This innovation was created to address a fundamental gap in education: many students are still unable to fully participate in learning due to barriers related to ability, background, confidence, or lack of inclusion. While access to education has improved, meaningful participation for all learners remains a challenge.
We developed this approach to ensure that every child is not only present in the classroom but actively engaged, heard, and empowered. The innovation promotes inclusive teaching practices, where diversity is seen as a strength and learning is designed to meet different needs, rather than expecting students to adapt to rigid systems.
Another key motivation was the need to move beyond teacher-centred models and give students real agency. When learners are involved in decision-making and project design, they build confidence, critical thinking, and a sense of ownership over their education.
We also recognised that education cannot happen in isolation. Engaging parents, families, and local communities brings valuable knowledge, skills, and support into the learning process, making it more relevant and impactful.
Ultimately, this innovation was created to transform schools into inclusive, participatory environments where all stakeholders collaborate, and every learner has the opportunity to thrive.
In practice, this innovation takes the form of student-centred, project-based learning experiences designed and delivered through active collaboration between students, teachers, families, and community partners.
Each project begins with a participatory planning phase where students help choose topics that are meaningful to them. Teachers act as facilitators rather than instructors, guiding the process while allowing learners to take ownership of decisions, roles, and outcomes.
Learning activities are designed using inclusive principles, offering multiple ways for students to access content, express their understanding, and stay engaged. This ensures that all learners—regardless of ability or background—can participate meaningfully.
Stakeholder engagement is central. Parents and community members contribute skills, knowledge, and resources, while external partners may support research, provide venues, or co-create learning experiences.
Students work collaboratively in teams, conducting research, solving real-world problems, and creating tangible outputs such as presentations, events, or community initiatives. Throughout the process, continuous feedback and reflection replace traditional grading, supporting personal growth and self-awareness.
Overall, the innovation creates an inclusive learning environment where participation, collaboration, and real-life relevance are at the heart of everyday practice.
The methodology was first used in the 60+ local pilot projects across 6 European countries. A Guide has been developed for teachers to implement the methodology.
Following this, the methodology was promoted in the countries that are Council of Europe member states during the European Year of Digital Citizenship Educaition in 2025, and further promoted and implemented in countries outside of Europe. The method is accompanied by a teacher training offer by Parents International that triggers implementation.
Following the first experiences, the implementation guide was accompanied by a guide on covering potentially traumatising topics as many student-led pilots included such elements, and teachers needed guidance.
Read the Guides, and the contact Parents International.
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