03-21 19:08:42","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9187693/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9187693/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":109482799,"identity":"77afb647-b6cc-447f-8753-8468f450e5e6","added_by":"auto","created_at":"2026-05-18 15:30:15","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":148717,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9187693/v1/4f78da60-5877-4172-947e-21cf9745cc63.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"An Investigation of Gifted Students' International Mobility Experience in a STEAM Context: An Erasmus Accreditation Case Study","fulltext":[{"header":"Introduction","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eGifted individuals are those who demonstrate extraordinary levels of cognitive, creative, artistic, leadership, or academic potential compared to their peers (Renzulli, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1978\u003c/span\u003e). The U.S. Department of Education (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1993\u003c/span\u003e) defines gifted students as those who perform at high levels in intellectual, creative, or artistic domains and who possess strong leadership capacities. In Turkey, the Ministry of National Education defines gifted students as \u0026ldquo;individuals who perform at a higher level than their peers in academic, artistic, athletic, leadership, or creative domains,\u0026rdquo; and supports their development through special education programs offered by institutions such as Science and Art Centers (BİLSEM) (MoNE, 2013). Differentiated learning environments, interdisciplinary approaches, and international mobility experiences are of great importance in the education of these students (VanTassel-Baska \u0026amp; Stambaugh, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBİLSEM is the abbreviation for Bilim ve Sanat Merkezleri (Science and Art Centers), which are special education institutions affiliated with the Ministry of National Education in Turkey. These centers provide additional education for gifted students alongside their formal schooling. The purpose of BİLSEMs is to ensure that gifted students, who may face limitations in fully realizing their potential within regular schools, are supported in becoming more equipped individuals by fostering awareness of their own talents. Compared to previous generations, rapid progress has been made in the use of technological devices. For students enrolled in Science and Art Centers, awareness of computers and similar technologies, along with the ability to use them effectively, is particularly significant. The efficient use of information technologies by gifted students who are regarded as the assurance of the nation\u0026rsquo;s future contributes not only to the field of information technologies but also to all areas of science, both in their current and future work. These contributions will continue to grow. Today, innovations and developments around the world have largely been made possible through opportunities provided by technology. The advancement of each scientific field is directly proportional to the development of its own values. In the case of information technologies, contemporary research and development activities, projects, and other work are carried out in digital environments, utilizing information technology resources (Tuna, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe rapid development of information and communication technologies has led to fundamental transformations in educational systems, making it necessary for students to be equipped not only with academic knowledge but also with 21st-century skills. These skills include creativity, critical thinking, problem solving, collaboration, and intercultural communication (Partnership for 21st Century Learning, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). For gifted students in particular, enriched learning environments that allow them to realize their potential play a critical role in their cognitive and affective development (Subotnik, Olszewski-Kubilius, \u0026amp; Worrell, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe Erasmus+ Program, supported by the European Union, offers students the opportunity to experience educational environments abroad, engage with different cultures, and participate in project-based learning processes. Such mobility programs are reported to contribute not only to students\u0026rsquo; academic knowledge but also to their social skills, including self-confidence, leadership, entrepreneurship, and intercultural awareness (Brooks \u0026amp; Waters, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; King \u0026amp; Ruiz-Gelices, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn recent years, with the growing importance of interdisciplinary approaches in education, the addition of the \u0026ldquo;Art\u0026rdquo; dimension to STEM has given rise to the STEAM approach. STEAM education aims to enable students to integrate engineering and technology not only as technical domains but also in connection with creativity and artistic thinking (Yakman \u0026amp; Lee, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). The literature emphasizes that STEAM-based learning environments enhance students\u0026rsquo; problem-solving, critical thinking, teamwork, self-regulation, and motivation for learning (Bequette \u0026amp; Bequette, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Henriksen, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). However, research that examines in detail the experiences of gifted students in international STEAM laboratories remains limited.