The Science Behind Video Games
Ages: 10–16 | Field: STEAM (Computer Science – Psychology – Technology – Art)

Video games may seem fun and imaginative, but behind each game lies a whole world of scientific knowledge, technology, and human psychology. In this program, students discover the fundamental principles of game design and how the human mind works when playing: from colors that evoke emotions, to music that increases tension or the sense of reward that keeps the player engaged. They explore the connection between narrative structure and level design, study physics and motion engines, and analyze how graphics and sounds influence our behavior.

Through experiential activities and the use of friendly programming tools, children design and implement their own mini-game, while collaborating to solve creative and technical challenges. The workshop strengthens digital literacy, the responsible use of technology, but also the cultivation of innovation and critical thinking, giving children a new way to see the world of games: not only as players, but also as creators.

The action is linked to the Sustainable Development Goals:
SDG 4 – Quality Education, through introduction to digital and creative skills.
SDG 8 – Decent Work and Economic Development, by strengthening skills related to modern technological careers.

Minecraft Education is the educational version of the most popular game in the world. Through a Game Based environment, students study subjects such as Mathematics, History, Physics, Programming, etc. Students are attracted to Minecraft Education, as they have the opportunity to create in a colorful environment, with few and simple rules. They build their own safe spaces, which encourages them to explore the “outside” world and take risks. They experience adventure and the freedom of discovery. Project “My Sustainable city and Landmarks”
Students, under the guidance of their teachers and utilizing the class mode (group work) in Minecraft Education, will capture a landmark of their city such as: historical buildings, monasteries, churches, etc. or Modern structures such as professional buildings. They will then suggest how these buildings could be more sustainable with green energy sources.

Welcome  by the Director, Dr. George Vekinis

«"The beginning of wisdom is inquiry." Socrates

«"The greatest success of a teacher is the awakening of the pleasure of creating and acquiring knowledge." Albert Einstein

Dr. George Vekinis, Director, GATE Center
Emeritus Director of Research, former Director of Education, NCSR DEMOKRITOS

Take a look around you: electronics and especially computers have penetrated everywhere in our lives. Mobile phones, lasers, drones, even trains and airplanes are all based on a computer. And we all know that the basis of computers is the transistor. But what are the physical laws that govern transistors? In a word, Quantum Mechanics! (or better, Quantum Physics). The science that “no one understands” but has passed all the tests we have thrown at it with flying colors!

Together we will look and study how the foundations and laws of quantum mechanics were discovered and how the mathematics that allowed us to invent all the technologies we use gradually developed. We will look back at the discussions and dilemmas of the great physicists of the 20th century who developed the science of quantum mechanics such as Planck, Einstein, de Broglie, Bohr, Dirac, Heisenberg, Schrodinger, Feynman and many others. And we will discuss and try to understand the big, unanswered questions of Quantum Mechanics, but also the future of this most important science. 

Children in groups will research and study the many aspects of Quantum Mechanics and will conduct experiments with electronics, lasers, various sensors, etc. to understand the secrets of Quantum Mechanics. They will be free to express their own opinion on how the various phenomena that govern this science are explained and at the end they will present their ideas and their results. 

The Human Performance Lab is an innovative experiential program that aims to enhance children's personal and social skills through theater and the arts. The lab helps children practice active listening, take initiatives and actions, accept the different needs of others, become emotionally mobilized, connect external experience with internal emotional experience and thus assimilate new knowledge.
We focus on strengthening the following skills:
• Formation and respect of rules
• Communication
• Collaboration and positive interaction
• Recognition & expression of emotions
(e.g. anger & stress management)
• Self-esteem
• Conflict management
• Cultivating empathy
• Recognition and utilization of personal and social resources with the aim of strengthening mental resilience.

For many years, electricity generation was almost exclusively by burning fossil fuels.
fossil fuels (coal, oil and natural gas) which unfortunately pollute the
environment with exhaust gases and smoke. In recent years we have even understood that carbon dioxide
of the carbon produced by combustion (and from internal combustion engines, etc.) but also the
methane from natural gas have a very significant impact on the climate and have led to
climate destabilization almost everywhere on our planet.
The best solution is to produce electricity in gentle ways that do not affect
environment and climate. These ways already exist and are constantly expanding: wind
energy that produces electricity with wind turbines, hydroelectric stations where the
gravitational energy is converted into electricity and of course the photovoltaic stations where the
The sun's electromagnetic radiation is converted directly into electricity.
Children in groups will research, study and learn the details of
various mild forms of electricity generation, along with new forms such as
thermoelectricity, photothermoelectricity, etc. as well as ways of storing energy. It will
conduct experiments with models and at the end they will present their results to
show their understanding.

