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.