\u003c/p\u003e \u003cp\u003eThis study investigates the activities of four gifted students from Izmit Science and Art Center who participated in a student mobility program carried out within the framework of the Erasmus Accreditation Consortium of the Kocaeli Directorate of National Education. Specifically, it explores their experiences in the STEAM laboratory of Johannes Kepler University in Austria. The research aims to evaluate the students\u0026rsquo; participation in engineering-based workshops, their intercultural interactions, collaborative skills, and academic achievements. In doing so, it highlights the effects of international mobility experiences on the personal development and future academic success of gifted students.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003eThis study was carried out within the framework of a qualitative research approach, employing a case study design. The study group consisted of four gifted students enrolled in the Department of Information Technologies and Software at Izmit Science and Art Center. The participants took part in an international mobility program at the STEAM Laboratory of Johannes Kepler University in Linz, Austria, within the scope of the Erasmus Accreditation Consortium coordinated by the Directorate of National Education in Kocaeli.\u003c/p\u003e\n\u003cp\u003ePrior to the mobility, students were informed about Austria\u0026rsquo;s culture, history, language, and geography. At the same time, preparatory activities were conducted to enable the students to deliver presentations and share information about their own country, city, and educational system. This process supported the development of both intercultural awareness and communication skills. In addition, in consultation with the host institution, a learning agreement was prepared that outlined the activities students would carry out with their peers on a daily and hourly basis.\u003c/p\u003e\n\u003cp\u003eDuring the mobility, students participated in a STEAM-themed workshop at the university\u0026rsquo;s STEAM laboratory. Here, they came together with their peers, including high school students, graduate students, and academics from different countries, engaging in both cultural and academic interactions. This experience enabled them to improve their interdisciplinary problem-solving skills, experiment with technology, and practice creative engineering applications. Furthermore, the students observed Austria\u0026rsquo;s educational system and academic environment while gaining intercultural communication and collaboration experience through interactions with students, teachers, and academics from different countries.\u003c/p\u003e\n\u003cp\u003eThe STEAM field continues to evolve globally within the framework of adapting technology to the basic sciences. Technological progress reflects this transformation across various domains. In this study, design and system integration processes were carried out using modern technologies and engineering tools. Moreover, all stages of the study were meticulously planned in accordance with the interdisciplinary approach envisioned in STEAM education (Tuna, 2024).\u003c/p\u003e\n\u003cp\u003eData were collected through observations conducted during the international mobility, student diaries, and reflective interview records. The researcher participated as an observer while also documenting in detail the students\u0026rsquo; academic and social experiences. The collected data were analyzed using content analysis, and the findings derived from students\u0026rsquo; experiences were categorized under specific themes.\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003eWithin the scope of this research, data were collected from students through a pre-test administered before the mobility and a post-test administered after the mobility. The findings reveal the effects of the Erasmus mobility on students\u0026rsquo; academic, personal, cultural, and technological development.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eExpectations Before Erasmus\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAnalysis of the data obtained from the pre-test showed students\u0026rsquo; experiences and expectations regarding Erasmus mobility. In response to the question, \u003cem\u003e\u0026ldquo;Have you ever participated in an Erasmus project before?\u0026rdquo;\u0026nbsp;\u003c/em\u003eall participants answered \u0026ldquo;no.\u0026rdquo; This finding indicates that the students had no prior experience with Erasmus projects.\u003c/p\u003e\n\u003cp\u003eFor the question, \u003cem\u003e\u0026ldquo;Have you ever worked in a team with foreign peers using a foreign language?\u0026rdquo;\u0026nbsp;\u003c/em\u003etwo students responded \u0026ldquo;yes\u0026rdquo; and two responded \u0026ldquo;no.\u0026rdquo; This result shows that half of the students had prior international teamwork experience, while the other half had not. Similarly, in response to the question, \u003cem\u003e\u0026ldquo;Have you ever participated in a STEAM project before?\u0026rdquo;\u0026nbsp;\u003c/em\u003etwo students answered \u0026ldquo;yes\u0026rdquo; and two answered \u0026ldquo;no,\u0026rdquo; indicating that only half of the participants had prior experience with STEAM-based activities.\u003c/p\u003e\n\u003cp\u003eRegarding self-expression in front of an audience, responses to the question \u003cem\u003e\u0026ldquo;Do you feel hesitant to present yourself and your work before a group?