Engage. Equipping the next generation for active engagement in science. Periodic report number 2.

Shifting school science towards RRI ENGAGE was aimed to give the next generation of students the knowledge, skills and attitudes to deal with socio-scientific issues in their lives, and develop informed opinions on emerging science and technology. ENGAGE’s goal is to embed Responsible Research and Innovation (RRI) within the science curriculum and change the way science is taught. Through a set of innovative strategies, we have attempted to shift the emphasis from transmitting a body of scientific knowledge towards applying science to issues that matter to students. At the heart of ENGAGE is using authentic activities to simulate how citizens conduct inquiries. ENGAGE operates on a major scale. More than 15,000 teachers have signed up across 11 partner countries: UK. Greece, Germany, France, Romania, Israel, Spain, Norway, Switzerland, Lithuania, and Cyprus. State of the art innovation Teachers need make major changes in practice to use socio-scientific issues in the classroom. Therefore ENGAGE chose a thought-out, multi-pronged approach and created a series of positive conditions for change. We created high-quality lessons that would encourage RRI-based teaching through effective engagement. We also constructed an escalated step pathway of progression in teaching skills load to foster teacher change- In the ENGAGE model, once teachers gain confidence with the intuitive ADOPT teaching approaches, a proportion progress to using more advanced ADAPT materials in the next stage. This second stage involves a deeper interest and commitment to the ENGAGE philosophy, because the materials demand more curriculum time to explicitly teach RRI skills. The third step, called TRANSFORM, is our experiment in project-based learning. It was designed for a small proportion of teachers who wanted to make RRI and socio-scientific issues a major focus of their curriculum enhancement. We provided support to help them plan an issue-based project where students could engage in more autonomous and extended enquiry, and interact with practising scientists. Using an approach to materials that utilise science issues from the news into fully realised and resourced lessons that help teachers use often unfamiliar teaching approaches was based on an already popular model tried and tested resource lead approach lead in the UK. The programme is supported by three key strategies that take a funnel approach to involvement, with more teachers at the ADOPT phase and fewer reaching the TRANSFORM phase, but those that do having a deeper involvement. 1) The first step, ADOPT, has a very accessible and attractive entry point to achieve take-up on a large scale. 2) For teachers who were curious to find out why the lessons worked, we developed workshops and online courses to teach the tools for using the materials effectively. 3) We set up an online community to stimulate reflective dialogue and interaction with more knowledgeable mentors

Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil

There has been an increasing number of projects and institutions promoting open education at scale through Open Educational Resources (OER) and Massive Open Online Courses (MOOC) to broaden learning opportunities for all. However, there are still many challenges in relation to sustainability, effective implementation and evidence-based impact to support educational policies. To explore this gap, this paper focuses on an integrated model that combines OER, MOOC, Communities of Practice (CoP) and Open Schooling to promote open education and foster inquiry skills for Responsible Research and Innovation (RRI), a key approach coined by the European Commission. This study focuses on the ENGAGE Project, with 14 partners in Europe who produced more than 300 OER, 60 MOOC in ten languages and supported 27 CoP with more than 17,000 members in the world including more than 2,000 from Brazil. Through a novel framework on impact assessment of OER for RRI underpinned by a mixed method approach, this study examines the influence of open education on academic and non-academic groups and the correlation between the outputs developed in the project with the outcomes reported by the Brazilian communities. Qualitative and quantitative data from the ENGAGE platform, journal articles produced by the Brazilian participants and interviews with authors were analysed. Findings report the different ways that the community developed open schooling projects, the changes in their practices to foster digital scientific literacy, and outcomes with implications for society

Provocando mudanças no currículo através das tic e estabelecendo parceria com o projeto science UPD8 na Inglaterra e Brasil

A intenção desse artigo é discutir alguns aspectos relevantes decorrente de reflexões teórico-empíricas sobre o uso das TIC como caminho de provocar mudanças no currículo. Para isso, analisamos o projeto “Science UPD8” desenvolvido pela Universidade Sheffield no Reino Unido que trata de uma rede colaborativa de cientistas, professores e alunos. Além disso, discutimos sobre o workshop “Aprendizagem de Ciência do século 21” realizado em São Paulo em 2004. Inicialmente, apresentamos o contexto educacional da área de ciências no Reino Unido. Em seguida, mostramos como “Science UPD8” foi concebido e tem sido utilizado. Então, discutimos sobre mudanças no currículo através das TIC. E, finalmente concluímos esse trabalho com a análise do workshop no Brasil destacando alguns aspectos importantes: leitura consciente-crítica e ético-científica, autonomia, co-autoria e uso das TIC como meio de ampliar a rede viva da aprendizagem. The intent of this paper is to discuss some important aspects arising from theoretical and empirical reflections on the use of ICT as a way to cause changes in the curriculum. For this, we analyze the project "Science UPD8" developed by Sheffield University in the UK that is a collaborative network of scientists, teachers and students. In addition, we discuss the workshop "Learning Science in the 21st century" held in São Paulo in 2004. Initially, we present the context of educational sciences in the UK. Then we show how "UPD8 Science" was designed and has been used. So, we discussed changes to the curriculum through ICT. And finally we conclude this work with analysis of the workshop in Brazil, highlighting some important aspects: critical reading-conscious, ethical and scientific autonomy, co-authored and use of ICT as a means of expanding the network of learning alive

Promoção de habilidades transversais por meio da escolarização aberta apoiada pelo modelo pedagógico CARE-KNOW-DO e pelo Quadro de Competências de IA da UNESCO