How small is a microbe? A virus? A molecule of water or air? All of these and more
Tiny particles around us are invisible to us because they are smaller than we can see.
the human eye. A microbe with a size of 1μm (1 micrometer = 0.001mm, one thousandth of
millimeter) seems huge in front of a virus (0.05μm) which is huge in front of a
molecule (about 1nm (1 nanometer = 0.001μm). But all these invisible to us are everywhere
present and affect our lives positively or negatively. And it's not just the physical
nanoparticles, but also many artificial ones that are around us.
Now many technological achievements are based on such microsystems that are not
we can see them. Our computers and our phones work with "chips" that
contain billions of transistors, each a few nanometers in size. So do
photovoltaic panels, tanning lotions, new car and wall paints and much more
other materials and machines contain nanoparticles or consist of nanostructures. In
In this program, children will study these nanostructures and learn about their properties.
them and how they affect our lives.
Children in groups will investigate and experiment with either non-structural models or
real nanostructures to understand their characteristics and how they change with decreasing
their dimensions. They will also conduct experiments with photovoltaics, thermoelectrics and
other systems made with nanostructures. At the end of the program, children will
present their results to demonstrate their understanding.

The Pythagorean school was known for the research they conducted on the correlation between
mathematics and music. But also Louis Carroll with his famous book "Alice in Wonderland"
Wonderland uses Alice's "crazy" story as a vehicle to show us
takes us to the most interesting and unknown aspects of mathematics. And of course Picasso and
Escher with Cubism and repeating mosaics respectively managed to show that
Mathematics is not just numbers and geometry but something living and human. The
This program will show children the hidden mathematics in music, literature, and
art and children will develop critical thinking to recognize mathematics in many
other works of art.
Children in groups will research and study various works of music and art and will
develop analytical thinking to understand the hidden mathematics in images we see
daily. They will make mathematical "blocks" and cubic projects and present their
their results at the end of the program.

The science of simulations has been developed based on the application of the laws of physics.
(gravity, wind movement, human and animal movement, plant movement, etc.) in a computer
environment so that today's systems even compete with real video of
nature. The e-gaming industry and science is now huge and growing
The use of virtual reality (VR) systems further increases the
realism of games.
But digital simulations are also widely used in research and industry.
for conducting virtual experiments and measuring characteristics and properties of materials and
systems without the need to conduct a large number of expensive experiments in the laboratory.
Finally, the development of new creative artificial intelligence systems and systems
communication in a natural way has brought us even closer to the world where man and animals
computers will be closely connected.
Children in groups will explore and study the ways in which
simulations are created and experiments will be conducted on special computers
systems. They will also have the ability to use VR and AI as well as
program various systems, depending on age. At the end of the program you will
present their research for discussion and analysis.

While Archaeology discovers and exhibits ancient objects, altars, temples, etc.,
Archaeometry records in detail ancient technology and science so that we can understand
the scientific and technological level of the ancients. These two sciences cooperate
very closely and so now we know, and we will discuss, exactly how the ancients worked
clay, glasses, stone, metals and other materials as well as their properties. It will
also discuss the advanced physics and chemistry methods used to
the discovery of the origin of various objects and raw materials and of course the
networks of collaborations between ancient cities. The geometry and the way in which
the manufacture of the various amphorae and other vessels to better understand the
optimizing them for each use.
Children in groups will conduct research on many of these topics and produce
ceramic objects (simulation of ancients) that will be fired in kilns in a research laboratory
laboratory and measure their properties. They will also conduct research with digital optics
microscopes and possibly an electron microscope where the
different structures of ancient materials and at the end of the program they will present the
their results with new ideas and suggestions.

We will study the classic and new achievements and tools used by
forensic scientists to solve crimes and accidents. We will discuss about
fingerprints, DNA extraction and analysis, cellular and hair structures, types
blood, special marks at the crime scene, phosphorescence of materials with ultraviolet
radiation (UV) and many others.
Children in groups will conduct in-depth research and experiments on many of these topics.
using digital microscopes, special fingerprint kits, copies
plaster casts, UV lenses and more. There will be an educational simulation
crimes and at the end of the program the children will present their results.

