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The switch to distance and online learning is a central issue for the European Education Area in Higher Education. To help prepare the future of digital education, the academic community of the University of Aveiro (UA, Portugal) has been called to debate learning experiences, to prepare forward-looking training systems, and to share practices. With this framework as a background, this chapter has a double objective: to present a teachers' professional development program designed for the empowerment of digital teaching and learning processes and to report two teaching experiences incorporating the key ideas of the program and designed to serve STEM publics (a professional training course and a pre-service teachers' course). An additional objective is to present a future research proposal within an informal context for STEM students. The study will provide relevant insights regarding e-learning in STEM education at the UA and the impact of transformational strategies on the community.

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The introduction of automated deduction systems in secondary schools face several bottlenecks, the absence of the subject of rigorous mathematical demonstrations in the curricula, the lack of knowledge by the teachers about the subject and the difficulty of tackling the task by automatic means.Despite those difficulties we claim that the subject of automated deduction in geometry can be introduced, by addressing it in particular cases: simple to manipulate by students and teachers and reasonably easy to be dealt by automatic deduction tools.The subject is discussed by addressing four secondary schools geometry problems: their rigorous proofs, visual proofs, numeric proofs, algebraic formal proofs, synthetic formal proofs, or the lack of them. For these problems we discuss a lesson plan to address them with the help of Information and Communications Technology, more specifically, automated deduction tools.

The Web Geometry Laboratory (WGL) project's goal is to build an adaptive and collaborative blended-learning Web-environment for geometry. In its current version (1.0) the WGL is already a collaborative blendedlearning Web-environment integrating a dynamic geometry system (DGS) and having some adaptive features. All the base features needed to implement the adaptive module and to allow the integration of a geometry automated theorem prover (GATP) are also already implemented. The actual testing of the WGL platform by high-school teachers is underway and a field-test with high-school students is being prepared. The adaptive module and the GATP integration will be the next steps of this project.