I created this innovation to address educational inequities in remote, under-resourced communities, where limited access to quality instruction and digital tools restricts learners’ opportunities. The need became clear through my work as the sole teacher in a tiny mountain school with fewer than ten students, where isolation particularly affects girls and students with learning difficulties, reinforcing the urgency for change.
The innovation is grounded in principles of Open Schooling, authentic learning, and the systematic development of transversal life competencies. It seeks to reconceptualise the school as an open learning ecosystem that extends beyond the classroom, fostering collaboration with other schools, scientists, experts, and local community. Integrating digital technologies into the daily learning routine further enhances access to knowledge, facilitates multimodal expression, and supports inquiry, creativity, and problem-solving.
Through interdisciplinary project work, and problem-based methods, the model aims to empower teachers, build strong school–community partnerships, and provide diverse, equitable learning pathways. A central objective is the transformation of the school into a vibrant learning hub: an accessible, collaborative space where children, families, and community engage in meaningful knowledge construction and shared growth. Ultimately, this innovation reflects a commitment to educational justice and pedagogical excellence.
The innovation creates a learning environment where inclusive authentic learning approaches and Open Schooling shape everyday teaching. We follow national curriculum goals and use the same textbooks as all public schools, but enrich learning through additional tools, methods, and technologies.
Students engage in hands-on robotics, coding, and engineering using accessible digital and physical tools adapted for multigrade classrooms and diverse learning needs. The laptop is an indispensable tool in daily learning complementing traditional textbooks. VR and AR tools support immersive understanding, while videoconferencing connects students with external partners. STEM, problem-based, and inquiry-based tasks guide learners to explore sustainability, environmental challenges, music, history, or space exploration, while developing creativity, collaboration, and problem-solving skills. The teacher participates in professional learning that models such approaches. Authentic engagement with experts—from health specialists to artists and space scientists—brings learning to life; a highlight was the visit of an analog astronaut during our solar system project.
Open Schooling is strengthened through collaboration with families, the local community, and other schools, creating pathways for mutual learning. Learning often culminates in competitions or community events that give students authentic audiences. Learning opportunities for adults are also created.
The innovation has been spreading through sustained sharing, collaboration, and growing public visibility. It has been presented in in-service trainings, national networks, and conferences, where educators learn about the model and express interest in adapting it to their own contexts. Practices have also been shared through Erasmus training programmes in various European countries, extending the innovation’s reach across borders. Participation in the Learning from the Extremes (LFE) project further amplified dissemination by increasing visibility, strengthening collaborations, and enhancing credibility within European educational networks. Collaborations with other schools have been strengthened, supporting the model’s broader impact.
Public awareness has also played a key role. Local newspapers and TV channels have featured the school, while a podcast episode and a PopUp Talk highlighted the innovation’s practices and outcomes, helping wider audiences understand how authentic learning can thrive even in small, remote settings.
Online platforms contribute as well. The school’s work is showcased on the OSOS portal, and social media posts regularly share classroom activities, projects, and community partnerships.
Overall, the innovation spreads organically as educators, organisations, and community members encounter the work through professional events, European initiatives, or public media, recognise its impact, and adopt elements of the model in their own setting.
Over time, the innovation has expanded in response to students’ needs, new opportunities, and ongoing reflection. What began as an effort to address inequities in a small, remote school evolved into a comprehensive model connecting interdisciplinary STEM, digital literacy, creativity, and community engagement in a coherent way. The approach has been refined through feedback from students, teachers, and community partners, making practices more structured, inclusive, and aligned with authentic learning principles.
A major development was participation in the Learning from the Extremes (LFE) European project. The LFE grant enabled essential upgrades to digital infrastructure—an important advancement for a small school with limited resources—allowing the integration of more digital tools, more ambitious projects, and equitable access to technology.
LFE also broadened the school’s collaborative capacity by linking the innovation to a network of European schools, experts, and organisations working toward digital inclusion and educational equity. These collaborations increased visibility, enriched professional learning, and provided a framework for scaling and refining the model.
Finally, LFE validated the school’s vision within a wider systemic context. By aligning with European priorities for digital transformation and inclusive education, the innovation gained credibility and momentum.
To begin implementing this innovation, it is important to start with a clear vision for your school or organisation. Reflect on your students’ needs, the strengths and challenges of your community, and the kind of learning culture you want to create. Understanding your context will guide decisions about priorities, partnerships, and the tools you will need.
Identify potential collaborators—other schools, national or broader organisations, experts, cultural institutions, or community members—who can contribute knowledge, resources, or authentic learning opportunities. Establishing these partnerships is central to Open Schooling and helps connect classroom learning with real-world experiences.
Investing in teacher professional development is also essential. Educators need support to integrate Open Schooling principles, inquiry-based learning, and digital tools into daily practice. Training can focus on inclusive STEM, project-based learning, and the meaningful use of digital tools.
Finally, review and improve your school’s digital infrastructure to support effective use of tools. Even small upgrades—reliable internet, functional devices, shared digital spaces—can make a significant difference. Schools may also join national or European programmes that fund infrastructure development.
Start with one project, one partnership, or one digital tool. As confidence grows, the model can expand gradually and organically, adapting to the unique character of your school and community.
