What makes it different
Three elements that existing platforms treat as separate, built from within the Saudi context.
A · AI Critical Mentor
- Asks, never answers, so students must think
- Staged to the project phase; scaffolds without concluding
- A human mentor supervises throughout; AI supports, never replaces
- Bilingual and culturally situated
B · Five-Source Assessment
- Self · Peer · Teacher · AI · Mentor at every stage
- Process assessed, not just the final product
- Timed Socratic responses; submissions locked per stage: a tamper-evident record of the student's own reasoning
C · Competition & ePortfolio
- Students present and defend work inter-school
- The ePortfolio grows across projects and school years
- Readable by universities and employers without a transcript
One project, six stages
Every stage is recorded. The iteration log is the single most compelling thing a university admissions reader can see.
Watch
A short introduction to TaqyeemSTEAM.
Worked examples
What a student actually does, stage by stage, in three domains.
Architecture & passive cooling
How can we design a building that stays cool without electricity?Read the case study (PDF)
Flood investigation & drainage
Why does our neighbourhood flood, and what would fix it?Read the case study (PDF)
Art & environmental awareness
Can art make people notice the environmental problems they normally ignore?Read the case study (PDF)
Where we are
Pre-pilot validation
Surveys in Arabic and English are being run with students, parents, teachers and school directors to establish baseline perceptions, refine features and calibrate pricing.
Pilot: AY 2026–27
Semester 2 pilot across Saudi secondary schools (national and international), male and female students aged 12–18. Quantitative findings reported after pilot completion.
Next
AI Critical Mentor model · five-source rubric refinement · Arabic interface · inter-school competition framework · longitudinal ePortfolio tracking.
References & supporting files
Everything cited on the poster, in one place.
- García-Llamas, P., Taboada, A., Sanz-Chumillas, P., Pereira, L. L., & Álvarez, R. B. (2025). Breaking barriers in STEAM education: Analyzing competence acquisition through project-based learning in a European context. International Journal of Educational Research Open, 8, 100449.
- Fang, X., Zhan, Y., & Jiang, X. (2026). The relationships among teacher support, peer support, students' resilience and attainment value in a STEAM competition. Research in Science & Technological Education, 44(3), 1193–1214.
- Worked examples: Architecture · Flood · Arts (PDF)
- Introductory video (MP4, 4 min) · Prototype
- Technical documentation folder (Google Drive)