Exploring Poly-Universe in Teacher Education: Examples from STEAM Curricular Areas and Competences Developed

1 Introduction

If the evolution of modern science is characterised by a vertiginous and somewhat unimaginable specialisation of knowledge, it has also resulted in a progressive compartmentalisation or fragmentation of it. However, the complexity of the issues and problems that this evolution encompasses has highlighted the need to establish bridges and to promote articulation to enhance the integration of various perspectives. This proposal, which has been developed by Gusdorf (1986) or Morin (2004), has found expression at the level of the educational system, namely, at the curricular organisation or the teaching and learning process. In fact, in the twentieth century, that organisation was centred on curricula, which were characterised by compartmentalisation, both in terms of school organisation, timetables, classrooms, etc. and of human and material resources, namely, teachers and textbooks.

After the rapid specialisation of knowledge that characterised the twentieth century, promoting bridges across disciplines and subject areas has become a challenge of contemporary education. Several concepts and proposals such as interdisciplinarity, integral, and holistic education, among others have been proposed to address this challenge.

STEAM, an acronym for science, technology, engineering, arts, and mathematics has emerged as an approach that aims to bring together different subject areas in education. However, implementing interdisciplinary as well as STEAM pedagogical approaches is still a challenge for the majority of teachers and educators, due in part to the absence of a culture of collaboration in schools, which should take place in preservice teacher education (Hargreaves, 1998). This aim of this study is to explore how the game Poly-Universe may be used in teacher education to promote interdisciplinary and STEAM education, analysing how preservice teachers from different subject curricular areas perceive Poly-Universe, which tasks they propose, and which competences may be promoted.

2 STEAM, Poly-Universe, and, Teacher Education

STEAM is associated with a growing body of literature (Belbase et al., 2021), but also with different understandings and practices (Gray & Burnard, 2020), as well as intercultural knowledge. These practices are usually framed in real-world contexts promoting problem solving, promoting problem-based learning, design-based learning and collaborative learning (Diego-Mantecón, Prodromou, Lavicza, Blanco, & Ortiz-Laso, 2021).

Which is then the scope of STEAM education? Anđić et al. (2022) said that despite the STEAM education’s diverse interpretations and practices, it signifies an educational approach that advocates integrated teaching and learning through the exploration of phenomena and subjects from various angles. Its main goal is to transcend traditional subject-centred education and foster cross-disciplinary, inter-disciplinary, multi-disciplinary, or transdisciplinary connections to enhance the learning process. Within this framework, the arts and artistic processes play a pivotal role in inquiry by seamlessly integrating scientific content and methods with arts-based content and teaching methods through creation, performance, and connection.

STEAM education is associated with multisensory learning experiences and according to Anđić et al. (2022, p. 26),

“the STEAM activities are characterised by higher-level thinking, process-over-product perspective, skills and competence-development over memorising facts, hands-on activities, embodied learning over solving textbook problems, and cultural and emotional literacy development. STEAM education is usually organised in project-based formats and encourages divergent (“out-of-the-box”) thinking and authentic assessment.”

Research in the field of STEAM education evidence that it contributes to improve skills such as critical thinking, problem-solving, as well as increases students’ engagement and motivation in learning (e.g., Colucci-Gray, Burnard, & Robertson, 2021; Diego-Mantecón et al., 2021; Marín-Marín, Moreno-Guerrero, Dúo-Terrón, & López-Belmonte, 2021; Murphy, MacDonald, Wang, & Danaia, 2019; Tran, Huang, & Hung, 2021). Research also highlights that teacher specialisation and training may influence how STEAM education is implemented, as well as the relevance of training that promotes collaboration between STEAM-related teachers, in particular mathematics teachers, and other STEAM teachers’ areas. It is then not only important to train teachers in their specific curricular areas but also in how to implement interdisciplinary activities as required in STEAM education (Diego-Mantecón, Blanco, Ortiz-Laso, & Lavicza, 2020; Diego-Mantecón et al., 2021; Diego-Mantecón, Ortiz-Laso, & Blanco, 2022; Vale, Campbell, Speldewinde, & White, 2020).