\u0026rdquo;\u0026nbsp;\u003c/em\u003ewere distributed as follows: one student said \u0026ldquo;not at all,\u0026rdquo; one said \u0026ldquo;partially,\u0026rdquo; and two said \u0026ldquo;yes.\u0026rdquo; This suggests that the majority of students felt some level of hesitation about speaking in front of an audience.\u003c/p\u003e\n\u003cp\u003eAside from these items, all participants answered \u0026ldquo;yes\u0026rdquo; to the remaining questions, indicating that students generally held positive attitudes and motivation in the areas covered by the study.\u003c/p\u003e\n\u003cp\u003eOverall, the pre-test results demonstrate that students\u0026rsquo; expectations for Erasmus mobility were quite high. All participants (100%) stated that they wished to study in another country, collaborate with foreign peers, and found group work to be beneficial. They also expressed interest in exploring and experiencing new technologies, learning about innovations in information technologies, listening to lectures from educators in other countries, and observing cultural and historical structures. However, the lack of prior foreign language teamwork experience for half of the students and the hesitancy of many to speak before an audience revealed a need for improvement particularly in language proficiency and communicative confidence before the mobility.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eGains After Erasmus\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAnalysis of the post-test data indicated that all students answered \u0026ldquo;yes\u0026rdquo; to every statement, demonstrating that the Erasmus experience had a comprehensive and positive impact on them.\u003c/p\u003e\n\u003cp\u003eThe students emphasized that observing a different educational system broadened their horizons, and that teamwork with foreign peers was both academically and socially valuable. Group projects and collaboration in a foreign language were perceived as both developmental and confidence-building. In addition, the experience of presenting their project in English before an audience significantly increased their confidence in expressing themselves and representing their country.\u003c/p\u003e\n\u003cp\u003eIn terms of technological achievements, the students gained opportunities to learn about and experience new technologies. In particular, they noted that using 3D printing technologies and virtual/augmented reality applications was both engaging and enriching. Participation in STEAM-based activities was reported to enhance their knowledge and strengthen their interdisciplinary perspectives.\u003c/p\u003e\n\u003cp\u003eOn a cultural level, direct exposure to the historical, cultural, and geographical structures of another country significantly contributed to cultural awareness. Participants stated that being in multilingual environments and experiencing different European languages enriched their cultural knowledge. Furthermore, the necessity of meeting their own needs independently in a foreign country was described as an important experience for personal development and responsibility.\u003c/p\u003e\n\u003cp\u003eThese findings show that Erasmus mobility provided multidimensional contributions to students\u0026rsquo; academic, technological, cultural, social, and personal development, creating a strong impact on their learning and awareness.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eComparative Findings\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhen pre-test and post-test results are considered together, Erasmus mobility is shown to have increased students\u0026rsquo; academic self-confidence, improved their foreign language skills, and provided them with international collaboration experience. Students who were initially hesitant to speak in public were able to express themselves more comfortably after the mobility. Moreover, students without prior STEAM or international teamwork experience gained new competencies during the process and advanced their technological knowledge.\u003c/p\u003e\n\u003cp\u003eIn conclusion, Erasmus mobility contributed multidimensionally to students\u0026rsquo; academic, social, cultural, and personal development, broadening their horizons and providing an international perspective. Participants reported that the social, cultural, and academic interactions with peers from other countries positively influenced their learning pace and collaboration skills.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEvaluation Based on Students\u0026rsquo; Reflections\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003ePreparation Before Mobility\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eParticipants stated that they engaged in preparatory activities in areas such as project-based learning, software development, information technologies, and teamwork before the mobility, which proved beneficial during the process. However, some students mentioned the need to further develop their language skills (particularly German), while others emphasized the need for more preparation in cultural research.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eObservations and Experiences During Mobility\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eStudents observed advanced technologies, well-equipped laboratories, 3D printers, and virtual/augmented reality applications at the host institutions in Austria. The learning environments were described as disciplined, structured, and collaborative, where students had free access to laboratory and technological resources. Moreover, opportunities to communicate with individuals from different countries, engage in cultural interactions, and experience a university environment were highlighted as significant gains.