50th Annual Conference in September 2022 2267 Hanne Deprez, Sascha Spikic, Maria Møller, Ian Rubeck Stenz, Søren Rasmussen Mølgaard Lun- de, Tamás Kersánszki, István Dániel Sanda, Ildikó Holik, Christos Mettouris, Evangelia Vanezi and Katerina Petsa Key principles of integrated STEM: cross-fertilization between Engineering and secondary STEM education - 10.5821/conference-9788412322262.1172 doi:10.5821/conference-9788412322262.1172 Workshop SEFI 2022 Key principles of integrated STEM: cross- fertilization between Engineering and secondary STEM education Deprez, Hanne 1,5 ; Spikic, Sascha 1 ; Møller, Maria 2 ; Rubeck Stenz 2 , Ian; Rasmussen Mølgaard Lunde, Søren 2 ; Kersánszki, Tamás 3 ; Sanda, István Dániel 3 ; Holik, Ildikó 3 ; Mettouris, Christos 4 ; Vanezi, Evangelia 4 ; Petsa, Katerina 4 ; Papadopoulos, George A. 4 ; De Meester, Jolien 1 1 KU Leuven, Leuven, Belgium 2 University College Northern Denmark, Aalborg, Denmark 3 Óbuda University, Budapest, Hungary 4 University of Cyprus, Nicosia, Cyprus 5 Leuven Engineering and Science Education Center (LESEC), Leuven, Belgium Secondary STEM education and engineering higher education: a match made in heaven? Highly educated STEM professionals, and engineers in particular, increasingly top the lists of most wanted profiles on the European labour market (European Commission, 2020). For higher STEM education to be able to deliver the required number of STEM graduates, a sufficiently high number of students should be enrolled at the start. However, by the end of secondary education (SE), a large share of pupils who were initially enrolled in a STEM programme, opt out of STEM when enrolling in higher education (HE) (De Meester et al., 2020; Kersanszki & Simonics, 2022). From the pupils who do enroll in a HE STEM programme, an alarmingly high proportion lacks the attitude and skills necessary to successfully complete their first year (Broos et al., 2021). Moreover, pre- and in-service teachers lack sofisticated Nature of Engineering (NoE) views (Kaya, 2020), inhibiting transfer of the NoE to their pupils. This insufficient preparedness and lack of understanding of the NoE urges a new, integrated approach to STEM SE (European Committee of the Regions, 2019), that can be inspired by practices in the first years of HE engineering programmes (Engberg & Wolniak, 2013). In turn, SE practices in integrated STEM (iSTEM) can also inform HE engineering programmes. In summary: HE engineering programmes and iSTEM SE share two common goals: (1) motivating students for STEM studies/careers, and (2) preparing students for these studies and careers. This workshop aims to enhance cross-fertilization between iSTEM SE and engineering HE, in the pursuit of these goals. A guideline for designing qualitative integrated STEM projects in six key principles