Este estudo abre novos caminhos na teoria educacional ao validar empiricamente como as competências de inteligência artificial (IA) emergem por meio de ecossistemas de aprendizagem social em comunidades carentes. Por meio de um design inovador de métodos mistos transnacionais, examinamos 330 estudantes de escolas no Reino Unido, Grécia e Brasil que desenvolveram competências de IA enquanto abordavam os Objetivos de Desenvolvimento Sustentável (ODS) por meio de iniciativas de escolarização aberta. Nossa inovação teórica sintetiza o Quadro de Competências de IA da UNESCO com o modelo pedagógico CARE-KNOW-DO (Cuidar-Saber-Fazer), gerando insights transformadores sobre o letramento em IA. Conceituamos o letramento em IA como uma interação dinâmica de compreensão, aplicação e criação de IA por meio da prática social, onde os estudantes desenvolvem consciência ética (CARE), competência epistêmico-técnica (KNOW) e agência responsável (DO) dentro de ecossistemas de aprendizagem autênticos. Empregando uma metodologia de triangulação simultânea de ensino e aprendizagem, coletamos dados longitudinais abrangentes por meio de relatos etnográficos de professores, autoavaliações de estudantes, observações de pesquisadores STEM e análise granular do trabalho de projeto habilitado para IA ao longo de um ano. Essa abordagem metodológica robusta revelou sete dimensões da competência apoiada por IA ligadas ao desenvolvimento de habilidades transversais em três domínios distintos, mas inter-relacionados. CARE (Compreender IA) destaca como a exploração proativa e o engajamento afetivo emergem socialmente. KNOW (Aplicar IA) demonstra como a solução de problemas, STEM para sustentabilidade e perspectivas futuras se incorporam por meio da aplicação. DO (Criar com IA) revela como a cidadania científica e a aprendizagem autêntica com IA catalisam novas formas de participação. Esta pesquisa avança a teoria da aprendizagem sociocultural de três maneiras significativas: (1) explica empiricamente como as competências de IA se desenvolvem por meio da prática social em comunidades carentes, desafiando os paradigmas teóricos existentes; (2) fornece uma estrutura abrangente e baseada em evidências para a integração equitativa da educação em IA entre as disciplinas; e (3) demonstra como as metodologias de escolarização aberta podem promover experiências de aprendizagem transformadoras que preparam os estudantes para um futuro impulsionado pela IA, promovendo a justiça social e o desenvolvimento sustentável. As descobertas têm profundas implicações para a política e a prática educacional, sugerindo uma reconceituação fundamental do desenvolvimento do letramento em IA na educação escolar. Este trabalho estabelece uma nova base teórica para entender como as escolas podem desenvolver sistematicamente competências de IA enquanto abordam questões críticas de equidade, inclusão e desenvolvimento sustentável em um mundo cada vez mais mediado por IA

Open Schooling: Overcoming barriers from policy to practice.

<p>The UK's CONNECT project aimed to create high-quality teaching resources aligned with school curriculum objectives, promoting Open Schooling in mainstream education. While these resources found favor among teachers, persuading school leaders to embrace this approach presented challenges, given the relatively limited awareness of Open Schooling outside of academic circles. Our research, involving 172 teachers, employed a blend of qualitative and quantitative methods, including interviews, observations, and online surveys. The results reveal increased socio-scientific and emotional engagement among 972 out of 4,300 students, with 82% of students acknowledging the importance of science and math for problem-solving, underscoring the practical value of science education. Our findings lead to recommendations for a new qualification plan for 14–16-year-olds in the UK and underscore the need for increased research grant opportunities to extend the Open Schooling movement within and beyond Europe by 2030.</p&gt

Fostering Transversal Skills through Open Schooling supported by the CARE-KNOW-DO Pedagogical Model and the UNESCO AI Competencies Framework

This study breaks new ground in educational theory by empirically validating how artificial intelligence (AI) competencies emerge through social learning ecosystems in underserved communities. Through an innovative cross-national mixed-methods design, we examined 330 secondary school students across the UK, Greece, and Brazil who developed AI competencies while addressing Sustainable Development Goals (SDGs) through open schooling initiatives. Our theoretical innovation synthesises UNESCO's AI Competencies Framework with the CARE-KNOW-DO pedagogical model, generating transformative insights into AI literacy development through social practice. Employing a concurrent triangulation methodology of teaching and learning, we collected comprehensive longitudinal data through teacher ethnographic accounts, student self-assessments, STEM researchers’ observations and granular analysis of AI-enabled project work over a year. This robust methodological approach revealed seven interconnected dimensions of AI-supported competency linked to transversal skills development across three distinct but interrelated domains: CARE (Understanding AI) - illuminating how human agency and ethical awareness emerge through collaborative exploration; KNOW (Applying AI) - demonstrating how technical knowledge becomes embodied through authentic problem-solving; and DO (Creating AI) - revealing how creative engagement and critical participation with AI catalyses new forms of scientific citizenship. This research advances sociocultural learning theory in three significant ways: (1) it empirically explicates how AI competencies develop through social practice in underserved communities, challenging existing theoretical paradigms; (2) it provides a comprehensive, evidence-based framework for equitable AI education integration across disciplines; and (3) it demonstrates how open schooling methodologies can foster transformative learning experiences that prepare students for an AI-driven future while promoting social justice and sustainable development. The findings have profound implications for educational policy and practice, suggesting a fundamental reconceptualization of AI literacy development in secondary education. This work establishes a new theoretical foundation for understanding how schools can systematically develop AI competencies while addressing critical issues of equity, inclusion, and sustainable development in an increasingly AI-mediated world