Medical science has made huge strides and "miracles" in recent years, and children
they will study and discuss great achievements and discoveries such as
elucidation of the details of human DNA and RNA, its precise function
cell with its various microstructures (mitochondria, ribosomes, etc.), the electromagnetic
function of neurons and much more. Based on our knowledge of our body we will
proceed to study new medical applications and techniques such as DNA repair with
CRISPR, robotic surgery, mRNA techniques, nanomedicine, sugar reduction, importance
electrolytes and vitamins and many more, always according to the age of the children.
Children in groups will conduct research on many of these topics and also simply
blood pressure, body temperature, pulse, blood oxygenation experiments,
ocular structures and many others, in relation to specific environmental conditions. In
At the end of the program, the children will present the results of their studies and
their experiments and will offer explanations and new ideas.

Through magnificent astronomical photographs and new scientific theories we will see and
study the many and important discoveries that have been made in recent years that have given us
have helped us understand the Big Bang 13.8 billion years ago as well as the creation
and evolution of stars and galaxies and the expansion of the universe. Older children
will study the groundbreaking consequences of the Special Theory and the General Theory of
Einstein on gravity and the important discoveries on the acceleration of expansion,
about Neutron Stars and Black Holes.
Children in groups will explore in appropriate depth (according to their age) many of
these topics such as the origin and course of the universe, the origin and course of the stars and planets
galaxies (like our Sun and Milky Way), neutron stars and black holes
but also the end of the Universe in many billions of years and will present the
their results at the end of the program with discussion and new ideas.

In a rapidly changing world, with Earth being tested and technology evolving at a rapid pace, the thought of life beyond our planet no longer belongs exclusively to the realm of science fiction. The program «"Technology and Survival: Conditions for Life on Other Planets"» invites students to explore the possibility of human settlement on other worlds — starting with the Moon and Mars.

The starting point of the activity is the understanding of how does life work in extraterrestrial environments and what are the main survival conditions: access to water, a stable source of energy, adequate atmosphere or radiation protection, food processing, and waste management. Students study the lives of astronauts on the International Space Station (ISS), the technologies used to keep them safe, and the plans already being developed for missions and settlement on other planets.

In this context, children take an active role: through interdisciplinary STEAM activities, they are invited to design their own viable interplanetary colonies. Using simple materials, they model mock-ups of cities on Mars, taking into account the planet's natural hazards (such as low temperatures, a lack of atmosphere, solar radiation, dust) but also the possibilities of exploiting natural resources (frozen water, solar energy, carbon dioxide for crops).

Connection with them Sustainable Development Goals of the UN.

Children understand the importance of quality education and his scientific literacy (SDG 4), become familiar with the concept of innovation and technology for creating infrastructure in difficult environments (SDG 9), they understand the design principles sustainable communities (SDG 11), develop awareness of the environmental protection (SDG 13).

The activity builds bridges between imagination and knowledge, between scientific observation and creative problem-solving. At the end of the experience, students have not just «played with space»; they have reflected deeply What does it mean to build life where there is none?, and, above all, what value is there in caring for the unique, hospitable planet we already have: Earth.

“Mind Hackers: The Brain in Action”| STEAM Fields: Neuroscience, Psychology, Artificial Intelligence

The human brain is one of nature's most complex and fascinating organs: a system of exquisite information processing, full of memories, sensations, emotions and decisions. In «"Mind Hackers: The Brain in Action"», children become little explorers of the mind and observe in a simple, experiential way how the brain works, how we make decisions and what the role of emotions is in our thinking and behavior.

Starting with the question "how do we know what to do?", children are introduced to basic concepts of neuroscience and her cognitive psychology, recognizing that the brain functions as a intelligent, constantly learning system. They experiment with optical illusions, participate in “memory workshops” and design robots that «learn» through experience — thus giving their first systematic thoughts about the artificial intelligence and its limits compared to the human mind.

This experience enhances scientific and technological literacy, cultivates self-awareness and our behavior, and promotes metacognitive thinking, helping children understand how their own thinking works. 

Connection to the Sustainable Development Goals (SDGs):

• Goal 3 (Good Health and Well-being),
• Goal 4 (Quality Education),
• Goal 10 (Less Inequalities) through cultivating empathy and respect for brain diversity.

Public speaking is the ability to speak in front of an audience with confidence and clarity.

