Phenomenon-based education in a global world

Summary

The project brought sustainable innovation to the whole school community. Through international mobility activities, teachers strengthened and expanded the use of phenomenon-based, interdisciplinary and student-centred learning, developing pupils’ literacy skills, digital competence, scientific thinking and citizenship competences, while fostering a more inclusive, creative and European-minded school culture. 

“Innovation does not necessarily begin with new equipment or modern technologies. It begins with a meaningful question, a well-designed task, teacher collaboration and the courage to transform the lesson.” 

Topic(s) addressed

• Development of pupils’ literacy
• Mathematical
• Scientific
• Digital and citizenship skills 
• Fostering critical thinking
• Responsible social action
• Adaptability and 
• Effective use of digital technologies 

Target group(s)  

The whole school community. 

• Pupils: 332
• teachers: 35 (10 of them took part in mobility programs). 

Methodologies used

The project transforms education through multidisciplinary PhBL and STEAM, replacing isolated lessons with real-world investigations. It implements the FAIG model, focusing on individual growth via formative assessment, where learners personally define success criteria. By linking formal and non-formal learning through "Phenomenon Weeks," classroom knowledge is bridged with practical reality.  This ensures inclusion via tailored paths and promotes cooperation through peer feedback.  Ultimately, the student becomes an active researcher and the teacher a mentor, fostering independent decision-making and critical thinking.

Innovation environment

The school acts as a catalyst for innovation by creating the conditions for implementing educational innovations, engaging the teaching community, and turning change into a shared goal. A positive culture is based on sharing success stories, professional dialogue, and collegial feedback. Sustainability is integrated through experiential, interdisciplinary activities that help students develop a responsible attitude towards the environment. A unique PhBl strategy for Šlienava Elementary School, focusing on the development of global education competences, has been developed and implemented. Collaboration with local universities, STEM centres, and European schools creates an open, dynamic environment for innovation.

Teachers’ role

Teachers played a decisive role in transforming the Erasmus+ mobility experience into sustainable school innovations. They strengthened their professional competences in phenomenon-based, interdisciplinary and student-centred learning, global education, inclusion and the development of pupils’ key skills. They adapted the ideas gained abroad to the school context, tested new methods in practice and shared successful practices with colleagues. Their cooperation helped ensure that innovation was not limited to individual classrooms, but gradually became part of a whole-school approach. Teachers also contributed to pupils’ wellbeing by creating engaging, inclusive and meaningful learning experiences. 

Impact and output

Educators have mastered the PhBL methodology, transforming their roles from traditional knowledge providers into educational designers. This transition has enhanced student well-being and critical thinking by connecting theoretical knowledge to real-world contexts. The FAIG model, adopted from Spain, ensures inclusion through tailored individual learning paths. Internal dissemination is supported through "professional dialogues" and peer feedback, while external impact is achieved through active participation in conferences, media publications, and the Erasmus+ PRP. The local community and parents are actively engaged through public "Phenomenon Weeks" and sustainable STEAM activities, fostering global responsibility across the entire school ecosystem. 

Learn more about the project

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