The support of academics, professionals, and researchers from the most diverse scientific areas to STEAM education is due to the strong impact it has on preparing citizens for a world of continuous scientific and technological development. Among its benefits, we highlight the improvement of critical, innovative, and creative thinking; the development of problem-solving, collaborative, cooperative, and communication skills; the gain of self-confidence, self-motivation, empathy, and resilience. However, the pace of implementation is not the same in all world regions. Developing and less developed countries have limitations of assorted nature in almost all areas of scientific-technological knowledge. With a consensus on the impact of STEAM Education on the progress of any society, its implementation in developing countries becomes fundamental and urgent. The study described here focuses on Cape Verdean teachers' perception of STEAM education and its integration into their pedagogical practices. It includes the analysis of data collected via a questionnaire adapted from one developed by the community for science education in Europe, SCIENTIX, and reported information on official documents. The findings reflect not only teachers' ideas and beliefs about STEAM education, but also their pedagogical approaches, the resources they (do not) use, and the obstacles they face.

We classify, up to an isomorphism, the class of all dihedral f-tilings of S^2, whose prototiles are a spherical triangle and a spherical rhombus. The equiangular case was considered and classified in Ana M. Breda and Altino F. Santos, Dihedral f-tilings of the sphere by spherical triangles and equiangular well-centered quadrangles. Here we complete the classification considering the case of non-equiangular rhombi.