Periodic Reporting for period 2 - COSMOS (Creating Organisational Structures for Meaningful science education through Open Schooling for all)
Reporting period: 2023-07-01 to 2024-12-31
Low interest in science and science careers among young people has long been a challenge in science education. STEM subjects are often viewed as abstract, masculine, and disconnected from real life, hindering students’ aspirations (Osborne & Dillon, 2008; Struyf et al., 2017). Meanwhile, society faces complex issues—climate change, biodiversity loss, technological change, and health concerns—known as socio-scientific issues (SSIs). These "wicked problems" are entangled with science, ethics, and the involvement of diverse stakeholders. Addressing these complex challenges requires scientifically literate citizens capable of informed, responsible action. Science education must evolve to prepare students for this, fostering global competences such as critical thinking, empathy, appreciating different perspectives and taking action (Hodson, 2003; OECD, 2018).
COSMOS responds to this need by implementing a novel pedagogy ‘Socio-Scientific Inquiry-Based Learning’ (SSIBL) in primary and secondary schools across Europe. SSIBL blends socio-scientific issues, inquiry-based learning, and citizenship education (Levinson et al., 2017). It helps students connect science to everyday life, understand its societal relevance, and develop scientific literacy. COSMOS builds on a previous EU project (PARRISE) expanding SSIBL’s application to transform science education by opening schools to their communities. COSMOS main goal is to create open schools with partnerships within their communities that foster meaningful, inclusive science education by: a) implementing SSIBL pedagogy, b) focusing on teacher professional development (TPD), and c) transforming school cultures towards outward engagement. The key objectives are:
1. Establish CORPOS-Open Schooling Teams and Communities of Practice (CoPs)
2. Embed SSIBL in CoPs to boost interest, career aspirations, and responsible citizenship, while shaping teacher identity
3. Ensure the sustainability of open schooling in science education.
COSMOS responds to this need by implementing a novel pedagogy ‘Socio-Scientific Inquiry-Based Learning’ (SSIBL) in primary and secondary schools across Europe. SSIBL blends socio-scientific issues, inquiry-based learning, and citizenship education (Levinson et al., 2017). It helps students connect science to everyday life, understand its societal relevance, and develop scientific literacy. COSMOS builds on a previous EU project (PARRISE) expanding SSIBL’s application to transform science education by opening schools to their communities. COSMOS main goal is to create open schools with partnerships within their communities that foster meaningful, inclusive science education by: a) implementing SSIBL pedagogy, b) focusing on teacher professional development (TPD), and c) transforming school cultures towards outward engagement. The key objectives are:
1. Establish CORPOS-Open Schooling Teams and Communities of Practice (CoPs)
2. Embed SSIBL in CoPs to boost interest, career aspirations, and responsible citizenship, while shaping teacher identity
3. Ensure the sustainability of open schooling in science education.
COSMOS followed a structured timeline with a preparation stage, two implementation rounds and a finalization stage.
Across the two implementation rounds, 24 schools in six countries (NL, BE, SE, UK, PT, IL) participated, with 11 involved in both rounds. In all schools a CORPOS-Open Schooling Team was established, that instigated CoPs and implemented SSIBL (Objective 1). HEI and societal partners have worked closely within each CORPOS to identify relevant SSIs and to discuss school and teachers' needs. Accordingly, TPD sessions were provided. A total of 41 SSIBL-CoP projects were co-designed and implemented in multiple classes. SSIs varied from healthy lifestyles, bio-diversity loss, sustainable school buildings to GMOs. The CoPs included school staff, external partners and local stakeholders, impacting over 2.800 students, helping them link science to daily life and inspiring contributions toward a sustainable future (D3.1-D4.2).
In all countries, qualitative and quantitative evaluation data was gathered in both rounds. Analyses (D7.1) confirmed that SSIBL-CoPs had a positive consistent impact across educational levels and countries. Students show an increased interest in science, perceive science as more relevant, and feel empowered to use what they have learned in the science classroom to contribute to a more sustainable future. These outcomes held across genders, and in some cases boosted science career aspirations. Teachers report that designing and implementing SSIBL-CoP led to substantial professional development, encouraged them to explore student-centred, inquiry based, and community-oriented approaches. It broadened their pedagogical practices, enhanced collaborative skills, and helped them see the positive impact of teaching science in ways that connect more directly to students’ lives and their communities. (Objective 2).
Regarding school openness, employing SSIBL-CoP showed potential to move schools towards more open modes of science education. Though, these outward moves are highly school specific processes that are influenced by many school-related and contextual barriers and facilitators.
Based on these results and lessons learned, COSMOS has developed a set of multilingual policy and practice recommendations for the EC, policymakers, school leaders and teachers (D6.3). Roadmaps for sustainable implementation (D6.2) a refined TPD handbook (D5.2) and the COSMOS Open Schooling Framework (D2.1) were established to support future adoption of the approach (Objective 3).
Project outcomes were shared via international conferences, newsletters, blogs, and workshops (D8.4). The rearticulation of the eight openness dimensions and their interconnections (COSMOS framework, D2.1) was published in a journal (Sarid et al., 2024). The final conference in Utrecht gathered international stakeholders to explore COSMOS outcomes and tools.
Overall, COSMOS positively influenced student attitudes toward science, increasing career interest and science literacy. Teachers and schools experienced professional growth, stronger collaboration, and increased openness. The project proved sustainable and impactful across both primary and secondary education, promoting community engagement and student responsibility in addressing SSIs. Schools in all countries plan to continue SSIBL-CoP projects, with new collaborations already forming, confirming the viability of the CORPOSs.
