Education systems are facing a constantly and rapidly changing environment. In addition to the conventional challenges that already put pressure on school institutions, new challenges are now being added, especially those linked to inclusion and diversity. These are inevitable phenomena in a globalised and multicultural world (Erstad et al., 2021; Rajala et al., 2023). To meet these challenges, it is necessary to develop innovative approaches to build new concepts and strengthen the notion of a transformative capacity. This ability empowers young people to see themselves as agents and citizens capable of influencing today's society and the one they wish to inhabit in the future, starting from a construction in the present (Jenkins & Ito, 2015). In this context, there is a general consensus that students must not only learn to live in the world, but also to critically analyse, conceive their own potential futures and change their trajectories (Lipman, 2011).

 A fundamental concept in this context is transformative agency, which Stetsenko (2019) describes as "the connection between individuals who not only change the world, but are also transformed in the process" (p. 3). This perspective implies the development of skills and competencies to experience and promote social change. What is intriguing is how this idea can engage young people in creating possible futures aligned with their own destinies, considering agency as a simultaneously relational and transformative phenomenon.

The research conducted is aligned with the need for education to contribute to meeting the challenges of the future (UNESCO, 2021) and to provide key competences/skills for social change. At the same time, it is necessary to be attentive to global-local phenomena and perspectives, which promote the incorporation of "Southern perspectives" (Blommaert, 2005) and to observe the influence of different socio-historical environments on educational practices (Ávalos & Bellei, 2019).

In this context, the project 'SCU4Change- Educational Roadmap for Transformative Agency - Connecting School, Community and University for Social Change' (Erasmus+. 2022-1-NO01-KA2020-HED-000086487) has emerged. Its purpose is to foster transformative experiences for social change in secondary education through coordinated collaboration between schools, communities and universities. Its main objective is to design a collaborative and sustainable roadmap that highlights and promotes school practices aimed at addressing contemporary social problems from a social and educational change perspective, through the cooperation of all parties involved.

In each of the participating countries, the universities of Vienna (Austria), Andrés Bello (Chile), Barcelona (Spain) and Oslo (Norway) are collaborating with a secondary school that already implements transformative educational projects or practices aimed at social change. Together with key stakeholders from the school (students, teachers, management) and the surrounding community, common trends that stimulate the development of transformative agency are being explored.

Throughout the implementation of SCU4Change, the participating schools,communities, and universities will jointly design, implement, and evaluate projects addressing contemporary social issues in schools. Systematizing these experiences will create a collaborative 'roadmap' to highlight and encourage school practices focused on social issues, fostering change through school-community-university collaboration.

In this way, and from a bottom-up or bottom-up logic, the aim is to bring into dialogue the knowledge and transformative praxis already existing in schools in order to build, through collaborative and synergetic work between school/community/university.

The specific objectives of the project are: (1) Design, implement, and disseminate transformative education projects for social issues, (2) empower youth as societal influencers, (3) promote authentic learning on current social/environmental challenges, and (4) explore digital resources for collaborative learning among schools, universities, and communities.

In this context, the results of the process of observing transformative projects in a public school in Spain are presented.

A qualitative triangulation is developed based on classroom observation of the entire period in which the training experience is implemented (4 weeks). Together with the field notes resulting from the observation, informal interviews were conducted with teachers and students, as well as with representatives of the associations collaborating in the development of these educational projects. The fieldwork took place between November (2023) and February (2024), accompanying the development of the following three projects: ● The project Desmontamos rumores y estereotipos a través de las redes sociales (07/11/2023-12/12/2023) consists of a collaboration between the school and a communication agency, which commissions and accompanies the students to produce short films about rumours and stereotypes that favour racism, from the perspectives of young people. These short films are published on social media. ● The Participemos project (09/01/2024 - 09/02/2024) invites students to participate and get involved in decision-making processes within their families, the school and the neighbourhood to which they belong. To this end, they collaborate with a youth club and experience processes of participation and involvement, as part of active citizenship. ● The Rap y Glosa project (09/01/2024 - 09/02/2024) is based on the idea that music is a tool for expressing discontent and disagreement with social injustices. Therefore, through this project, students learn to write and improvise rap songs, based on social issues that concern them, through the collaboration of a popular music school. Observation and subsequent analysis are systematised through 5 framework categories: 1. Issues addressed and strategies: curricular content addressed, the role of the school in social change and the role of digital technologies. 2. Student engagement: student participation in the projects. 3. Teachers' perceptions: planning, evaluation, collaboration with the community, assessment of student participation. 4. School-community collaboration. 5. Capacity for transformative agency.

It can be seen that the projects are suitable for the generation of the ethical/reflective disposition necessary for the development of transformative agency. However, this does not transfer (at least not immediately) to the development of the practical disposition necessary for the implementation of the transformative agency of the projects. In other words, and more concretely, the projects observed show the construction of a public discourse consistent with the values and perspectives that the projects seek to work on, but this public discourse contradicts some of the daily practices of some of the students. Although it is not easy to analyse the transformative agency that is promoted among students through each of the projects, the suitability of creating an ecosystem of training actions that, from different perspectives and strategies, incorporate the voice and action of the students is evident. It is in the proposal of alternative models that classroom actors become aware of the possibility of managing different roles to those usually assigned. However, certain tensions also arise. On the one hand, there is the need to make explicit the relationship between the projects and the school curriculum. For this reason, pupils could interpret their commitment as voluntary activism (depending on their interest in the subject in question), detached from the usual formal training. On the other hand, the action of the social entities that collaborate and the pedagogical capacity of their facilitators are fundamental both to increase pupils' involvement and to strengthen their transformative agency. It is hoped that the results of this observation process will contribute to the collaborative co-design phase between schools, communities and universities and allow for the proposal of a road-map to inspire and guide the development of transformative educational projects in other secondary schools.

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