In this scope, we highlight Poly-Universe which, given its characteristics, can contribute to STEAM education by putting into play multi-sensorial learning experiences involving higher-level thinking, process-over-product perspective, skill and competence development, hands-on activities, as well as emotional development. Previous research already highlighted that educators see the Poly-Universe approach as having potential for implementing STEAM education approaches and competencies (Vaz-Rebelo, Bidarra, Santos, Costa, & Tegalsi, 2023).

Poly-Universe is based on materials of different geometric shapes, with different colours, that obey certain characteristics that allow various constructions and infinite combinations (Figures 1 and 2). This material was designed by a visual artist, Janos Saxon Szász, who inspired mathematicians, while enhancing interdisciplinarity.

Figure 1

Examples of shapes from Poly-Universe.

Figure 2

Set of square shapes with cut-out corner from Poly-Universe.

The elements of the game are as follows. Shape: circle, square, and triangle. Size: the basic object is designed from the basic shapes with various sizes and colours. Colours: red, yellow, blue, and green. The game corresponds to the pack of 24 elements of the same basic shape and the family game to the complete set of 3 × 24 elements, one set of each basic shape (Janos, 2019).

The aim of the game is to relate the various basic shapes, connecting the different sides and/or vertices, trying to arrive at the main design, which is given explicit on the game sheet. In the case of circles, there are midpoints to connect the basic shapes.

Overall, the incorporation of manipulatives in educational contexts has demonstrated numerous advantages, particularly within the realm of STEAM education. Research points out that manipulatives can contribute to a deeper understanding of abstract concepts (e.g. Bruner, 1977), to encourage active engagement and participation in teaching and learning (Hurdle, 2020; Kablan, 2016) or to contribute to develop problem-solving skills and creativity, challengingly to think critically and creatively about how to use the materials to solve different types of problems (e.g. Brunkalla, 2009; Ummah et al. 2019). In this scope, manipulatives are very important in STEAM education, as they can provide a way to integrate different disciplines and promote cross-disciplinary thinking and an understanding of relationships between different fields. For instance, didactic material like POLYDRON, composed of polygons that can be articulated to form polyhedra, enables the learning of abstract geometric concepts and the discovery of polygons (Grindheim, 2021).

In the case of Poly-Universe, it is dedicated to creating a novel approach to mathematics education. This approach builds upon the recognised advantages of using manipulatives in mathematics learning and is rooted in the groundwork laid by the Poly-Universe in School Education project (PUSE). The distinctive characteristic of Poly-Universe materials is their ability to combine various geometric shapes of different sizes and colours. This unique feature enables the exploration of diverse mathematical topics, including geometry, measurement, combinatorics, probabilities, logic, graphs, algorithms, and interdisciplinary studies. Poly-Universe is particularly relevant to mathematics curricula. The activities can be directly aligned with several key learning objectives commonly found in mathematics education: In the area of Geometry and Spatial Awareness, tasks involving symmetry, transformations, and tessellations correspond to curriculum topics related to plane geometry and spatial reasoning. For Pattern Recognition and Sequences, Poly-Universe enables students to explore recursive patterns, fractals (e.g. the Sierpinski triangle), and combinatorial logic, which are central to mathematical reasoning. Regarding Logical Thinking and Problem-Solving, the “Mystery of the Machine” task integrates concepts of functions, mappings, and algebraic reasoning, offering students a hands-on approach to understanding mathematical structures. In Graph Theory and Networks, certain tasks can be adapted to introduce fundamental principles of graph theory, helping students explore how elements connect and form structured networks. By integrating Poly-Universe activities into mathematics lessons, educators can provide students with engaging, hands-on experiences that reinforce abstract mathematical concepts. Developing structured lesson plans that align with national and international mathematics standards will further facilitate the adoption of these materials in formal education settings. This remains an open area for further research and discussion among educators, teachers, and curriculum developers Poly-Universe in School Education (2022).