Across the two implementation rounds, 24 schools in six countries (NL, BE, SE, UK, PT, IL) participated, with 11 involved in both rounds. In all schools a CORPOS-Open Schooling Team was established, that instigated CoPs and implemented SSIBL (Objective 1). HEI and societal partners have worked closely within each CORPOS to identify relevant SSIs and to discuss school and teachers' needs. Accordingly, TPD sessions were provided. A total of 41 SSIBL-CoP projects were co-designed and implemented in multiple classes. SSIs varied from healthy lifestyles, bio-diversity loss, sustainable school buildings to GMOs. The CoPs included school staff, external partners and local stakeholders, impacting over 2.800 students, helping them link science to daily life and inspiring contributions toward a sustainable future (D3.1-D4.2).
In all countries, qualitative and quantitative evaluation data was gathered in both rounds. Analyses (D7.1) confirmed that SSIBL-CoPs had a positive consistent impact across educational levels and countries. Students show an increased interest in science, perceive science as more relevant, and feel empowered to use what they have learned in the science classroom to contribute to a more sustainable future. These outcomes held across genders, and in some cases boosted science career aspirations. Teachers report that designing and implementing SSIBL-CoP led to substantial professional development, encouraged them to explore student-centred, inquiry based, and community-oriented approaches. It broadened their pedagogical practices, enhanced collaborative skills, and helped them see the positive impact of teaching science in ways that connect more directly to students’ lives and their communities. (Objective 2).
Regarding school openness, employing SSIBL-CoP showed potential to move schools towards more open modes of science education. Though, these outward moves are highly school specific processes that are influenced by many school-related and contextual barriers and facilitators.
Based on these results and lessons learned, COSMOS has developed a set of multilingual policy and practice recommendations for the EC, policymakers, school leaders and teachers (D6.3). Roadmaps for sustainable implementation (D6.2) a refined TPD handbook (D5.2) and the COSMOS Open Schooling Framework (D2.1) were established to support future adoption of the approach (Objective 3).
Project outcomes were shared via international conferences, newsletters, blogs, and workshops (D8.4). The rearticulation of the eight openness dimensions and their interconnections (COSMOS framework, D2.1) was published in a journal (Sarid et al., 2024). The final conference in Utrecht gathered international stakeholders to explore COSMOS outcomes and tools.
Overall, COSMOS positively influenced student attitudes toward science, increasing career interest and science literacy. Teachers and schools experienced professional growth, stronger collaboration, and increased openness. The project proved sustainable and impactful across both primary and secondary education, promoting community engagement and student responsibility in addressing SSIs. Schools in all countries plan to continue SSIBL-CoP projects, with new collaborations already forming, confirming the viability of the CORPOSs.
COSMOS marks a significant advance in science education by embedding SSIBL pedagogy within Communities of Practice across Europe. It offers a novel model of Open Schooling, where education extends beyond the classroom to involve students, teachers, families, and communities in real-world, collaborative learning.
COSMOS’s medium-term impact lies in equipping young citizens and researchers with critical thinking, scientific literacy and action taking skills necessary for informed participation in complex SSIs. The SSIBL pedagogy (Ask, Find Out, Act) fosters responsible citizenship, a goal increasingly recognised as critical in addressing contemporary challenges. By embedding SSIBL-CoP in classrooms and school policies, COSMOS enhances science education’s relevance and societal value.
By operationalizing this pedagogy in 41 CoPs and Open Schooling Teams in six countries, COSMOS showed that educational innovation can scale while remaining responsive to local contexts. Tailored TPD and co-design activities have enhanced teachers' professional identities as open schooling facilitators. This has had a ripple effect: schools are not only continuing these practices independently but are also embedding them into institutional policies and curricula, and teacher training programs, indicating systemic transformation.
Socio-economically, COSMOS supports the development of a civic-minded, scientifically literate population ready for future societal and workforce challenges. It fostered lasting collaborations between schools, universities, and community stakeholders—enabling local innovation and knowledge exchange. In several contexts, these ties have outlived the project itself, contributing to local resilience and educational sustainability.
Key resources—i.e. Theoretical Framework, Policy Briefs, TPD Handbook, Roadmaps—offer multilingual, practical guidance for teachers, schools and policymakers. With over 15,000 website visitors and growing interest, the project is well-positioned for continued dissemination and uptake.
COSMOS’s medium-term impact lies in equipping young citizens and researchers with critical thinking, scientific literacy and action taking skills necessary for informed participation in complex SSIs. The SSIBL pedagogy (Ask, Find Out, Act) fosters responsible citizenship, a goal increasingly recognised as critical in addressing contemporary challenges. By embedding SSIBL-CoP in classrooms and school policies, COSMOS enhances science education’s relevance and societal value.
By operationalizing this pedagogy in 41 CoPs and Open Schooling Teams in six countries, COSMOS showed that educational innovation can scale while remaining responsive to local contexts. Tailored TPD and co-design activities have enhanced teachers' professional identities as open schooling facilitators. This has had a ripple effect: schools are not only continuing these practices independently but are also embedding them into institutional policies and curricula, and teacher training programs, indicating systemic transformation.
Socio-economically, COSMOS supports the development of a civic-minded, scientifically literate population ready for future societal and workforce challenges. It fostered lasting collaborations between schools, universities, and community stakeholders—enabling local innovation and knowledge exchange. In several contexts, these ties have outlived the project itself, contributing to local resilience and educational sustainability.
Key resources—i.e. Theoretical Framework, Policy Briefs, TPD Handbook, Roadmaps—offer multilingual, practical guidance for teachers, schools and policymakers. With over 15,000 website visitors and growing interest, the project is well-positioned for continued dissemination and uptake.