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003ePersonal and Professional Gains\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eParticipants emphasized that the mobility process provided them with opportunities for personal development, such as disciplined work, cultural knowledge, technical skill enhancement, and public speaking. They reported improvements in project-based learning, problem-solving skills, and software knowledge. In addition, gains in self-confidence, collaboration with individuals from different cultures, and socialization skills were observed.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003ePost-Mobility Evaluations\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eStudents stated that they benefited from the mobility process at the highest level. They identified their strengths as planning, project development, technological competence, and reporting skills. Areas for improvement included foreign language skills and adopting more systematic work habits.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eOverall Benefits of the Mobility\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe most significant benefits for the participants were experiencing new technologies, exploring a different education system, engaging in cultural interactions, and gaining self-confidence. At the institutional level, students contributed positively by sharing their experiences with their peers. At both provincial and national levels, students were seen to represent their country successfully abroad, leaving a positive impression with their diligence and adaptability.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThemes from Content Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data obtained from the study were categorized under four main themes:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003e\u003cstrong\u003eAcademic Development\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThrough workshop activities at the STEAM laboratory of Johannes Kepler University, participants experienced new applications in engineering and technology. Hands-on practice with 3D printers, VR glasses, and Arduino kits allowed students to integrate theoretical knowledge with practice. They emphasized that project-based learning led to deeper and more meaningful academic outcomes. Sharing an academic environment with undergraduate and graduate students further enhanced their motivation for pursuing academic careers.\u003c/p\u003e\n\u003col start=\"2\"\u003e\n \u003cli\u003e\u003cstrong\u003eCollaboration and Problem-Solving Skills\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eGroup work in the STEAM laboratory fostered students\u0026rsquo; collaboration and problem-solving skills. By working on joint projects with peers from different countries, participants gained experience in intra-team communication and task sharing. Addressing technical challenges collaboratively strengthened their critical thinking and creativity. One student reflected, \u003cem\u003e\u0026ldquo;The most valuable experience for us was combining our ideas with those of peers from different cultures to create a common product.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003col start=\"3\"\u003e\n \u003cli\u003e\u003cstrong\u003eIntercultural Communication\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eParticipants highlighted that sharing an academic environment with students from diverse cultural backgrounds improved their intercultural communication skills. Joint activities with international peers increased their awareness of tolerance, empathy, and diverse perspectives. Furthermore, the use of a foreign language in academic settings contributed to their communication skills and encouraged a stronger desire to participate in future international projects.\u003c/p\u003e\n\u003col start=\"4\"\u003e\n \u003cli\u003e\u003cstrong\u003ePersonal Development\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eStudents reported that the Erasmus mobility also made significant contributions to their personal development. They emphasized that presenting projects before an audience enhanced their self-confidence and leadership skills. The sense of accomplishment gained from completing their own projects further strengthened their motivation. Students also stated that their self-regulation skills improved and that they were able to express themselves more effectively in a new academic environment.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSummary of Findings\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe results show that the STEAM laboratory activities conducted within the framework of the Erasmus Accreditation Program provided substantial contributions to the academic and personal development of gifted students. These findings are consistent with the literature emphasizing the positive effects of STEAM education on students\u0026rsquo; higher-order cognitive skills, creativity, and social competencies (Bequette \u0026amp; Bequette, 2012; Henriksen, 2014; Subotnik et al., 2011).\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThis study examined the experiences gained by gifted students through STEAM-based educational activities carried out abroad within the scope of the Erasmus Accreditation program. The findings revealed that the program contributed significantly to both the academic and personal development of the students.