Osez ! Des collectifs de travail apprenants pour mieux accompagner le changement

The project emerged from a shared observation: the need to strengthen collective dynamics within schools, particularly in contexts marked by social, territorial, or educational vulnerabilities. Faced with persistent inequalities, institutional changes, and student diversity, educational teams need spaces and tools to think and act together. Three main needs motivated the application: – To better equip professionals to deal with the increasing complexity of situations. – To promote collective and interprofessional work in order to develop responses adapted to local realities. – To offer training grounded in practice and based on the shared analysis of contextual factors. The project thus aims to foster the emergence, in each territory, of collectives of educational stakeholders capable of analyzing their operations, identifying key issues, and experimenting with transferable solutions. It draws on European cooperation to cross perspectives, pool resources, and enrich practices in support of the most vulnerable students.

The main objective of the project was to strengthen the capacity of educational teams to work collectively, based on a contextualized, interprofessional, and transnational approach. The aim was to create the conditions for sustainable collective engagement in support of student success, particularly for the most vulnerable learners. To achieve this, the project focused on: – The emergence of territorial working collectives bringing together teachers, school leaders, local partners, and social actors. – The development of educational issues rooted in local realities, enabling the analysis of the effects of current practices. – The co-construction of training modules and support tools, to be tested and adjusted based on field experience. – The exchange of experiences between partner countries, in order to compare approaches to leadership, evaluation, partnership, and support. – The creation of networks between public institutions, as well as with private stakeholders. Ultimately, the project aims to equip actors to develop learning environments that are more equitable, more effective, and more inclusive, while also strengthening their collective capacity to act.

The project was implemented through a series of activities structured around its three main pillars: management, partnership, and student support. Each partner established one or more local working collectives, bringing together educational, institutional, and community stakeholders. These collectives were supported by trainers to analyze their practices and identify issues specific to their context. Support workshops were organized in each country to help structure the collectives and initiate the development of training content. Three international workshops (Italy, Bulgaria, France) provided opportunities to share experiences and pool methodologies among partners. National seminars open to a broad audience were held in each country, enabling the dissemination of initial findings. Finally, an international event in Chambéry (May 2025) brought together partners, institutional actors, and researchers to discuss and reflect on local and European educational strategies.

The project led to several concrete achievements and tangible results. At the local level, territorial working groups were established in each partner country. These collectives produced monographs (two per territory), offering an in-depth analysis of educational contexts and identified challenges. Three international workshops were held (Sicily, Bulgaria, France), bringing together nearly 200 participants. These events enabled the sharing of experiences and the collective development of potential actions. Three national seminars were organized (France, Italy, Bulgaria), gathering over 200 participants from education, research, and local authorities. The international event held in Chambéry (22 May) was a key moment for transnational dissemination, with 150 participants. The project also resulted in two flagship outputs: a FITBOX, an educational game distributed in both physical form (15 copies) and digital version, and a scientific book containing 12 articles, printed in 200 copies and made available online. Altogether, the project contributed to the structuring of prototype training modules, co-designed from field practices and adaptable to various contexts.