For children and adolescents aged 9-17, public speaking may seem difficult or scary at first, but it is a valuable skill that can help them in many aspects of their lives.

Learning public speaking helps children to:

They build self-confidence: When speaking in front of others, they learn to overcome anxiety and shame.
They communicate better: They develop their skills in expressing themselves clearly, logically and accurately.
They organize their thinking: They learn to structure their speech and present their ideas in a logical order.
They listen and collaborate: Through exercises and presentations, they also learn how to listen to and accept the ideas of others.

What does learning it involve? Public Speaking;

Developing self-confidence: Through short presentations and role-playing games, children become familiar with speaking in public.

Practicing body expressions: Posture, hand movements, and eye contact are all elements they learn to reinforce their speech.

Understanding the audience: They learn how to tailor their speech according to the audience they are addressing.

Work on voice and articulation: Through exercises for voice control, correct articulation and the rhythm of speech, they manage to make their speech clearer.

Stress Resolution: With breathing and stress management techniques, children learn how to relax before a presentation.

The public speaking helps children express their thoughts and feelings with comfort and clarity, not only at school but in every aspect of their lives!

“An environment where creativity and expression are priorities”

The SIG (Special Interest Group) for Parents in the Arts program is aimed at parents of gifted and talented children who have a strong inclination and interest in the arts or are seeking ways to express themselves. It focuses on educating parents to better understand their children's special needs and to enhance their creativity, self-expression and self-confidence through artistic activities.

Through the SIG ARTS we achieve:
Strengthening the Parent-Child Bond
Encouraging Creativity
Creating a Positive Environment
Creating moments of joy and collaboration

Art becomes a tool to deal with challenges and stress.

The SIG for Parents “ARTS” is not just an educational experience. It is a journey of artistic discovery, which not only supports gifted children but also inspires parents to actively participate in their children’s creative journey.

The special characteristics of Charismatic students as well as the asynchronous development they present, whereby advanced functions and increased sensitivity create internal experiences that are qualitatively very different from those exhibited by children of the typical population, constitute a necessity for the existence of flexible and enriched Curriculums, as well as the implementation of differentiated teaching practices, in order to achieve the smooth integration of charismatic students into the classroom and the highlighting of their potential. GATE center, Recognizing the need to provide appropriate education to gifted students, it designs and implements comprehensive teacher training programs in differentiated education and the special needs of gifted students.

The parenting style that parents apply to gifted children is usually aimed at children of the typical population, with the result that the gifted child does not conform to these specific models, as he has other needs and is unable to meet the expectations of a "normal" child. GATE creates a strong network of parents, with the aim of protecting the mental health of Charismatic children, strengthening the parental role and developing parenting skills.

Parents will receive support in:

• Developmental issues common to gifted children such as:

              -special characteristics and needs

              -differentiated education

              – social and emotional development

• In their parental role such as:

              -recognizing giftedness

              -in parental profiles

              -in the management of special cases of gifted children such as dual giftedness, underachievement, etc.

 Parents will have the opportunity to raise issues that concern both themselves and their children, express their thoughts and share their experiences and concerns.

OR Parents' School  aspires to become a fertile space for information, support and exchange of experiences regarding raising children.

Creating digital and imaginary worlds: the science and coding of
simulations, artificial intelligence, gaming and virtual reality
(10-12 and 13-16 years old)

The science of simulations has been developed based on the application of the laws of physics.
(gravity, wind movement, human and animal movement, plant movement, etc.) in a computer
environment so that today's systems even compete with real video of
nature. The e-gaming industry and science is now huge and growing
The use of virtual reality (VR) systems further increases the
realism of games.
But digital simulations are also widely used in research and industry.
for conducting virtual experiments and measuring characteristics and properties of materials and
systems without the need to conduct a large number of expensive experiments in the laboratory.
Finally, the development of new creative artificial intelligence systems and systems
communication in a natural way has brought us even closer to the world where man and animals
computers will be closely connected.
Children in groups will explore and study the ways in which
simulations are created and experiments will be conducted on special computers
systems. They will also have the ability to use VR and AI as well as
program various systems, depending on age. At the end of the program you will
present their research for discussion and analysis.

The Most Complex Organ in the Universe: New Discoveries of Its Function
Human Brain and the impressive adaptations in the brain of Deaf and
of the Blind (10-12 and 13-16 years old).