Beyond mathematics, Poly-Universe can be effectively integrated into various disciplines and to support interdisciplinary learning (Teglasi, 2022) and STEAM approaches (Vaz-Rebelo et al., 2023). In Philosophy and Logic, activities involving deductive reasoning and rule-based pattern formation support critical thinking and logical argumentation, reinforcing philosophical inquiry (Mouro, Brito, Lopes, Bidarra, & Vaz-Rebelo, 2023). Regarding history, geography, economy, the use of Poly-Universe in history can illustrate hierarchical structures (e.g. feudal systems) and in geography, it can model demographic or environmental data through geometric representation or to analyse cases in microeconomy (Hoffman, 2020). Poly-Universe can also be applied in computer science and engineering, where the principles of algorithmic thinking and computational geometry can be explored through problem-solving tasks that involve sequencing, recursion, and network theory. In science and biology, the classification task can be used to simulate biological taxonomy by organising different shapes according to specific properties, mirroring how living organisms are classified (Schmidthaler et al., 2022). On the other hand, in arts and design, the visual and aesthetic properties of Poly-Universe allow for the exploration of colour theory, symmetry, and design principles in creative disciplines, fostering artistic expression while maintaining mathematical rigor. Finally, in languages and literature, storytelling activities using Poly-Universe provide a foundation for language learning and creative writing. By constructing narratives based on visual elements, students develop skills in descriptive writing, sequencing events, and character development. Additionally, the material can be used to explore linguistic structures, metaphorical thinking, and even poetry by associating geometric arrangements with literary themes.

The PUNTE project aims to implement Poly-Universe in teacher education and in the promotion of activities involving different curricular areas in the scope of a STEAM approach. This work presents a training module integrated in a curricular unit of a preservice teacher training course when using Poly-Universe. The research question is as follows: What is the contribution of Poly-Universe resources to promote interdisciplinary and STEAM approaches in teacher education.

There are gaps that justify the need for this study. While previous research has highlighted the benefits of STEAM education and manipulatives like Poly-Universe, the integration of manipulatives in interdisciplinary education remains underexplored, with few studies providing concrete frameworks for implementation across different subjects. Additionally, the role of teacher education programs in preparing educators to use STEAM-based materials is often overlooked. While many studies highlight student outcomes, fewer investigate how teacher training can facilitate the integration of these resources into formal education.

3 Methodology

The participants were 72 preservice teachers participating in the third cycle of basic education and secondary education teacher education master courses from various curricular areas related to STEAM approach, including sciences, mathematics, geography, biology, as well as history, philosophy, humanities, and sports. Approximately half of the participants identified as female and the other half as male, with ages ranging from 22 to 50 years (M = 27.3). The sample was therefore relatively balanced in terms of gender and composed predominantly of young adults. The sample was constituted by convenience, as it consisted of preservice teachers who were attending the training. The activity encompassed three distinct phases, that took 5 h. In the initial phase, students were encouraged to explore the Poly-Universe pieces freely, without any specific rules to follow. The subsequent phase centred on the development and completion of the tasks outlined in Table 1. Finally, the third phase entailed the generation of students’ own ideas in alignment with the syllabus contents of their respective subjects. This phase involved participants generating their own ideas based on the Poly-Universe materials, aligning them with the syllabus content of their respective subjects.

Table 1

Tasks proposed to the preservice teacher education courses

Disciplines and task objective	Image to work at the task proposed
Sciences and mathematics, classification
Sciences and mathematics, crystallography
Mathematics and sciences, symmetries
Mathematics and history, Sierpinski triangle
History and philosophy, working with logic and rules
Humanities, storytelling
Mathematics and sports, maze

The proposed activity had as a reference the principle of methodological isomorphism, since the training activity was developed in a way similar to the one that will be implemented the following year by the participants, when they are in their professional stage. It also referred to the principle of experiential learning (Kolb, Boyatzis, & Mainemelis, 2002), which states that the learning process consists of four stages: concrete experience, reflective observation (students produce reflections on what they observe and experience), abstract conceptualisation (in order to find explanatory solutions, students resort to deductive hypothetical reasoning), and active experimentation (after having established goals and plans, students engage in active experimentation).

