All means all – an interactive, modular, multimedia OpenTextbook for an inclusive and intersectional, multi-dimensional approach in teacher education – Part I: The European Perspectives

The decision to apply for the All Means All! project was driven by an urgent need to address structural disadvantages in initial teacher education. There is a need for vivid examples of structural disadvantages in education systems. Traditional programmes tend to address dimensions of diversity—such as gender, sexual orientation, economic, social and cultural background, class, dis/ability, race, languages, health, age, caring roles, belief and religion (or lack thereof), biography, and appearance—in isolation rather than within a unified framework. Our project bridges this gap by developing an accessible, multimedia, modular OpenTextbook, created with contributions from 144 authors from 28 countries, that integrates these intersecting dimensions through concrete, real-world examples. By combining academic expertise with the lived experiences of 63 self-advocates , the resource supports teacher educators and students in recognising and dismantling systemic barriers, thereby promoting a more inclusive approach to education across Europe.

The primary objective of the All Means All! project was to transform teacher education by addressing structural disadvantages and fostering inclusivity. We aimed to develop a modular OpenTextbook of 60 chapters—each including a detailed text, an engaging video, and an insightful podcast—that presents vivid, real-world examples of both exclusion and effective inclusion practices. By integrating diverse perspectives from 144 contributors across 28 countries (including 63 self-advocates) and incorporating dedicated sections on Irish and Italian approaches, our goal was to support study programs for inclusive education in initial teacher training and to empower lecturers at our partner institutions. Rigorous peer review, proofreading, and professional multimedia editing ensured the resource’s high quality and accessibility. Additionally, the project sought to enhance digital pedagogical skills and foster transnational collaboration, equipping educators with practical tools and evidence-based knowledge to promote equity in their classrooms.

We implemented the project through a series of transnational workshops held over two-week periods in Italy (2022), Ireland (2023), and Germany (2024). In each workshop, participants attended for one week and worked in teams of 3–5 using a booksprint format to co-create content. This intensive process resulted in the development of 59 chapters, along with accompanying videos and podcasts that provide vivid, real‐world examples of structural disadvantages in teacher education. Overall, 144 authors—including 63 self‐advocates— from 28 countries contributed, with many engaging in multiple chapters to enrich the resource with diverse expertise. Localised content from Italy and Ireland was integrated, and follow-up Zoom sessions were held to finalise quality assurance, ensuring the material is robust, accessible, and adaptable across various educational contexts.

The project produced a freely accessible OpenTextbook comprising 59 chapters, enriched with a variety of multimedia outputs such as videos and podcasts. These outputs offer vivid, real‐world examples and practical strategies for addressing structural disadvantages in teacher education. The content is available in adaptable digital formats via the Pressbooks platform, facilitating its seamless integration into local learning management systems. Additionally, the project established a transnational collaborative network of 144 authors—including 60 self‐advocates—from 28 countries, which greatly enriched the resource through diverse expertise. Localised content from Italy and Ireland was also incorporated, ensuring that the material is relevant to various educational contexts. All outputs have been disseminated under an open licence, promoting ongoing use and further development across Europe.