Using CANSATs for Space-themed STEM Education - ESA standard vs. bespoke configurations
- Paper ID
97152
- DOI
- author
- company
University of Limerick (UL)
- country
Ireland
- year
2025
- abstract
The integration of hands-on space technology into STEM education has proven invaluable for stimulating student interest and fostering skills in science, technology, engineering, and mathematics (STEM). This presentation explores the use of two revisions of the CANSAT system — a can-sized satellite platform — in space-themed engineering projects at Irish universities. CANSATs, initially developed as part of the European Space Agency’s (ESA) CubeSat educational initiatives, provide a modular and scalable satellite system that enables students to design, build, and model real-world space systems. The first revision of the CANSAT platform is the ESA CubeSat standard, offering a well-documented, off-the-shelf configuration that allows students to engage with industry-grade systems. The ESA-standard kit provides a predictable and tested environment, with clear technical specifications and robust support, making it an ideal platform for introducing students to satellite systems, mission design, and space hardware operations. This revision was used in a series of educational projects aimed at fostering practical knowledge of space systems and enhancing the students’ capabilities in problem-solving, teamwork, and project management. In contrast, the second iteration of the CANSAT followed a bespoke configuration, offering a more flexible and customizable approach. Designed to accommodate the specific needs and preferences of the individual project goals, this version allowed students to modify and experiment with hardware and software components, offering a greater level of freedom in the design process. Through these modifications, students gained a deeper understanding of the intricacies of satellite technology, learning how to adapt to challenges encountered in real-world engineering applications. However, this bespoke approach also presents challenges in terms of system complexity, customization, and the need for greater technical expertise to manage and integrate the modifications. This presentation examines the differences between these two approaches - the ESA-standard and bespoke CANSAT configurations, in the context of space-themed STEM education at Irish universities. We present lessons learned from implementing both kits, highlighting the benefits and limitations of each. Key takeaways include the importance of balance between standardization for reliability and customization for student creativity, the role of faculty support in successful implementation, and the need for long-term engagement with satellite projects to maximize learning outcomes. Finally, we discuss future directions for CANSAT-based education and the potential for these systems to enhance broader STEM initiatives.