\u003c/p\u003e \u003cp\u003eThe students engaged with advanced technologies such as 3D printers, virtual/augmented reality tools, and Arduino kits in a university setting, allowing them to experience interdisciplinary engineering practices. This process reinforced their theoretical knowledge through practice and enhanced their academic motivation. Furthermore, group work and project-based learning environments created notable improvements in students\u0026rsquo; collaboration, problem-solving, and critical thinking skills.\u003c/p\u003e \u003cp\u003eThe mobility also provided opportunities for students to develop intercultural communication skills. Interacting with peers from different countries increased their awareness of tolerance, empathy, and understanding of diverse perspectives. In this context, students became more willing to participate in international projects.\u003c/p\u003e \u003cp\u003eIn terms of personal development, students gained self-confidence by presenting their projects in front of an audience, while also improving their leadership and self-regulation skills. The sense of accomplishment they experienced upon completing their projects further reinforced their motivation.\u003c/p\u003e \u003cp\u003eTeachers and academics at the host institution emphasized that the students of İzmit Science and Art Center, specializing in Information Technologies and Software, demonstrated strong knowledge in these fields, exhibited high competence in project development and reporting, and delivered an academic performance beyond their age level.\u003c/p\u003e \u003cp\u003eIn conclusion, this Erasmus Accreditation mobility program has been shown to contribute to students\u0026rsquo; multidimensional development, including academic knowledge, technological experience, cultural awareness, collaboration, and self-confidence. The findings highlight that international STEAM-based educational environments provide enriching learning experiences for gifted students and underscore the importance of expanding similar programs in the future.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgments:\u0026nbsp;\u003c/strong\u003eThis study is the scientific article version of a project carried out within the scope of the European Union Erasmus Student Mobility Program. The project was funded under the European Union Erasmus student mobility framework. The authors declare that there are no competing interests related to this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval\u003cbr\u003e\u003c/strong\u003eThis study was conducted within the framework of an Erasmus Accreditation mobility program coordinated by the Kocaeli Directorate of National Education. According to national regulations governing research conducted within public educational institutions under the Turkish Ministry of National Education, studies carried out as part of officially authorized educational activities do not require separate institutional review board (IRB) approval.\u003c/p\u003e\n\u003cp\u003eTherefore, the study was exempted from formal ethical approval requirements by the Kocaeli Provincial Directorate of National Education (Erasmus Accreditation Unit), which acted as the ოფიცი authorized body overseeing the implementation of the project and data collection process.\u003c/p\u003e\n\u003cp\u003eAll procedures involving human participants were conducted in accordance with institutional guidelines, the ethical standards of the Turkish Ministry of National Education, and the principles of the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all participants involved in the study. For participants under the age of 18, written informed consent was obtained from their parents or legal guardians prior to data collection. Participants and their families were informed about the purpose of the study and the use of data for research purposes in anonymized form. Participation was voluntary.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement\u003cbr\u003e\u003c/strong\u003eThe datasets generated and/or analyzed during the current study are not publicly available due to privacy and ethical considerations but are available from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBequette, J. W., \u0026amp; Bequette, M. B. (2012). A place for art and design education in the STEM conversation. \u003cem\u003eArt Education, 65\u003c/em\u003e(2), 40\u0026ndash;47. https://doi.org/10.1080/00043125.2012.11519167\u003c/li\u003e\n\u003cli\u003eBrooks, R., \u0026amp; Waters, J. (2011). \u003cem\u003eStudent mobilities, migration and the internationalization of higher education\u003c/em\u003e. Palgrave Macmillan. https://doi.org/10.1057/9780230305588\u003c/li\u003e\n\u003cli\u003eDavis, G. A., Rimm, S. B., \u0026amp; Siegle, D. (2014). \u003cem\u003eEducation of the gifted and talented \u003c/em\u003e(7th ed.). Pearson.\u003c/li\u003e\n\u003cli\u003eHenriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. \u003cem\u003eThe STEAM Journal, 1\u003c/em\u003e(2), Article 15. https://doi.org/10.5642/steam.20140102.15\u003c/li\u003e\n\u003cli\u003eKing, R., \u0026amp; Ruiz-Gelices, E. (2003). International student migration and the European \u0026lsquo;Year Abroad\u0026rsquo;: Effects on European identity and subsequent migration behaviour. \u003cem\u003eInternational Journal of Population Geography, 9\u003c/em\u003e(3), 229\u0026ndash;252. https://doi.org/10.1002/ijpg.280\u003c/li\u003e\n\u003cli\u003eMEB. (2013). \u003cem\u003e\u0026Uuml;st\u0026uuml;n Yetenekli Bireyler Strateji ve Uygulama Planı (2013\u0026ndash;2017)\u003c/em\u003e. Milli Eğitim Bakanlığı, Ankara. https://orgm.meb.gov.tr\u003c/li\u003e\n\u003cli\u003ePartnership for 21st Century Learning. (2019). \u003cem\u003eFramework for 21st century learning\u003c/em\u003e. Battelle for Kids. http://www.battelleforkids.org/networks/p21\u003c/li\u003e\n\u003cli\u003eRenzulli, J. S. (1978). What makes giftedness? Re-examining a definition. \u003cem\u003ePhi Delta Kappan, 60\u003c/em\u003e(3), 180\u0026ndash;184.