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Description
InClas4Futture, Inclusive Classroom of the Future, is an twelve-month project of three partner primary schools and an education center in Iceland. Project is created to improve teachers'' competencies in the filed of innovative teaching methods and pedagogical approaches for 21st century education; in the inclusive teaching and institutional building of the European strategical development. Project includes teachers trainings, equipping a sensorimotor classroom and the development of a didactic manual in order to raise the quality of inclusive education with which the risks of social exclusion, unemployment and poverty of the most vulnerable groups- students with learning difficulties and disabilities will be reduced.
Summary of project results
Brief Description of the Problems and Challenges Addressed by the Project:
Research conducted across the three primary schools involved in the project revealed that students struggling with academic skills are the most socially vulnerable group. This puts them at high risk of poverty, reduced employment opportunities, and challenges in establishing quality professional careers in the future. Schools face the added difficulty of weak support systems at home for education-related matters.
Students with individualized programmes, whether fully or partially integrated into regular classes, lack systematic monitoring of their progress or the effectiveness of teaching methods applied. There is no systematic evaluation of curriculum adjustments, as teachers and professional staff are insufficiently trained to adapt teaching methods, modify curricula, or arrange classrooms and learning spaces according to the rules of adaptation for students with intellectual, sensory, or motor disabilities.
SWOT analyses conducted across the three partner schools revealed that 64% of students felt anxious during online classes. Teachers lacked sufficient knowledge to adapt teaching content for remote learning. Moreover, it was evident that the schools lacked a clear strategic vision for inclusion, as well as for enhancing teaching quality through innovative methods, incorporating ICT into the teaching process, and improving teacher competencies in STEM fields.
Schools do not have strategic development plans at the international level, and management lacks experience in creating visions and strategies for long-term development and strengthening institutional capacities through European funding. Teachers also lack fundamental knowledge of transnational cooperation, teaching quality visibility, and opportunities for networking through ePartnership programmes.
Collaboration with Icelandic educational centers strategically addressed these needs by focusing on teacher skill development in areas such as:
• Use of ICT tools in teaching
• Application of inclusive methods for students with special educational needs
• Implementation of innovative pedagogical methods
• Designing clear inclusive education strategies within institutions
• Strengthening teacher competencies for international visibility and capacity building through EU funding application.
Two live educations were held: Education "Innovative teaching methods for developing 21st century skills" (Digital classroom with ICT tools and STEM) in Slavonski Brod and PEDAGOGICAL APPROACHES FOR WORKING WITH STUDENTS WITH DIFFICULTIES in Senj. "STEPS TOWARDS A SUCCESSFUL INTERNATIONALIZATION STRATEGY" - project cycle management was held online as planned. Two sensory classrooms (Slavonski Brod and Knin) and one garden (Senj) were equipped, a didactic-methodical manual for teachers entitled "Inclusive education for the 21st century" and an action plan were created. A study visit to schools and training for teachers in Reykjavík were also carried out. 40 teachers were trained in the field of inclusive education, innovative teaching methods and strengthening the internationalization of institutions through training on the possibilities of strategic development through funding from EU funds; A methodical, didactic and pedagogical manual for working with students with disabilities was created and 20 teaching digital educational contents were created for the work of students with disabilities and successful inclusion - an action plan for schools in the field of inclusive education was created. Two sensorimotor classrooms and one sensorimotor garden for students with disabilities are equipped. The skills and competencies of teachers and other educational workers in the primary education system have been improved. The approach and practice in promoting skills and competences in the field of STEM, ICT, entrepreneurship and active citizenship has been upgraded. Institutional cooperation was achieved for the exchange of knowledge and good practices on skills and competencies at all levels of education.
Results Achieved and Beneficiaries:
Throughout the project cycle, 40 teachers participated in four thematic and pedagogically designed training sessions, significantly enhancing their competencies for working with students and ensuring better inclusion of students with disabilities or those in other disadvantaged positions during the educational process. Participation in the training sessions was documented through signed attendance sheets, and the acquired skills and improved competencies were implemented through the development of 80 educational materials. These materials, available as open educational resources on the project website, include innovative ICT tools, descriptions of innovative teaching methods, and practical examples for application.
Additionally, a didactic, methodological, and pedagogical handbook was developed, featuring exercises for effective 21st-century teaching and inclusive education for students with disabilities. Dissemination activities were strategically planned, resulting in nearly 150 teachers across the three partner schools—and beyond, on regional, national, and transnational levels—utilizing these materials and the handbook.
Teachers involved in the project enhanced their skills and competencies, particularly in working with students with disabilities. The training sessions combined lectures and workshops, enabling participants to refine their competencies, exchange experiences, and focus on effective methods for integrating such students into mainstream education. During the project, participating teachers carried out activities within their schools and shared their work with colleagues at school and regional professional gatherings. These contributions culminated in a handbook accessible to all educators.
Project activities strengthened inclusive education by introducing strategic and innovative teaching practices. These efforts enhanced teacher competencies in STEM, the use of ICT tools in daily teaching, and fostering students’ active participation in their communities. Teacher competencies were integrated into innovative practices, ensuring long-term improvements in education quality across the partner schools. Open digital educational resources created as part of the project have become a permanent tool for teaching in these schools.
Summary of bilateral results
Summary of Bilateral Results:How the project benefited from the bilateral partnership:The bilateral partnership provided a comprehensive introduction to the functioning of Iceland''s educational system. The Icelandic Education Center made its repository of educational resources available to the partner schools, and systematic collaboration will continue in future projects with the Icelandic partner.In the context of education, bilateral cooperation between Croatian schools and the Icelandic partner achieved the following:1.Exchange of Experiences and Best Teaching Practices:Participation in the project allowed schools to directly learn from the Icelandic education system, renowned for its innovative approaches and high-quality education. This enabled Croatian schools to adopt and implement best practices tailored to their local contexts, thereby enhancing the quality of education in the partner schools.2.Strengthening Intercultural Competence:The project fostered intercultural understanding and collaboration among participants. Students and teachers had the opportunity to explore a different culture, language, and educational system, contributing to the development of intercultural skills and greater openness to diversity.3.Development of New Educational Materials and Methods:Collaboration with the Icelandic partner led to the creation of new educational materials and methods inspired by Icelandic learning approaches. These included innovative teaching techniques, the use of technology in education, and methods that encourage creativity and critical thinking.4.Improvement of Language Skills:The project enhanced participants'' language abilities, particularly through exchanges with the Icelandic partner. English was used as a "bridge" language, facilitating communication between different cultures and educational systems.5.Expansion of International Cooperation and Partnerships:The project served as a foundation for further international collaboration and the development of partnerships between schools and educational institutions from various countries.