We will study the functioning of the human brain and discuss the new
discoveries about the function of neurons, the lymphatic system, the special
brain perfusion system, etc. We will give special emphasis to the creation and
memorization of new observations and memories, in the large number of senses that send
signals (almost 30!), on logic and intelligence, as well as on the way the brain
processes the various stimuli it receives through the senses. We will study the
electromagnetic spectrum, wavelengths in the visible, ultraviolet (UV) and
of infrared (IR) and how our eyes and skin are protected from UV rays.

3

We will also discuss how the brain adapts when one of its important connections is lost.
senses such as vision and hearing and how it changes the way it functions.
Children in groups will conduct in-depth research and experiments on visual, auditory and
other hallucinations, visual and auditory waves, increased or decreased sensitivity of various
instruments with simulation of deaf and blind people, riddles, puzzles and brain teasers, etc. and in
At the end of the program, they will present their results with new ideas and proposals.

Automation and self-driving: sensor science and engineering and
coding of autonomous systems (10-12 and 13-16 years old).

The 21st century is characterized primarily by the development and consolidation of technological
automation not only in industry (with robots and computers) but also in everyday life
our lives with a multitude of sensors, autonomous vehicles, airplanes, drones, meteorological
stations, robots, etc. all based on micro-computers. The "internet
of things" with cameras and sensors helps our daily lives and increases
our connection with the environment. Children will also study the physical laws that
govern the flight of airplanes and drones as well as programming code.
Children in groups will explore these topics and assemble small autonomous
vehicles and will program them for self-driving, based on special sensors, in a special
track so they can compete with each other. They will also learn to operate a drone and

build a simple weather station for the home. At the end of the program they will
present the results and the vehicles they have built.

Human Space Exploration: The Life of an Astronaut on the Space Station,
on the Moon and on Mars (10-12 and 13-16 years old).
We will discuss in depth the life of an astronaut which is extremely dangerous but also
exciting. On the one hand he has to be very careful because of the lack of oxygen and
gravity as well as extremely low temperatures and cosmic rays and on the other
is constantly conducting very interesting experiments on behalf of research groups on Earth.
Children will systematically conduct experiments and activities in vacuum, vapor pressure,
and in various gravity conditions but also at very low temperatures and will study
how materials behave in the conditions found in space, on the Moon and on Earth
Mars, according to their age.
All children in groups will present their findings at the end of the program and
offer new ideas for solutions to the difficulties of life in space.

“Mind Hackers: The Brain in Action”| STEAM Fields: Neuroscience, Psychology, Artificial Intelligence

The human brain is one of nature's most complex and fascinating organs: a system of exquisite information processing, full of memories, sensations, emotions and decisions. In «"Mind Hackers: The Brain in Action"», children become little explorers of the mind and observe in a simple, experiential way how the brain works, how we make decisions and what the role of emotions is in our thinking and behavior.

Starting with the question "how do we know what to do?", children are introduced to basic concepts of neuroscience and her cognitive psychology, recognizing that the brain functions as a intelligent, constantly learning system. They experiment with optical illusions, participate in “memory workshops” and design robots that «learn» through experience — thus giving their first systematic thoughts about the artificial intelligence and its limits compared to the human mind.

This experience enhances scientific and technological literacy, cultivates self-awareness and our behavior, and promotes metacognitive thinking, helping children understand how their own thinking works. 

Connection to the Sustainable Development Goals (SDGs): Goal 3 (Good Health and Wellness), Goal 4 (Quality Education), Goal 10 (Less Inequalities) through cultivating empathy and respect for brain diversity.

Session 3: “Technology and Survival: Conditions for Life on Other Planets” | Skills: Critical Thinking, Creativity, Teamwork | STEAM Fields: Physics, Biology, Mathematics

In a rapidly changing world, with Earth being tested and technology evolving at a rapid pace, the thought of life beyond our planet no longer belongs exclusively to the realm of science fiction. The program «"Technology and Survival: Conditions for Life on Other Planets"» invites students to explore the possibility of human settlement on other worlds — starting with the Moon and Mars.

The starting point of the activity is the understanding of how does life work in extraterrestrial environments and what are the main survival conditions: access to water, a stable source of energy, adequate atmosphere or radiation protection, food processing, and waste management. Students study the lives of astronauts on the International Space Station (ISS), the technologies used to keep them safe, and the plans already being developed for missions and settlement on other planets.

