The effects of STEAM activities developed in accordance with EU Green Deal goals on secondary school students' creative problem solving characteristics, climate literacy and environmental awareness

n the research, the effects of STEAM activities developed in accordance with the European Union Green Deal (EUGD) targets on secondary school students' creative problem-solving characteristics, climate literacy and environmental awareness were examined. The research was conducted with 51 seventh grade students studying at Diyarbakır Güleçoba Aşikan Secondary School in the 2022-2023 academic year, using a convergent parallel design from mixed method designs, through purposeful sampling. Within the scope of the research, environmental training and lessons were given in line with the existing textbook in the control group, while STEAM activities were additionally carried out in line with the AYM targets in the experimental group. Quantitative data of the research; Qualitative data were collected with the Creative Problem Solving Characteristics Inventory (CPSCI), Climate Literacy Scale (CLS) and Environmental Education Concepts Awareness Scale (EECAS), which were applied to the experimental and control groups as a pre-post; It was collected through semi-structured interviews applied to the experimental and control groups and the process diaries of the experimental group students. SPSS25 package program was used to analyze the quantitative data, content analysis was used to analyze the interviews, and descriptive analysis was used to analyze the weekly diaries. t was found that STEAM education for EUGD goals did not create a significant difference between the post-test scores of environmental education concepts awareness of the experimental and control group students (U=271.50, p>0.05). However, it was observed that there was a significant difference between the students' creative problem solving characteristics (U = 165.50, p < 0.05) and climate literacy (z = 157.50, p < 0.05) post-test scores. Students frequently stated in their interviews and diaries that many of their skills improved, including environmental awareness, climate literacy and problem-solving skills. As a result, it can be said that STEAM activities carried out in line with EUGD goals support students' problem-solving skills and are effective in providing students with many skills regarding environment and climate issues.