Creative co-creation design processes in diverse teams contributing to inclusive schools for a sustainable future

All teams are diverse, all students are diverse! If we want to realise education and learning for all students we need to realise schools as inclusive settings in which students learn in a sustain...

The objectives of INCLUSION2 were: 1.Contribute to a more inclusive education and learning for a sustainable future; 2. Support teachers, school leaders and other education professionals to develop a more inclusive education and sustainable future; 3. See the diversity of teams as a strength for the above objectives; 4. Use the diversity of teams to creatively co-create and design processes to achieve the above objectives; (5) Develop R1, a frame of thinking to support diverse teams in their creative co-creation design processes; 6.Develop R2, tools that support diverse teams in creative co-creation design processes to realise inclusive education and learning for a sustainable future; 7.Develop R3 DLE (Digital Learning Environment) an online tool like 'Mesh-Guides' for school practice to support school teams in realising inclusive education and learning for a sustainable future; 8. Develop R4 bottom-up professional learning for diverse teams based on and in line with the frame of thinking, the tools and the online DLE; 9. Process-based creative co-creation and dissemination of R1,R2,R3 and R4 via the multiplier events M1,M2,M3,M4; 10 To disseminate the results of the project locally via M5 and internationally via M6 and M7.

All teams are diverse, all students are diverse! If we want to realise education and learning for all students we need to realise schools as inclusive settings in which students learn in a sustainable way for their future and for future society. Effective professional learning of teachers happens in professional learning communities in which teachers creative co-create knowledge and skills to realise inclusive school settings and sustainable learning. The project INCLUSION2 focused on cocreation with school teams in school education in developing sustainable inclusive school practice and learning for sustainability by making use of the diversity in the teams. This ‘diversity’ is an important pedagogical knowledge building principle. Knowledge advancement depends on diversity of ideas, just as the success of an ecosystem depends on biodiversity. To understand an idea is to understand the ideas that surround it, including those that stand in contrast to it. It is a wealth of ideas and out-of-the-box thinking. Other important principles are ‘all ideas are improvable’ and community knowledge, and collective responsibility.

The project has developed 4 Project Results namely: (R1) Frame of thinking on how a creative co-creating design processes contribute to inclusive schools with learning for a sustainable future in diverse teams; (R2) Building blocks to realise in creative co-creation design processes for inclusive schools with learning for a sustainable future in diverse teams; (R3) Professional learning for school teams to realise in creative co-creation design processes for inclusive schools with learning for a sustainable future in diverse teams; (R4) Online tool (Digital Learning Environment - DLE) (scope on teaching like Mesh Guides) in a digital web to realise inclusive schools for a sustainable future in diverse teams via creative co-creation design processes. Expected outcomes - based on the Project Results: (1) Partners have in general enhanced their knowledge and skills on the theme of the project by pooling their specific qualities to co-create R1 - R4. (2) The primary target group namely teams, school leaders, providers of professional learning, advisors, educational inspectorates have learned how to creatively co-create knowledge and skills, and how to use the diversity of the team to work collaboratively on inclusion and learning for sustainable future within their organisations. They all have materials of the Project Results and attended several Multiplier Events. They were able to realise 'INCLUSION2' in their practice and to develop a school policy on 'INCLUSION2'. (3) The secondary target group, policy makers on local, national and international level will be aware about this innovative way of realising inclusive schools for a sustainable future in schools and reflect on how to develop sustainable policy on the issues of bottom-up professional learning, of using the diversity of teams to realise inclusive schools for a sustainable future.