Cultural sustainability. Soft competences, identity and digital STEAM education for inclusive citizenship in primary school

This paper proposes a sociological reinterpretation of the concept of sustainability, understood as a cultural dispositive capable of shaping habitus, social representations, and models of action. From a culturalist perspective, sustainability is analysed as a process of social construction grounded in the internalisation of values, knowledge, and practices that contribute to the formation of responsible citizenship. Within this theoretical framework, the school assumes a strategic role in processes of sustainability education by fostering the ethical, collaborative, and inclusive competences required to address contemporary socio-environmental transformations. The paper presents the Edumat+ design protocol, developed within the framework of the Erasmus+ programme, aimed at experimenting with innovative methodologies for digital education in primary schools through the integration of STEAM approaches, with reference to coding, educational robotics, and information design. The protocol involved the development of infographic mats and digital learning activities focused on themes of environmental sustainability. The findings highlight how the integration of digital education, visual storytelling, and collaborative learning can contribute to the construction of inclusive and participatory educational environments capable of supporting processes of sustainable citizenship from primary education onwards. Although the activation of such pathways is consistent with recent European policies promoting the integration of digital technologies and STEAM approaches within schools, particularly through initiatives focused on teacher education and the acquisition of technologies and software, the widespread dissemination of the project still requires further governmental support, especially for the development and dissemination of the project outputs.