The Open Science Hub Network is an EU project that promotes school-led community development through research and innovation.

Protecting the Jewish cemeteries of Europe: fostering stakeholders’ involvement and awareness raising is a project co-funded by the EU and implemented by ESJF, Centropa and FJH. It aims to understand the extent to which Jewish heritage is currently utilised as a teaching resource to present the Jewish narrative in Europe.

Global competence is not an automatic by-product of academic learning, it is something that needs to be nurtured. But how can this be done effectively? How do we design curricula, instruction, assessments, and learning environments that develop students’ global competence?

This Framework for Responsiveness and Resilience in Education Policy aims to support policymakers to balance the urgent challenge of building eco-systems that adapt in the face of disruption and change (resilience), and the important challenge of navigating the ongoing evolution from industrial to post-industrial societies and economies (responsiveness).

This Yearbook provides an insight into Student Voice from several European countries. Throughout the 12 articles, sets of authors from diverse backgrounds and specialisations offer perspectives on promoting student voice in the widest of education contexts.

This guide aims to raise awareness among school students and young people in general about the environment and the climate emergency, and to empower and inspire them to take a stand for the environment and address the environmental issues and concerns in their communities.

Career guidance has never been seen as more important, but what really makes a difference to the prospects of young people? This paper explains how school leaders, teachers and guidance professionals can be confident that they are providing useful support to students.

Member States are seeking ways and means to improve efforts to ensure their national systems and frameworks are aligned with international commitments and obligations to overcome challenges in the full implementation of the right to education and the realisation of SDG4.

This study investigates how Finnish teachers regard immigrant families’ home language policies. Of the teachers who responded, 53.3% believed it best for parents to speak their first languages at home, and 31.7% believed that both first language and language of instruction should be used at home. A minority of the teachers believed that only Finnish should be spoken at home.

Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks.