| Country | Intervention name & location (e.g. school name, town) | Target group (ages, class) | Short description |
|---|
| Poland | Participatory Budgeting, Olkusz | 7 and 8 class of ES | Designing activities that provide knowledge about participatory processes (e.g., voting, submitting ideas), leadership skills, motivation to act, and technical tool creation. Focus on empowering individuals, fostering a sense of agency, and enabling influence over schools and local policies. |
| Poland | I in the Community, XLIII LO w Łodzi, Łódzkie Centrum Doskonalenia Nauczycieli i Kształcenia Praktycznego | 1 class HS | Promoting community as a valuable resource for all students, emphasizing diversity and unity in differences. Activities include mapping needs and resources to identify support gaps and strengths, exploring local institutions and environments, and fostering self-advocacy. Focus on inclusivity, accessibility, and collective agency. |
| Poland | Workshops on Political Ideologies and Democratic Principles, IV Liceum Ogólnoształcące w Krakowie | 4-8 class of ES | This program introduces students to political ideologies, party systems, and democratic principles. Through practical activities, they create political party programs, simulate election campaigns, and organize mock voting. An Oxford-style debate fosters argumentation and democratic dialogue. The program culminates in a visit to the Polish Parliament, offering firsthand insight into the country's legislative system. |
| Poland | No Democracy Without Rule of Law, Szkoła Podstawowa nr 75 w Warszawie | 7 and 8 class of ES | Modern youth often struggle to distinguish between credible and false information, relying heavily on influencers or singular sources. This program emphasizes the importance of critical thinking and evaluating diverse sources, empowering students to form their own opinions and combat misinformation. |
| Poland | Active Self-Governance Project, Szkoła Podstawowa im. Aleksandra Fredry w Odrzykoniu | 8 class of ES | A year-long initiative to enhance school democracy by diagnosing existing challenges, developing actions for change, and engaging the whole community. Focus on understanding student councils, fostering agency, collaboration, and project management skills, particularly for younger students preparing for future elections. |
| Poland | Small School of Democracy, Szkoła Podstawowa im. Szarych Szeregów w Grojcu | 4-8 class of ES | Targeted at grades 3–4, this program introduces the concept of student councils, builds a sense of agency, and teaches teamwork and project management. Students design and execute school initiatives, preparing them for greater involvement in democratic processes. |
| Poland | Guided Exhibition: Anne Frank’s Story, Szkoła Podstawowa z Oddziałami Integracyjnymi nr 343 im. Matki Teresy z Kalkuty | 4-8 class of ES | Eighth-grade students receive training to guide groups through an exhibition on Anne Frank, focusing on social exclusion and inequality. The project develops empathy, raises awareness of marginalized groups, and empowers students to take action within their communities. |
| Poland | Ursynów’s Artisans Through the Eyes of the Youngest – Creating a Community Archive in Ursynów, Szkoła Podstawowa z Oddziałami Integracyjnymi nr 343 im. Matki Teresy z Kalkuty | 8 class of ES | The project focused on creating a community archive of Ursynów’s history by involving students in exploring the stories of local artisan workshops. The students conducted interviews and gathered information about the oldest craft businesses in the district, such as watchmakers and florists. During the interviews, the artisans emphasized the importance of soft skills, such as the ability to build relationships within the local community. They also highlighted the challenges faced by traditional crafts in the face of market mechanisms. Declining professions, like watchmaking and floristry, play a key role in preserving traditions while also serving as a form of independence for those who practice them. |
| Poland | Human Rights and Democracy Awareness, Liceum Ogólnokształcące im.prof. Zbigniewa Religi | 1-4 class HS | A project combining lectures and workshops on human rights and democracy. Integrated with English, history, and civics classes, students explore the importance of the Universal Declaration of Human Rights. Accompanying events include a student art exhibition and presentations aimed at engaging the broader community. |
| Poland | Board Game on Interdependence, Liceum Ogólnokształcące nr 6 we Wroclawiu | 3 class HS, and ES | The project addresses collaboration challenges and motivates students to act amidst change, such as transitioning to new schools, while reinforcing their understanding of shared responsibility and agency. |
| Poland | Peers for schools government agency, Zespół szkolno-Przedszkolny nr 16 w Krakowie | 7-8 class of ES | Young people often find it difficult to cooperate in new groups, and the lack of motivation to act is particularly evident in situations of change, such as the transition to a new school. Although students understand the principles of school self-government, they often expect others, such as school management, to take over the implementation of their ideas. These observations point to the need to develop collaborative skills, build a sense of agency and get students more involved in school life. It is crucial to create the space and tools that will enable young people to actively participate in decision-making and implementation of activities. |
| Poland | There is no tolerance without..., Zespół Szkół Samochodowych i Budowlanych im. Leonarda da Vinci w Głogowie | 1,4,5 class of THS | Aimed at 18–19-year-olds (grades 4–5 of technical school), this project explores historical examples of national and religious minorities' struggles. Activities include visiting a synagogue, fostering openness, and developing critical thinking skills to evaluate and challenge stereotypes. |
| Estonia | Supporting Narva youth's initiatives | 10th grade, 16-17 year olds | Place-based, inquiry and project-based learning. At the beginning of the course, the focus is on gaining a better overview of the history and place of Narva; on making sense of personal relationships, listening to and exploring different perspectives. Students choose an area related to the life of the region, analyze it, find a problem in the area, offer their own solutions and also have to implement something themselves as part of the course. |
| Estonia | Creating student enterprises | 5th grade, 11-12 year olds | Students in this Russian-Estonian speaking school are creating their own enterprises, organizing a fair, etc. During the course of this, they are learning teamwork, taking initiative, learning communication skills, and resilience. |
| Estonia | Global education, argumentation and 'opinion line' | 12th grade, 17-18 year olds | In most classes in this 'global education' course, students are given statements for which they have to decide whether they agree or not, and explain their opinion. As part of this, students are taught argumentation and communication skills, listening, and dialogue. |
| Estonia | Developing critical thinking and discussion skills in Saku High School | 10th grade, 16-17 year olds | Based on the UT media literacy page, this project involves groups receiving topics by lottery. Two groups receive the same topic, one group has to be for and the other against. They search for material in the media, design a news story and a poster according to their own point of view, and bring out elements of influence psychology to convince fellow students of their point of view. The project culminates in an oral presentation or debate. |
| Estonia | Kuristiku elections and TV debate | 12th grade, 17-18 year olds | Students learn about the state and how it functions, then 'create' their own party, build a party program, create an NGO, logo, etc. The best two parties are elected from each class, and a debate is organized in collaboration with media course students. |
| Estonia | Local government elections | 11th and 12th grade, 16-19 year olds | This intervention is carried out within 5-6 classes (70 minutes each). It is essentially a simulation of local government election debate and elections. Students explore and define their political views and form political parties. They then develop a party program for the local elections, organize election advertising, political party debate, and mock elections. The voters are 11th-grade students who have no previous voting experience and who have not yet had social studies. All will have a post-intervention reflection. |
| Estonia | Debating | 12th grade, 17-18 year olds | The intervention will be carried out once a week (60-90 minutes). The teacher has started a Debate Club, where students choose a topic, form their own team, and have to prepare a case. Some are in favor of the given topic, others are against. Both teams must have at least three strong arguments. There will be a debate. Students can be in the role of debater, case writer, and judge. |
| Estonia | Simulation of a local government meeting | 10-12th grade, 16-19 year olds | Organizing together with students the local government meeting simulation. |
| Estonia | Argumentation and forming opinions based on SDG 12 | 10th grade, 16-17 year olds | Starting on 10th March, 75 min lessons. Related to SDG 12. |
| Estonia | Global education through active learning methods | Adult learners | An intervention in a prison for adult learners, as part of secondary education, geography lessons. Getting to know sustainable development goals, watching a documentary, developing arguments and opinions on the topic, plus some game-based learning activities. |
| Estonia | Opinion line and argumentation | 8th grade, 13-14 year olds | Using the 'opinion line' method, giving students statements to do with civic studies topics and learning how to build arguments. |
| Estonia | Kogukonnapraktika = community practice/internship | 8th grade, 13-14 year olds | Community practice is a widely used program in Estonian schools whereby students volunteer with local NGOs, doing various tasks, including reflection on their learning experience. It's usually connected to citizenship education courses, but some schools do it as a stand-alone course. |
| Estonia | I as a voter, and I as a local municipality decision-maker | TBC | A simulation of local government elections and other preparatory activities where students get to know the electoral system, their own preferences as voters, and create their own electoral program. |
| Estonia | Globally transformative project-based learning | 11th grade, 17-18 year olds | Project-based learning in English lessons where students research a topic of interest, try to solve it by creating an idea (project), and implement it. |
| Estonia | Testing the assessment tool (self-reflection) with Erasmus students | Adult learners | Erasmus students going to exchange in Estonia or abroad were asked to used the DEMOCRAT reflection tools to assess their competencies |
| Germany | Demokratie AG = a volunteer democracy working group. Ernst-Mach-Gymnasium | 12-17 year olds | Location: Hürth. Interactive, participative group where students should manage their own project of democracy and we support them |
| Germany | Conspiracy Narratives Seminar | 12-17 year olds | Location: Oer-Erkenschwick. Seminar to learn about conspiracy narratives, how they work and how to be critical about new information and sources. Class trip to seminar house. |
| Germany | Remembrance Culture, Käthe Kollwitz School | Secondary? | Location: Grevenbroich. ~ |
| Germany | Mediator program + children conference Förderturmhaus | 8-10 year olds | Location: Essen. Training the kids that they can solve their problems |
| Germany | School lab, taking place at University | 10-18 year olds | Location: Düsseldorf. ~ |
| Germany | Wunderschule | 6-10 year olds | Location: Oberhausen |
| Spain/ Catalonia | Citizenship, politics and law (Secondary school) Terrasa | Pupils Compulsory Secondary Education 3r o 4t 14-16 year olds | Location: Terrasa. The key idea will be to put the value 'Living in Democracy' and take as a starting point the experience of our center to implement it specifically at one more level, 3rd or 4th of ESO. This project is aligned with the curricular activities of the Department of Social Affairs in the subjects of Citizenship, politics and law, and in the subject of social affairs of 3rd or 4th grade. |
| Spain/ Catalonia | KAOS | 14-16 year olds | Location: Leida. Historical Remembrance: Interdisciplinary project of the 3rd year of Compulsory Secondary Education focused on discrimination and genocide. It involves a team of highly motivated teachers to teach democratic values. Objectives include fostering a critical spirit towards anti-democratic situations and managing information found in different media. |
| Spain/ Catalonia | Green Delegate | 12-16 year olds | Location: Vilanova i la Geltru. The Green Delegates project has the objective of raising awareness among the student body of our institute and the wider secondary school community about the impact of the climate crisis and the significance of environmental protection. |
| Spain/ Catalonia | Read Right - Read Rights | Pupils of Primary education and pre-primary education | Location: Parafrugell. The fundamental objective is to facilitate and reinforce the processes of learning and democratic responsibility across the entire educational community, encompassing teachers, students, families, and the wider environment. |
| Spain/ Catalonia | Establishing a Youth & Children's Council | Pupils of Primary education 4, 5 and 6 grade | Location: Salomo (small town, 1000 people). The aim is to establish a Children and Youth council as a joint initiative of the primary school and the village council. The program fosters civic competence, linguistic proficiency, and an understanding of civic and ethical values. |
| Spain/ Catalonia | Democratic Mechanism: Evaluation of teachers by students | All students and all teachers | Case study of the quality of the mechanism that students evaluate their teachers and their methodology combined with a study of the school climate. Methodology includes semi-structured interviews and online surveys. |
| Spain/ Catalonia | Simulation of negotiation to form a regional government | Secondary education 3rd grade (14-15 year olds) | Location: Tremp. The project aims to improve the understanding of political organization, focusing on the distinction between dictatorship and democracy, as well as on various political ideologies and the impact of disinformation on public opinion and electoral processes. |
| Spain/ Valencia | Democratic participation (teachers, families, pupils) in a local school: 'Alcalde a les aulas' and teacher training plan | Whole primary school | Location: Alcora. A microproject that is sustainable over time. It combines educational actions with broad participation in the primary school in cooperation with the University Jaime I. |
| Spain/ Madrid | Urbanismo (Urban planning) | Students | Location: Madrid. To work on the living memory of older people, former teachers, and students of the center, as well as specialists in urban planning, to reflect on and analyze how these spaces have changed. The project culminates in a concrete proposal for urban planning intervention. |
| Finland | Teachers Continuous Training | Teacher education students (19 years +) | A full academic year process with teacher educators and their thematic groups at the University of Jyväskylä, focusing on education for democracy, social sciences, knowledge co-creation, and collaborative learning. |
| Finland | Teachers Continuous Training | Teacher education students (19 years +) | Teacher students in a specific teacher training program and their educators, phenomenon-based and authentic learning units integrated with DEMOCRAT content. |
| Finland | Teachers Students Training | Teacher education students (19 years +) | A tailored and more specifically programmed learning unit in drama pedagogy and theatre at the University of Helsinki (drama and applied theatre methods for developing holistic EfD and RDC competences among teacher students). |
| Finland | School intervention 1 | Classes 3-6 | A space-focused process in a University training school with primary school students of different ages (project-based learning, case-based and inquiry learning, authentic learning and 'built environment as a platform for democracy'). |
| Finland | School intervention 2 | ? | A full-year living lab trajectory at a primary school in the Helsinki metropolitan area (student council and democratic decision-making, whole-school pilots, local municipality-level activism). |
| Ireland | What’s the Story with…? | Primary/Post-Primary, Youth Centres, Youthreach centres, Higher Education Institution | An action project targeting Post Junior Cert students to enhance their judgment skills. This project focuses on media and critical literacy, guiding students to identify content sources, recognize biases, and differentiate between reliable and unreliable information. |
| Ireland | University A: Democracy and Deliberation | Initial Teacher Education | Postgraduate program workshop exploring the development of a democratic classroom through child-centered dialogical approaches. |
| Ireland | University A: Mis/Disinformation | Initial Teacher Education | Undergraduate program workshop providing an introduction to mis/disinformation and action planning for strengthening critical thinking through teaching. |
| Ireland | University A: Democratic Education | In-Service Teacher Education | Exploring threats to democracy and the role of education in strengthening children's understanding and experiences of democracy. |
| Ireland | School B (P): Picturebook and (Mis)Information | Primary | Using picturebooks to explore misinformation through a philosophy for children approach which supports critical thinking, oracy, and wellbeing. |
