This innovation was created in response to a recognised gap between policy ambitions around child participation, intercultural sensitivity, and European values, and what schools and educators are able to implement in everyday practice. While participation is widely promoted, it is often symbolic rather than embedded, and educators report limited capacity, time, and practical frameworks to translate these principles into meaningful learning processes. In addition, education-focused organisations working in different European contexts lacked shared spaces and methodologies to reflect collectively on participation and values-based education. The project was therefore developed to create a collaborative European space where organisations could co-develop, test, and adapt practical, evidence-based approaches that enable meaningful child participation within real school environments and across diverse cultural and institutional contexts.
In practice, the innovation combines a structured participatory methodology with flexible, context-sensitive implementation. It is delivered through design-based learning processes such as Designer Sessions, where children work collaboratively to explore real-world challenges connected to social, environmental, and cultural themes. Using age-appropriate design and reflection tools, children investigate issues, engage with different perspectives, and co-create ideas while developing intercultural awareness and civic understanding. Educators and facilitators are supported through practical guides, templates, and reflection tools that enable them to shift from instruction-led teaching to facilitation of child-centred learning and meaningful child participation. The approach is designed to work within existing school structures and has been tested across multiple countries and school contexts.
The innovation has spread through transnational partner networks, professional education communities, and open dissemination of project resources. Throughout the project, methodologies and learning were shared via workshops, trainings, community-of-practice sessions, and presentations involving educators, schools, and education organisations across Europe. Project outputs were disseminated through organisational websites, newsletters, and social media channels, generating consistent visibility and engagement, and resulting in design of project ideas around the three missions - Changemaker Children, Intercultural Sensitivity and Right to Participate. In addition, the innovation has been shared informally through peer-to-peer exchange, professional meetings, and sector events, supporting uptake beyond the original project partnership.
The innovation was continuously refined through iterative testing, reflection, and partner feedback. Based on implementation in different national and school contexts, methodology has been adapted to strengthen inclusion, improve clarity for educators / facilitators, and enhance intercultural sensitivity. Additional tools, session formats, and guidance materials were developed to support transferability and ease of use, while preserving the core principles of meaningful child participation and values-based education. This iterative process ensured that the innovation remained responsive to real classroom conditions rather than idealised scenarios.
Schools, educators, and organisations can begin by accessing the open BCORE21 resources, which provide step-by-step guidance on implementing participatory, child-centred design processes. The innovation can be applied flexibly - as a short series of sessions, a focused project, or integrated into existing curricula and thematic work. No specialist infrastructure is required; what matters is a commitment to facilitation, reflection, and child agency. Organisations can start small, adapt the tools to their context, and build capacity over time, with support from Designathon Works and partner networks where needed.