In the activity described in this article, participants began by exploring the Poly-Universe materials and observing the proposed models. Some of these models presented concepts related to the subject areas (Table 1). Following this, some participants replicated the initial proposals, while others formulated original ideas by presenting their own contributions. Throughout this process, they also observed their colleagues proposals and engaged in collaborative interaction. Finally, they answered a questionnaire, reflecting on and giving feedback about the activity. The questionnaire concerned global perceptions about the activity and consisted of statements to which students had to give their degree of agreement on a five-point Likert scale (1 – total disagreement; 5 – total agreement). The provided statements were modified based on the Center for Self-Determination Theory (2022) guidelines, centring on various aspects. These include gauging interest, expressed as “I found great enjoyment in completing this activity,” assessing perceived competence with statements like “I believe I performed quite effectively in this task,” evaluating the invested effort via “I dedicated significant effort to accomplish this,” exploring pressure by “I felt at ease while engaging in these tasks,” appraising perceived choice such as “I pursued this activity based on my own concepts,” and acknowledging usefulness with “This activity holds practical value in enhancing problem-solving skills.” Additional items were also included about the experience of using Poly-Universe, its potential and competences that may promote, namely, “It was easy to start using Poly-Universe,” “It will be easy to use Poly-Universe in mathematics,” “Poly-Universe can be used in different scientific areas,” “Poly-Universe can be used in different educational contexts, e.g. formal, non-formal, informal,” “Poly-Universe can be used to implement games in education,” “With Poly-Universe, I know how to plan and implement interdisciplinary activities.” The questionnaire also included open-ended questions about satisfaction, learning, difficulties, and suggestions for improving.

4 Results

The analyses regarding the tasks developed by the participants and the questionnaire answered by them are presented.

4.1 Constructions Developed: Building Bridges Between STEAM Disciplines

Throughout the activity, participants experienced the Poly-Universe materials, interacted with each other, and produced different and varied constructions. Two categories were identified: one, in which the proposed model was copied from the example as participants replicated the model presented and another category that included constructions different from the proposed one.

In Figure 3, task examples are presented.

Figure 3

Replication of the tasks maze and the Sierpinski triangle (Saxon & Stettner, 2019).

There were also proposals for constructions and activities that could be implemented in other curricular areas. In Figure 4, a visual story of part of the writer Saramago’s “Convent Memorial” was represented with Poly-Universe, namely, the monastery or the device that carried the stones. It is worth highlighting that various narratives have been created utilising the same elements, exemplifying the integration of mathematics, arts, and other subject areas. These innovative proposals serve as compelling illustrations of STEAM education in action.

Figure 4

Storytelling (Humanities). A scene from Convent Memorial. Sun (to create the story setting), representation of the convent of Mafra (Portugal), stone transport car.

Figure 5 presents symmetries developed by maths students’ preservice teachers and shows other constructions developed by preservice teachers from other curricular areas such as geography, biology, or history.

Figure 5

Constructions made by math, geography, biology, and history students.

In the context of history, the Poly-Universe materials can be utilised to enhance the understanding of the concept of a stratified society in the Ancien Régime, employing the social pyramid as a visual representation. This exercise can be integrated into the subject of geography, particularly in the area of demography. It would be feasible to create demographic pyramids that illustrate the proportions of each social stratum and their respective significance/contribution to the functioning of society. Additionally, for geography, an activity on the import and export processes of different countries can be proposed, incorporating the size and colour of square-shaped pieces (almost). Poly-Universe can also find application in the fields of biology and geology, as it can be employed to explore the systematics of living organisms, using triangular shapes to visually demonstrate various classifications. Finally, in mathematics, the focus was on constructing symmetries. Students can engage in hands-on activities that involve creating symmetrical patterns using Poly-Universe materials. The diversity of ideas and models that emerged for each subject area highlights the potential of Poly-Universe materials to be used in various subject areas, as already evidenced by Hoffman (2020), Mouro et al. (2023), Schmidthaler et al. (2022) and Teglasi (2022). The dimensions of construction and transformation involved in the activities also point to Poly-Universe potential for promoting STEAM education (Anđić et al., 2022).

In summary, this phase was particularly significant as it allowed preservice teachers to exercise creativity and autonomy in developing curricular applications. Many participants proposed interdisciplinary lesson plans that combined mathematical concepts with artistic and linguistic elements, reinforcing the versatility of Poly-Universe in STEAM education. Others designed problem-solving tasks that integrated logical reasoning and computational thinking, showcasing the potential of the material to support active learning methodologies.

4.2 Motivation, Competencies Developed and Perceptions of Gains and Difficulties

Results based on answers to the questionnaire evidenced that the activity was very appreciated by the participants, as items about satisfaction had higher scores (Figure 6). Almost all items had scores of 4 (out of 5) or higher, the exception was one of the items about perceived choice and pressure. In this case, the score must be reversed, which means that participating in the activity was associated with low levels of pressure. These results indicate that the Poly-Universe activity was related to higher scores in intrinsic motivation items related with Interest, Perceived competence, Effort, and Usefulness.

