A SUGGESTED MODEL FOR A STEAM NON-FORMAL TRAINING TO EMPOWER GIRLS D. Bebenova-Nikolova, D. Zhelezova-Mindizova University of Ruse - Silistra Branch (BULGARIA) Abstract STEAM is emerging both in schools and non-formal education, intending to connect young people to reality and the future by bringing new methodologies. learning environments and technologies. The paper proposes a model for such a SICAl approach in organizing girls youth exchange training within the VIRAGO project. funded by ERASMUS+ EUROPEAN YOUTH TOGETHER CALL /12/2019. The project activities aim to train and motivate young females to overcome the gender gap and empower them to bring change in their communities. In the beginning, the paper announces the performed survey on ‘Challenges and prospects for young European women for broader participation in civic life and leadership, which the partners conducted in six countries – Romania, Bulgaria, Turkey, Spain, Italy, Estonia and involved 1106 female respondents. The research methodology was constructed by the team from Osmaniye Korkut Ata University, Turkey, one of the project partners, who also analysed and reported some related conclusions. The survey findings, shared within this paper, discuss the set of needed competencies for future professional development, which female respondents evaluate as a must. The paper outlines the design of the educational content to match these specific demands of the target group and discusses how Science, Technology, Engineering, Art and Mathematics topics integrate in the non-formal 5-day training sessions in urban environment. Having presented that, it examines the suggested model for a STEAM non-formal learning from a methodological point of view. To do that the paper briefly explains how the concepts and the techniques, applied by the educational program, successfully build non-linear network relationships and create sustainable and authentic cognitive nodes. Finally, it shares some positive results and provides conclusions on future applications of the model so that it can be used in future trainings for women in science and technology Keywords: STEAM, competencies, non-formal education, educational content. 1 INTRODUCTION [ARIAL, 12-POINT, BOLD, UPPER CASE AND LEFT ALIG.] The STEAM approach implies the integration of disciplines in the following directions: Science, Technology, Engineering, Art, and Mathematics. It finds support and application both in schools and in non-formal education. As a philosophical concept, it intends to connect young people with real life and prepare them for the future by introducing new methodologies, learning environments and technologies. This report discusses the application of STEAM in organizing educational mobility for girls in the city of Ruse under the VIRAGO project, funded by the Erasmus+ program. The project aims to include, motivate and activate young women and empower them to change their communities. In the beginning, the report analyses two factors that necessitate the implementation of the STEAM approach: first, the recommendations of the European Framework of Reference for Key Competences [1]; second, the need to empower participants, develop competencies and skills to become leaders of change, VIRAGO women. It then discusses how the educational content was constructed and what methodology was applied for input on science, technology, engineering, art and mathematics topics in an informal setting. Finally, the report presents some positive results and conclusions for future applications. 2 METHODOLOGY Research "Challenges and prospects for young European women. Broader participation in civic life and leadership." At the beginning of the project VIRAGO, the Partners implemented a survey to assess young girls' motivation and readiness to participate in their communities' life and become leaders of change. The research methodology was constructed by Osmaniye Korkut Ata University, Turkey. The study was conducted in 6 countries - Romania, Turkey, Bulgaria, Spain, Italy, Estonia, and 1106 women were covered. The demographic analysis of the respondents indicates that 57.3% are over 19. - 24 years old