In this context, children take an active role: through interdisciplinary STEAM activities, they are invited to design their own viable interplanetary colonies. Using simple materials, they model mock-ups of cities on Mars, taking into account the planet's natural hazards (such as low temperatures, a lack of atmosphere, solar radiation, dust) but also the possibilities of exploiting natural resources (frozen water, solar energy, carbon dioxide for crops).

Connection to the Sustainable Development Goals (SDGs):  Goal 3 (Good Health), Goal 9 (creation of infrastructure in difficult environments),  Goal 11 (designing sustainable communities).

Ages: 13-15 years old

Session 1: “Mathematics in Art: From Da Vinci to Contemporary Architecture” | STEAM fields: Mathematics, Art, Technology

From Da Vinci’s sketches and the golden ratio of the Renaissance to fractals and digital design of the 21st century, mathematics is the silent structure behind some of the most impressive achievements in art and architecture. In the section «Mathematics in Art: From Da Vinci to Contemporary Architecture», students aged 13–15 are invited to explore the world of symmetry, proportion and geometric composition as a common language between science and aesthetics. Through the analysis of historical works, experiential activities and contemporary applications, children discover how art is not just expression, but also mathematical reflection. Through the process of design and analysis, students understand how mathematical thinking contributes to the creation of works that combine aesthetic harmony with functionality, offering solutions that are both practical and inspiring.

Students begin by exploring the "golden ratio" and the Fibonacci sequence, analyzing the work of Leonardo da Vinci and other artists who precisely used mathematical principles to convey harmony and aesthetic balance. They then move on to modern forms of geometric thinking, such as fractals and repetitive structures, which find application in both digital art and architecture. Through observation, design, and creation, students discover that mathematics is not just abstract rules, but a tool that helps us understand the beauty, structure, and function of the world around us — from nature to architecture and digital design.

Connection to the Sustainable Development Goals (SDGs):  Goal 4 (Quality education), Goal 9 (creation of infrastructure in difficult environments),  Goal 11 (designing sustainable communities). 

Session 2: “Mysteries, World Mysteries – Enigmatic Destinations & World Heritage Sites”| STEAM fields: Geography, History, Technology, Mathematics

The “Mysteries” module invites students on a fascinating journey through time and space. Exploring real world monuments and places charged with mystery, participants are invited to become little researchers, detectives of knowledge, and to seek interpretations for historical, natural and cultural phenomena that even today remain enigmatic. Starting from case studies such as Easter Island, the Bermuda Triangle, Stonehenge, Loch Ness, Machu Picchu, the mysterious disappearance of Amelia Earhart and the myth of the lost Atlantis, the program opens a window into research, hypothesis and creative interpretation.

Students take on the role of investigators and study each mystery as a challenge that requires analysis, synthesis, and imagination. Starting with the selection of a place or event, they learn to locate geographical points on maps, collect information from a variety of sources, and plan virtual exploration trips. Through this process, they connect knowledge with action: they develop research questions, formulate hypotheses, record and analyze data, propose theories, and build models to present their findings to the class.

Connection to the Sustainable Development Goals (SDGs):  Goal 4 (Quality education),  Goal 11 (designing sustainable cities and communities). Goal 16 (democratic education and peaceful coexistence).

Session 3: “Time & Universe: Is There a Parallel Reality?”| STEAM fields: Physics, Astronomy, Philosophy, Technology

The third module, “Time & Universe,” invites students on a journey beyond the boundaries of common experience, into the mysterious world of modern physics. Through the exploration of concepts such as the relativity of time and theories of parallel universes, students come into contact with fundamental scientific questions about the nature of reality, time, and existence.Students begin by exploring key concepts from Einstein’s theory of relativity — such as that time is not absolute, but can flow differently depending on speed or gravitational field. They are then introduced to the world of quantum physics, where they encounter concepts such as superposition, the ability of a particle to be in more than one state at the same time, and quantum entanglement, where two particles remain interconnected even when separated by vast distances. Their journey concludes with theories of the multiverse, where they examine the possibility of parallel universes and alternative versions of reality, asking the question: What is our place within this vast and mysterious cosmic whole?;

Within the framework of the program, children do not simply function as passive recipients of information, but are actively involved: they formulate their own questions, separate science fiction from established theory, create and design "multiple versions of reality", through assignments, comics, debates, scenarios, and research. 

Connection to the Sustainable Development Goals (SDGs):  Goal 4 (Quality education), Goal 13 (climate action), Goal 16 (democratic education and peaceful coexistence).