Within the project, each workshop and talk aimed to spark curiosity through simple experiments that young people could carry out using accessible, low-cost materials. These experiments were designed to promote interest in science, encourage exploration of STEM careers, and inspire appreciation for Colombian biodiversity. The following activities were included in the program:

The demographic profile of the participants showed a predominance of females (65.5%) over males (34.5%), as observed in Fig. 3. Regarding age, participants ranged from 14 to 17 years old, with the majority being 15 years old (44.8%), followed by 16-year-olds (37.9%). Despite demographic differences, the design of the workshop encouraged broad participation, aiming to reduce gender and age-related gaps through engaging, hands-on activities. These activities were carefully structured so that no prior scientific knowledge was required, allowing all participants to take part without difficulty. By using practical and accessible approaches, the program created an inclusive learning environment that welcomed students from diverse backgrounds and skill levels.

According to data presented in Fig. 5, there was a decrease in response variability and an increase in students' understanding of topics related to STEM, biodiversity, and sustainability following their participation in the activities. This trend aligns with the data shown in Fig. 6, which demonstrates an increase in students’ interest in pursuing studies in these areas.

On one hand, improved comprehension allowed students to establish clearer conceptual connections, which in turn sparked curiosity and encouraged more independent learning. Students became more interested when they recognized the relevance and applicability of what they were learning. At the same time, the activities helped students connect STEM and biodiversity with their everyday lives, making the learning process more meaningful and purposeful.

On the other hand, the data revealed that students exhibit greater prior knowledge in biodiversity compared to STEM fields and sustainability. This may be due to their greater exposure to biodiversity-related topics through their natural environment, school excursions, or media. In contrast, sustainability and STEM fields may be perceived as more technical. Similarly, biodiversity can be more intuitive and observable in daily life, whereas sustainability and STEM may require more complex concepts, which could make students feel less familiar with these topics.

Effective learning strategies played a fundamental role in consolidating the impact of BECAP, as they brought participants closer to the knowledge, interests, and values the project aimed to promote. The activities implemented were designed with an immersive and applied focus, targeting scientific areas that were new or unfamiliar to students.

This ensured that the learning experiences offered were unique and engaging—particularly valuable for students who may not typically have access to such experimental activities in traditional academic settings.

As shown in previous sections, hands-on experiments such as DNA extraction and pH curve analysis successfully captured students' interest in science. Direct interaction with scientific processes enhanced not only content retention, but also students’ motivation and sense of connection to STEM disciplines.

The long-term goal of the project is to broaden its reach, impacting a greater number of students and generating significant social benefits across diverse communities. To achieve this, it is essential to develop new tools and methodologies that expand the program’s scope and provide more dynamic, participatory learning environments.

For instance, the design of more advanced and extended activities that tackle real-world challenges—such as circular economy, sustainable industrial production, bioethics in pharmaceutical development, or functional food innovation—could further stimulate interest by showing how science provides concrete solutions to global problems.

Ultimately, this approach will not only help cultivate sustained interest in STEM, but also empower future generations to become proactive, creative, and socially responsible agents of change.

STEM-related disciplines are fundamentally interconnected in addressing complex problems and generating innovative solutions across a wide range of fields. Their integration allows for the development of tools and knowledge that span from understanding natural phenomena to designing technologies with positive social and environmental impacts.

These disciplines do not operate in isolation; rather, they complement one another in professional careers that merge diverse areas of expertise—such as environmental engineering, biotechnology, data science, chemical engineering, and biochemical engineering. These fields combine scientific and technological principles to design sustainable solutions that tackle pressing challenges including biodiversity preservation, climate change mitigation, and industrial process optimization. Biochemical engineering stands out as a particularly powerful example of such interdisciplinary integration, as it effectively bridges scientific theory and real-world application. This field explores the chemistry and metabolism of microorganisms and uses this knowledge to design and optimize bioprocesses. It enables the transformation of scientific ideas into actionable, sustainable technologies with the potential to regenerate ecosystems, revolutionize industries, and support global sustainability goals. Additionally, biochemical engineering promotes circular economy principles by creating bioproducts and converting waste into value-added materials. These experiences not only reinforce theoretical knowledge but also inspire students to see STEM as a set of tools for solving environmental and societal problems.

In this regard, BECAP illustrates how the interdisciplinary and applied nature of biochemical engineering can enrich educational experiences for young learners. By introducing students to the possibilities of STEM through engaging, culturally grounded, and solution-oriented activities, the program encourages them to imagine new futures where they are the drivers of innovation and sustainability. Aligning with COP16 goals, this approach promotes scientific development that balances technological advancement with environmental stewardship and social equity, inspiring the next generation of changemakers committed to protecting the planet.

Integrating Sustainability learning within the BECAP project to enhance Corporate Sustainability practices.

Education in STEAM fields is a key driver for achieving the Sustainable Development Goals (SDGs), particularly when private sector organizations in the Global South integrate sustainability into their strategic planning and daily operations.

The BECAP initiative has demonstrated its potential to expand participation in scientific careers (Orozco-Donneys et al., 2022; Donneys et al., 2024), thereby directly supporting SDG 4: Quality Education. It promotes inclusive educational activities targeting groups historically excluded from higher education in Colombia. As a result, the initiative contributes to target 4.3—“Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education”—and target 4.5—“Eliminate gender disparities in education and ensure equal access for the vulnerable, including persons with disabilities, Indigenous peoples, and children in vulnerable situations.

Furthermore, BECAP promotes SDG 10: Reduced Inequalities by working with youth from low-income and ethnically diverse communities who often lack access to scientific spaces and resources. These efforts directly address target 10.2—“Empower and promote the social, economic and political inclusion of all people”—and 10.3—“Ensure equal opportunity and reduce inequalities of outcome.” Embedding the BECAP project within the framework of COP16 enhances its potential for long-term impact by facilitating participation in global climate dialogues and creating opportunities for international cooperation. Climate law scholar Didac Amat i Puigsech argues that COP events serve as hubs for negotiation and consensus-building among international stakeholders, reinforcing global public interest (Amat i Puigsech, 2024). Following this reasoning, it is valid to suggest that initiatives like BECAP—developed within COP16—also contribute to promoting the global public good in STEAM education.

The participation of private institutions such as the Mayagüez Foundation—responsible for social and environmental initiatives within the Mayagüez Industrial Group—strengthens the project’s connection to corporate sustainability strategies. By involving their communities in educational activities with tangible environmental outcomes, these companies can align BECAP’s results with international sustainability reporting standards, including GRI (Global Reporting Initiative) and CSRD (Corporate Sustainability Reporting Directive). As a result, the project also supports growing accountability in the private sector, driving cultural change toward sustainability as a core organizational principle.

Finally, it is reasonable to consider the long-term environmental implications of the project. By encouraging students from marginalized communities to pursue STEAM careers, BECAP fosters the development of future professionals whose work may contribute to reducing CO₂-equivalent emissions through innovations in sustainable production. As Ana García-Juanatey notes, climate change responses must be contextual and inclusive, accounting for intersecting inequalities based on culture, gender, ethnicity, and economic status (García-Juanatey & Steible, 2023).

Engaging students who have historically been excluded from science and sustainability education generates greater long-term impact, both socially and environmentally. By promoting human rights and inclusive education, BECAP contributes to climate resilience while embodying the integrative principles of sustainable development.