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Education for Sharing

E4S is an international non-profit that forms better global citizens based on the power of play.

E4S tackles the passive traditional education system. The play-reflect-act methodology allows students to become active learners and see themselves as agents of change in their community. This solution is built on the power of play, social emotional skills, civic values, sustainable competencies and the UN Sustainable Development Goals (SDGs) to build a better global citizenship.

HundrED 2024


HundrED has selected this innovation to

HundrED Global Collection 2024

Web presence






Target group
April 2023
In the short term, the changes E4S achieves are: -Teachers master, retake and adapt the methodology. -Students, teachers and families increase their participation in the solution of local problems with a global perspective. For the next 5 years, E4S will be making first steps in public policy, as its contents, model and methodology already have shown significant impact on education systems.

About the innovation

Why did you create this innovation?

E4S focuses on addressing the challenges of educational structures that prevent students from taking the lead over their educational journey. These environments decrease students’ interest in learning and their vision to pursue ambitious goals. E4S is needed to create spaces where students pursue their passion and see their power to change realities, not depending on what the teacher says.

What does your innovation look like in practice?

The E4S model has an impact on the whole educational community. Teachers, students and parents are given tools to connect cognitive learning with their own interests while practicing ethical values, social emotional skills and competencies for sustainable development such as: self-regulation, critical thinking, resilience, responsible decision-making and collaboration.
The methodology and intervention model allows to leverage knowledge through play, addressing themes like: healthy lifestyle habits, responsible personal and community finances, and e-rights.

E4S works because it is designed to adapt to the local context, therefore useful to the specific needs of its beneficiaries. Here are some highlights gathered through entry and exit surveys from participants:
100% of teachers consider that E4S programs are useful to develop self-knowledge and self-regulation in their students
59% increase in the perception by children that they can collaborate in solving their community's problem

How has it been spreading?

E4S has grown and spread its programs all around the globe, passing from one single program in one community, to having operations in 13 countries with seven programs. E4S content has been disseminated virtually, reaching more than 5 million individuals through online content.

The E4S team develops relationships with key stakeholders from all sectors. For example, E4S has built partnerships between Ministries of Education and the private sector, to develop booklets of digital citizenship and the 2030 Agenda, with national reach.

In 2023, E4S co-created its first early childhood program, piloting across 4 Mexican states and launched operations in Ecuador. In the future, E4S has the goal to be a reference globally, reaching new horizons in Europe and Africa.

If I want to try it, what should I do?

E4S plays everywhere, from schools to shelters, and public spaces. You can find us in rural and urban areas bringing the play-based model to show that anyone can be an agent of change no matter their circumstances. If you want to be part of the E4S family, we invite you to look at our website to find our contact information to see how we can bring the power of play to you and your community.

Impact & scalability

Academy review results
High Impact
Low Scalability
High Impact
High Scalability
Low Impact
Low Scalability
Low Impact
High Scalability
Read more about our selection process

Implementation steps

Informative Sessions
E4S either contacts local schools, or schools, educators and superintendents who have experienced E4S programs recommend E4S to new schools. From here there is an introductory session.
Facilitator Training
Recent college graduates from social science or similar backgrounds, are trained in the methodology of E4S. These facilitators will support and give feedback to educators in their classroom throughout the implementation of E4S sessions.
Educator Training
Local Facilitators train educators in E4S’s play-based methodology so they can adapt the model to their curriculum and implement it with the students in their classroom.
Play-based sessions
Educators, along with E4S facilitators, lead sessions following three moments: Play: Through a playful activity the concepts of the session are identified. Reflect: Participants reflect and create different alternatives, possibilities, strategies or messages directed at the community. Act: Students share and replicate the learning in their immediate context, becoming agents of change.
Family and Guardians:
Mothers, fathers and guardians are part of E4S’s impact by participating in special sessions to reinforce at home the lessons students learned in the program.
Ambassador Session
At the end of the E4S program, the students share their achievements and present to the community what they have learned with the aim to engage the rest of the community in the transformation process.
Agent of Change Session
A community member participates by implementing a session with the students where this Agent of Change shares their experience in the professional world. This session aims to inspire children to pursue their goals and dreams.
The effectiveness of the program is measured with quantitative and qualitative evaluation tools. The methodology includes the collection of surveys at the beginning and end of programming from students and educators. This allows E4S to see changes in behaviors and attitudes.

Spread of the innovation

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