Figure 6

Mean values of the intrinsic motivation inventory items.

When considering the aggregated means of the items included in each dimension, Interest and Usefulness recorded the highest scores, indicating a strong appreciation of the activity’s relevance and its capacity to engage participants (Table 2).

Table 2

Descriptive statistic of the intrinsic motivation inventory dimensions

Dimension	Items	Item mean values (SD)	Aggregated mean value (SD)
Interest	II.1, II.7	II.1: 4.10 (0.80), II.7: 4.70 (0.49)	4.40 (0.66)
Perceived competence	II.2, II.8	II.2: 3.80 (0.70), II.8: 4.30 (0.62)	4.05 (0.66)
Pressure	II.4, II.9	II.4: 1.90 (1.10), II.9: 4.20 (0.86)	3.05 (0.99)
Perceived choice	II.5, II.10	II.5: 3.70 (0.97), II.10: 4.00 (1.06)	3.85 (1.02)
Effort	II.3, II.6	II.3: 4.30 (0.60), II.6: 4.10 (1.10)	4.20 (0.89)
Usefulness	II.11	II.11: 4.40 (0.80)	4.40 (0.80)

While Figure 6 and Table 2, “Dimensions of Intrinsic Motivation Inventory,” highlight the motivational aspects of preservice teachers, it is also essential to emphasise the curricular connections that students managed to propose or identify. During the activity, participants identified multiple curricular applications, already referred. In mathematics, they proposed integrating Poly-Universe into lessons on geometric transformations, symmetry, and combinatorial analysis. In science, students connected the material to classification systems, molecular structures, and symmetry in physics and chemistry. History and philosophy students saw potential in using the shapes to represent societal hierarchies, logical deduction exercises, and conceptual mapping of historical events. Moreover, in languages and literature, students suggested utilising Poly-Universe for structuring narratives, illustrating plot progressions, and even exploring semiotic representations of literary elements. These proposals highlight the adaptability of Poly-Universe as an educational tool that extends beyond motivation, actively engaging students in curriculum development and fostering a deeper connection between theory and practice. This insight is valuable for the teacher education community, as it provides concrete examples of how preservice teachers can innovate within curricular constraints, offering a basis for further pedagogical research and application.

The ability to establish links between Poly-Universe activities and formal curricular objectives demonstrates its relevance across different educational contexts and are in line with results presented in Figure 7 and Table 3.

Figure 7

Descriptive statistics. Perception about Poly-Universe usage and added value.

Table 3

Descriptive statistics – perception about Poly-Universe usage and added value

Perception about Poly-Universe	Mean value (SD)
II.14	4.00 (0.78)
II.15	4.50 (0.74)
II.16	4.30 (0.90)
II.17	4.50 (0.52)
II.18	4.20 (0.77)
II.19	4.40 (0.51)

Results evidenced that participants considered that Poly-Universe can be used in different scientific areas and to promote interdisciplinary activities contributing to the contemporary educational challenge of building bridges across disciplines and addressing the paradigm of complexity (e.g. Morin, 2004).

Poly-Universe was considered to promote several competences (Table 4 and Figure 8), such as creativity, problem solving, and cooperation, in line with the result also found by Vaz-Rebelo et al. (2023).

Table 4

Descriptive statistics – competences promoted by Poly-Universe

Competence	Code	Mean value (SD)
Group work	III.1	4.50 (0.70)
Creativity	III.2	4.70 (0.50)
Critical thinking	III.3	4.50 (0.50)
Understanding	III.4	4.50 (0.50)
Problem solving	III.5	4.60 (0.50)
Sharing/cooperation	III.6	4.70 (0.50)
Concentration/attention	III.7	4.30 (0.70)
Innovation	III.8	4.50 (0.60)
Decision making	III.9	4.40 (0.60)
Autonomy	III.10	4.30 (0.60)
Responsibility	III.11	4.10 (0.70)
Logical reasoning	III.12	4.30 (0.70)
Visual perception	III.13	4.40 (0.60)

Figure 8

Descriptive statistics. Competences promoted by Poly-Universe.

