Education systems are facing a world in constant and accelerated transformation. In addition to the traditional challenges that already strained school institutions, new challenges are now being added, most notably those related to inclusion and diversity. These are inevitable phenomena in a globalised and multicultural world (Erstad et al., 2021; Rajala et al., 2023). To address these challenges, innovative approaches need to be developed to build new imaginaries and reinforce the idea of a transformative capacity for action. Such a capacity empowers young people to see themselves as agents and citizens capable of influencing today's society and the one in which they wish to live in the future, based on a construction in the present (Jenkins & Ito, 2015; Fardella et al., 2023). In this sense, there is a general consensus that students must not only learn to live in the world, but also to think critically, imagine their own possible futures and transform their destinies (Lipman, 2011).

A key concept in this context is transformative agency, which Stetsenko (2019) defines as "the link between people who not only change the world, but are also transformed in this very process" (p. 3). This perspective entails the development of skills and competences to experience and bring about social change. What is interesting is how this notion can engage young people in the conception of possible futures aligned with their own destinies, understanding agency as both a relational and a transformative phenomenon.

Within this framework, the project 'Educational Roadmap for Transformative Agency - Connecting School, Community and University for Social Change' (Erasmus+. 2022-1-NO01-KA2020-HED-000086487) has emerged. This project aims to foster transformative experiences for social change in secondary education through coordinated action between schools, communities and universities. Its main objective is to design a collaborative and sustainable "roadmap" that makes visible and promotes school practices focused on addressing contemporary social issues from a perspective of social and educational change, through the collaboration of all the agents involved.

The project is implemented in four countries: Austria, Chile, Spain and Norway. In each country, the project will work with a secondary school that has implemented - or is implementing - projects or practices aimed at educational and social transformation.

In the first phase, the different actors involved (teachers, management teams, communities and students) have been contacted to assess the effects of these projects and the needs, potentials and difficulties associated with the deepening of these educational practices in different contexts. In order to deepen and understand how schools are contributing (or not) to fostering social change and multi-stakeholder collaboration, each participating university (University of Oslo - Norway, Universitat de Barcelona - Spain, University of Vienna - Austria and Universidad Andrés Bello - Chile) has conducted interviews, observations and surveys, involving principals, teachers and students of the secondary schools associated to the project.

This paper presents the results of the initial phase of the project in the context of Spain, specifically in a public secondary school pioneer in educational transformation. It integrates into its curriculum interdisciplinary projects (called "BRCS") in 3rd and 4th year of secondary education (students aged 15 and 16 in Spain), addressing issues such as sexuality, pollution, colonialism, human rights, racism, sexism and climate change. In these BRCS, collaboration with extracurricular communities is key, working with a variety of entities on projects involving social sciences, humanities and other areas, culminating in an annual exhibition of the projects to the local community.

In order to carry out a comprehensive analysis of the school's needs and students' concerns, three individual interviews were conducted with different teachers, complemented by a focus group in which the school's management team participated. In parallel, a detailed online questionnaire was designed and administered to a total of 286 students, both male and female, to obtain a broader and more representative perspective of the student community. In the case of the questionnaire, in addition to the usual socio-demographic questions referring to the course and gender of the students, it had a series of questions referring to: 1) personal and collective concern about certain social problems; 2) knowledge about the conceptualisation of social change; 3) the problems to be worked on and the groups with whom to work on projects related to social change; 4) opinions and self-perceptions about project work; 5) the influence of project work in the immediate context; and 6) the usefulness of digital technologies in project work. This mixed approach, combining qualitative and quantitative methods, provided a comprehensive and in-depth view of the needs and perceptions existing in the school (Chaves, 2018).

In this first phase of the project we observed that the school in question has adopted an innovative educational approach, moving away from the traditional structure to embrace personalisation and globalisation of learning. Despite their remarkable commitment to project-based education that addresses social issues, questions arise about the real effectiveness and reach of these initiatives. While managers and teachers are enthusiastic about integrating projects in the social sciences and humanities, addressing issues such as human rights and climate change, this approach often clashes with dimensions such as assessment, and youth engagement in higher grades (baccalaureate), where interest seems to wane. The school enjoys a curricular autonomy that allows for the implementation of innovative methods and methodologies, such as the use of rap and social media. However, this also brings with it the challenge of measuring the educational impact of such approaches. Although there is institutional support and an aligned school culture, certain subjects, such as exact sciences, present difficulties in incorporating these projects, calling into question their cross-cutting nature. Teachers focus on promoting coexistence and social awareness, but such efforts could be perceived as detached from broader academic and professional realities. Despite their aim to develop critical and caring students, the question of how to balance these ideals with traditional academic demands remains. The use of projects to address social issues is commendable, but criticism also emerges about their practical effectiveness and perception among students and their families. While management and faculty focus on social justice and the reduction of inequalities, students may have more varied and concrete visions of social change, revealing a possible disconnect between educational intentions and student concerns. Ultimately, the school faces the challenge of balancing its aspirations for social change with the reality of its educational capacities and the expectations of its student community.

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