REACT: Recognising Extremism and Conspiracy Theories

The application for REACT aimed to support teachers in dealing with conspiracy theories and extremist beliefs. Schools have been increasingly confronted with these challenges, particularly as a result of the Covid-19 pandemic. Studies, such as the Shell Youth Study, show that pupils are susceptible to extremist attitudes and often spread such information via social media (Calmbach et al. 2020). The project aimed to equip teachers with innovative diagnostic methods and concrete teaching-learning materials to counteract these phenomena and thus strengthen a democratic civil society in Europe. Conspiracy beliefs pose a particular didactic challenge, as conspiracy theory ideas cannot be changed in terms of learning theory simply by providing knowledge, as they are embedded in a belief system and linked to identity (Rokeach 1968). The project consortium developed diagnostic and teaching-learning materials based on the latest findings in civic education and research to effectively address the spread of conspiracy theories and teachers' ability to recognise them.

The project aimed to support schools in their work against conspiracy theories and extremist beliefs and thus strengthen European values. Two central objectives were pursued: Output 1 (IO1) involves developing a monitoring tool in the form of a questionnaire that can be used at no additional cost to record the spread of extremist beliefs and conspiracy theories and offer appropriate educational programmes. Output 2 (IO2) involves the creation of a curriculum and teaching/learning materials based on current didactic and socio-psychological research. These materials are intended to help teachers recognise conspiracy theories and extremist narratives and develop appropriate didactic interventions. Both outputs were tested and finalised in the project so that they can be used independently by schools after the end of the project. The aim is to empower pupils to participate as citizens in a democratic and European values-based way.

The two central project results were developed, tested and finalised in all four countries: -REACT manual with the REACT-survey as a monitoring tool in four languages (IO1) was piloted twice in each consortium country, so that a total of around 720 pupils were involved in piloting the questionnaire -The REACT handbook with the teaching-learning material in four languages (IO2) was created based on the results of the REACT survey. It comprises four modules, each with approx. 6 teaching units of 45 minutes each. Each module was tested in two countries of the project consortium. In addition, the following activities were carried out by the project consortium during the course of the project: - 9 MEs -Presentation of the project at several conferences (e.g. DGfE-Jahrestagung 2024) -two successfully placed publications in the field of research and science transfer and two further publications that will appear in 2025 -Interview on Deutschlandfunk Kultur radio on 11 March 2024 (https://www.deutschlandfunkkultur.de/verschwoerungserzaehlungen-im-klassenzimmer-wie-lehrkraefte-gegensteuern-koennen-dlf-kultur-8d1d7eda-100.html)

The two central project results are -REACT manual with the REACT-survey as a monitoring tool in four languages (IO1) -REACT handbook with the teaching-learning material in four languages (IO2) All results are available as Open Educational Resources at www.react-education.eu 9 MEs were carried out.