The answers to open-ended questions provided insights into the most valued aspects, challenges, learning experiences, additional benefits, and suggestions for improvement. What did you enjoy most during the course activities? Participants enjoyed the activity for several reasons, but the most mentioned was the cooperation and working together with other faculties. In their own words “the collaborative work between group mates, (…) the interactivity with colleagues and presentation of various working hypotheses,” “The teamwork.” The possibility to develop ideas and present proposals was also highly appreciated, in particular of pedagogical methodologies and strategies, “Creating and exploring diversified methodologies to work with students,” “The possibilities for creativity and interdisciplinarity,” “Their versatility and applicability to teaching.”

Concerning the question “What were the main difficulties for you?,” the difficulties experienced by the participants were centred on time management (or lack thereof), “Managing time to do the task.” Participants also mentioned difficulties such as a lack of strict instructions and the production of a narrative.

Participants mentioned the learning outcomes of participating in the activity “the possibility to use the material in an interdisciplinary and cooperative way,” or “a new way of working in the classroom.” The promotion of skills such as cooperation, creativity, and innovation was mentioned.

Participants expressed the highest appreciation for the awareness gained about the existence of the methodology. Additionally, they emphasised the significant development of their reasoning abilities and the realisation that learning can be an enjoyable experience. To enhance the learning process, participants recommended incorporating more examples and allocating additional time for task development.

They highlighted the material’s versatility in teaching various disciplines, its motivational quality (Teglasi, 2022), and its potential for infinite applications. As mentioned by one participant, “The main conclusion we draw from this activity is that the Poly-Universe is indeed quite comprehensive and interdisciplinary. It enables areas that are generally seen as conflicting, such as Mathematics and Portuguese Language, to converge and mutually enrich each other.”

5 Discussion

Although the literature on STEAM and manipulative-based education highlights promising outcomes, there are still some limitations. Diego-Mantecón et al. (2020, 2021, 2022) and Vale et al. (2020) point out that the integration of interdisciplinary projects in teacher education is often hindered by rigid subject boundaries and a lack of collaborative culture in schools. Moreover, while studies such as Schmidthaler et al. (2022) and Teglasi (2022) report increased motivation and cognitive benefits from using Poly-Universe, they do not address the practical barriers to sustained implementation, such as teacher preparedness, curricular alignment, and scalability. These gaps underscore the need for studies, which aim to understand the conditions under which manipulatives resources can be effectively adopted. By responding to these limitations, this study contributes to the broader discussion on how to embed STEAM approaches in teacher education with lasting impact.

The participants, through engagement with the Poly-Universe materials, demonstrated a wide array of ideas and models for each subject area, highlighting the materials’ versatility in promoting STEAM education. The study identified two categories of constructions: replications of proposed models and original constructions that deviated from these models. This variance underscores the potential of Poly-Universe materials to replicate existing ideas but also to inspire creativity and innovation, facilitating interdisciplinary learning and teaching approaches.

Feedback from participants, as collected through questionnaires, indicated a high level of appreciation for the activity. This was reflected in high scores across items related to satisfaction, indicating that the activity successfully engaged participants’ interest, perceived competence, and perceived usefulness. Participants also recognised the potential of Poly-Universe to be used across different scientific areas and to promote interdisciplinary activities, affirming the value of such tools in addressing the contemporary educational challenge of fostering cross-disciplinary collaboration.

The findings suggest that Poly-Universe can significantly contribute to creativity, problem-solving, and cooperation among preservice teachers. The participants’ enjoyment of collaborative work and the opportunity to develop and present pedagogical methodologies and strategies were highlighted as particularly positive aspects of the experience.

However, while the findings highlight the benefits of using Poly-Universe in teacher education, implementing it in real classroom settings and professional development courses presents several challenges. One key limitation is the availability of materials, as schools and training institutions may not have access to sufficient sets of Poly-Universe for large groups of students.

The integration of Poly-Universe in teacher education to promote interdisciplinary and STEAM learning faces practical constraints such as time pressures in curricula. This challenge may hinder the effective use of the game unless addressed through resource allocation, professional development, and curriculum alignment.