\u003c/li\u003e\n\u003cli\u003eSubotnik, R. F., Olszewski-Kubilius, P., \u0026amp; Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. \u003cem\u003ePsychological Science in the Public Interest, 12\u003c/em\u003e(1), 3\u0026ndash;54. https://doi.org/10.1177/1529100611418056\u003c/li\u003e\n\u003cli\u003eU.S. Department of Education. (1993). \u003cem\u003eNational excellence: A case for developing America\u0026rsquo;s talent\u003c/em\u003e. U.S. Government Printing Office.\u003c/li\u003e\n\u003cli\u003eVanTassel-Baska, J., \u0026amp; Stambaugh, T. (2006). Challenges and possibilities for serving gifted learners in the regular classroom. \u003cem\u003eTheory Into Practice, 45\u003c/em\u003e(3), 211\u0026ndash;217. https://doi.org/10.1207/s15430421tip4503_5\u003c/li\u003e\n\u003cli\u003eYakman, G., \u0026amp; Lee, H. (2012). Exploring the exemplary STEAM education in the U.S. as a practical educational framework for Korea. \u003cem\u003eJournal of the Korean Association for Science Education, 32\u003c/em\u003e(6), 1072\u0026ndash;1086. https://doi.org/10.14697/jkase.2012.32.6.1072\u003c/li\u003e\n\u003cli\u003eTuna, B. K. (2024). 19th International Istanbul Congress on Life, Engineering, Architecture, and Mathematical Sciences Congress Proceedings Book, 442-453.Prof. Dr. Neslihan Dogan-Saglamtimur, Prof. Dr. Raul D.S.G. Campilho. BZT Turan Academy, T\u0026uuml;rkiye. https://drive.google.com/file/d/17X87yBLkf1ct0LBZB5VhciZJilYdgdMF/view\u003c/li\u003e\n\u003cli\u003eTuna, B. K. (2015). Teenagers 10-11 Investigation of Information Technology Qualification of Gif- ted Students: Example of Izmit Bilsem. VII. National Postgraduate Education Symposium Proceedings Book, 131-137. Sakarya University Institute of Educational Sciences Publications https://egitim.sakarya.edu.tr/sites/egitim.sakarya.edu.tr/file/ules7_bild_kitap_SON_HAL2.pdf\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"STEAM, Gifted Student, Academic, Project, Erasmus, Technology","lastPublishedDoi":"10.21203/rs.3.rs-9187693/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9187693/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis research was conducted to examine the work carried out by gifted students within the scope of Erasmus Accreditation, a type of European Union project, in the STEAM laboratory of a European university. The study model was implemented with four gifted students studying in the Department of Information Technologies and Software at Izmit Science and Art Center. Through the engineering project conducted at the STEAM laboratory of Johannes Kepler University in Linz, Austria, the students came together with their peers and explored the university\u0026rsquo;s education system, laboratories, undergraduate and graduate education practices, and learning environments. The participating students engaged in group work through social, cultural, and technological interactions with their peers. At the same time, they observed the structure of a university in another country, experienced its educational life, and developed a collaborative approach by sharing the same environment with students from different countries and cultures. They had the opportunity to exchange knowledge with faculty members from various universities around the world and to listen to their experiences. In this academic environment, they participated in a workshop in the STEAM laboratory. By using the latest technological tools available in the laboratory, such as 3D printers, VR glasses, and Arduino kits, they collaborated with their peers to develop an engineering project. Upon completing their design, they presented their project to an audience, thereby gaining valuable experience in self-development. Each stage of this study, conducted in a metacognitive environment, was examined, and the contributions to the students\u0026rsquo; academic and personal development were observed.\u003c/p\u003e","manuscriptTitle":"An Investigation of Gifted Students' International Mobility Experience in a STEAM Context: An Erasmus Accreditation Case Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-05-18 15:30:00","doi":"10.21203/rs.3.rs-9187693/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewersInvited","content":"","date":"2026-05-07T10:14:42+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-04-16T08:37:29+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-04-13T10:19:41+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-04-07T16:03:00+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-04-07T12:37:31+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4e537554-b758-4073-a1c8-0919cc054d8b","owner":[],"postedDate":"May 18th, 2026","published":true,"recentEditorialEvents":[{"type":"reviewersInvited","content":"15","date":"2026-05-07T10:14:42+00:00","index":"","fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-18T15:30:01+00:00","versionOfRecord":[],"versionCreatedAt":"2026-05-18 15:30:00","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9187693","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9187693","identity":"rs-9187693","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}