The Co-created Education through Social Inclusion (COSI.ed) project, funded by Erasmus+ (621365-EPP-1-2020-1-NO-EPPKA3-IPI-SOC-IN), aimed to change educational practices by developing a co-created education model. This model engaged educational staff and students from underprivileged backgrounds in collaborative efforts to share perspectives, develop knowledge and skills, eliminate learning barriers, and enhance educational pathways. The COSI.ed model, incorporating an indirect approach and co-creation methodologies, underwent testing and refinement in educational settings across Denmark, Norway, Poland, Portugal, and Spain. This paper emerges from an analysis of how regional education and youth policies align with and diverge from the goals outlined in the Council Recommendation on promoting common values, social inclusion, inclusive education, and the European dimension of the teaching of the Paris Declaration. Adopting the Policy Cycle Approach (Bowe, Ball & Gold, 1992; Ball, 1994), the policy process is seen as a series of interconnected actions occurring within specific interest group-dominated arenas at transnational, national, and local levels. The theoretical-methodological approach, includes the context of influence, the context of text production, and the context of influence, while emphasising micropolitical processes and the role of actors at the local level, including professors, support staff, and school communities. Guided by the research question, "What are the ideas and organizations supporting educational policies for social inclusion?" this paper provides a comprehensive exploration of the dynamic landscape of educational policies for social inclusion, shedding light on the ideas and organisations that shape and influence these policies across different levels of governance.

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