Additionally, teacher training and pedagogical adaptation pose challenges. Many educators may not be familiar with Poly-Universe or how to incorporate it into different subject areas. Professional development activities and instructional guidelines are crucial to support teachers in understanding its potential and adapting it to their teaching practices. To effectively integrate Poly-Universe into their teaching practice, teachers and future teachers shall engage in active experimentation and hands-on learning, familiarising themselves with Poly-Universe tasks to experience their educational potential. They should receive training in interdisciplinary pedagogical strategies, enabling them to connect Poly-Universe activities with different curricular subjects effectively and develop competencies in student-centred learning, ensuring that they can tailor Poly-Universe tasks to meet diverse student needs and learning styles. It is also important to integrate reflective teaching practices that will allow teachers to assess the impact of Poly-Universe activities on student engagement and learning outcomes. As limitation of the study it should be noted that the duration of the activities may have constrained the potential for more extensive development or exploration.

6 Conclusion

This study reports the implementation and results of a teacher training workshop using Poly-Universe, a set of different geometric shapes, with different colours and sizes. The exploration of the potential of Poly-Universe to promote STEAM education, build bridges between curricular areas, and develop different competences was fruitful. Participants were preservice teachers enrolled in courses from different subject areas, such as sciences, mathematics, geography, biology, history, philosophy, humanities, and sports. They explored materials and constructed projects, either replicating the proposed model or creating a new one. The engagement of the participants in the tasks proposed and the diversity of ideas and models that emerged for each subject highlighted the potential of Poly-Universe materials, pointing also to the potential to bring together various subject areas and promote competences through an articulated approach. It was possible to build tasks in various areas promoting STEAM education thanks to the students’ creativity and involvement. In summary, our exploration of Poly-Universe highlights its notable comprehensiveness and interdisciplinary character. While previous research has highlighted the benefits of STEAM education and manipulatives like Poly-Universe, there are notable gaps that justify the need for this study. Many existing studies emphasise student engagement and creativity but lack empirical evidence on how these tools align with curriculum standards and teacher training programs. Furthermore, the integration of manipulatives in interdisciplinary education remains underexplored, with few studies providing concrete frameworks for implementation across different subjects.

Another limitation in previous research is the focus on short-term interventions rather than long-term impacts on teacher preparedness and pedagogical practices. Studies often showcase the immediate benefits of interactive learning tools but do not investigate their sustained influence on teaching methodologies. By addressing this gap, our study aims to explore not only the short-term engagement of preservice teachers but also their ability to incorporate Poly-Universe into their professional practice in the long run.

Additionally, the role of teacher education programs in preparing educators to use STEAM-based materials is often overlooked. While many studies highlight student outcomes, fewer investigate how teacher training can facilitate the integration of these resources into formal education. This study seeks to bridge that gap by examining the competencies preservice teachers develop when engaging with Poly-Universe and how they perceive its applicability within their future classrooms.

By critically engaging with these limitations, this study contributes to a more comprehensive understanding of how Poly-Universe can be effectively implemented in teacher education, ensuring its relevance beyond experimental or isolated settings. Further research is needed to explore long-term strategies for integrating manipulatives into curriculum planning, teacher training, and interdisciplinary pedagogical approaches.

The implications of this research are not only significant for teacher education and professional development but also for the broader educational community. It has the potential to reshape how educators approach interdisciplinary teaching, integrate STEAM principles, and utilise innovative pedagogical tools like educational games. The freedom to explore and create their own educational connections strengthened their engagement with the material and highlighted its adaptability across diverse educational contexts. These insights are valuable for teacher educators, as they demonstrate the potential for student-led curriculum design and the importance of fostering innovation in teacher training programs.

Last but not the least, the visual component can function as a motivational factor, as each activity proposal will certainly give rise to an infinite number of possible colour and shape combinations. The possibilities of this project are endless and that is what makes it understood as a kind of universal language, what fits the original purpose of its creator.

Further research is needed to explore long-term strategies for integrating manipulatives into curriculum planning, teacher training, and interdisciplinary pedagogical approaches.

Future research should explore longitudinal studies on the sustained impact of Poly-Universe in real classroom environments, focusing on its long-term influence on teaching practices and student outcomes. Additionally, comparative studies with other manipulative-based learning tools could provide insights into the unique advantages and limitations of Poly-Universe within different educational contexts. Researchers are encouraged to investigate scalable methods for integrating Poly-Universe into national and international curricula, identifying best practices for aligning it with subject-specific learning objectives.

From a practical perspective, teacher education programs should incorporate structured training on using Poly-Universe, ensuring that educators are equipped with the necessary pedagogical strategies. Developing open-access resources, such as lesson plans and digital adaptations of Poly-Universe activities, could further support its integration into diverse educational settings.