Abstract
In the context of the digital society, educational systems should prepare the students to succeed in a really volatile environment. In order to do so they require to acquire some specific competences that use to be related to STEAM Education. However, integrating STEAM is hard and requires of new methodologies and tools. RoboSTEAM is an Erasmus+ project that aims to facilitate this by using Challenge Based Learning and applying Physical Devices and Robotics. In order to know if what RoboSTEAM proposes work properly it must be tested in different contexts with different educational systems. The results of these tests should be compared, which requires of a common knowledge background. In order to achieve it RoboSTEAM proposes students and teachers exchanges between similar and different sociocultural environments, so they can learn how other people work in the project challenges and if what they do can be addressed by them in a similar way. The present work describes these exchanges, how they were planned and carried out and the main results obtained. From the exchanges carried out until now it is possible to say that they facilitate sharing knowledge that later can lead to better results in the project challenges and that they are enriching experiences both for students and for teachers. © 2020, Springer Nature Switzerland AG.

Abstract
Nowadays, companies are demanding better-prepared professionals to succeed in a digital society, and the acquisition of Science, Technology, Engineering, Arts, and Mathematics (STEAM)-related competencies is a key issue. One of the main problems in this sense is how to integrate STEAM into the current educational curricula. This is not something related to a subject or educational trend but rather to new methodological approaches that can engage students. In this sense, such active methodologies that apply mechatronics and robotics could be an interesting path to pursue. Given this context, the first necessary task in evaluating the potential of this approach is to understand the landscape of the application of robotics and mechatronics in STEAM Education and how active methodologies are applied in this sense. To carry out this analysis in a systematic and replicable manner, it is necessary to follow a methodology. In this case, the researchers employ a systematic mapping review. This paper presents this process and its main findings. Fifty-four studies have been selected out of 242 total studies analyzed. From these, beyond obtaining a clear vision of the STEAM landscape regarding project topics, we can also conclude that robotics and physical devices have been applied successfully with collaborative methodologies in STEAM Education. Regarding conclusions, this paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as "21st-century skills."

Abstract
In this paper it is described a low-cost robotic manipulator that was developed to be applied in the study of over-sensored systems and state estimation. The prototype was developed to be a teaching aid in advanced courses, such as a Robotics Doctoral Program, although it is also suitable to be applied in some other educational contexts, to support experiments, for graduate and undergraduate students. Its features and software implementation are described, as well as two possible approaches to the problem of estimating its pose, based on a wide variety of sensors use. © 2020 ACM.

Abstract
COVID pandemic has changed the way in which we carry out our daily life and also have affected educational processes. Teaching and learning have changed from a most common face to face context to a blended or online context. This implies changes in the way to carry out the activates and have an impact in research projects such as RoboSTEAM. Such project, that applies Challenge Based Learning methodologies with application of Robotics and Mechatronics, requires to change its approach to show how it is possible to succeed in the new situation. This paper describes how the project has evolved, how it has been affected by COVID and the possible changes to carry out. Regarding this last issue remote labs and online tools are presented as solutions to support changes in the application of challenge-based learning methodology. © 2020 ACM.

Abstract
After the computational thinking sessions in the previous 2016-2019 editions of TEEM Conference, the fifth edition of this track has been organized in the current 2020 edition. Computational thinking is still a very significant topic, especially, but not only, in pre-university education. In this edition, the robotic has a special role in the track, with a strength relationship with the STEM and STEAM education of children at the pre-university levels, seeding the future of our society. © 2020 ACM.

Abstract
Throughout this paper, a competition created to enable an inter-connection between the academic and industrial paradigms is presented, using Open Hardware and Software. This competition is called Robot at Factory Lite and serves as a case study as an additional enrollment for students to apply knowledge in the fields of programming, perception, motion planning, task planning, autonomous robotic, among others. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021.