Current educational policies regarding inclusive approaches have a huge impact on cognitive, emotional and social development, as well as on the social integration of young people at risk (Gordon-Gould & Hornby, 2023). Our study aims to illuminate the emerging need for collaborative working to implement models for a more inclusive perspective on education and social inclusion policy. We demonstrate a conceptual, scientific model, as well as the process of its development, illustrating useful practice in working with young people at risk of social exclusion, created and implemented in five European countries within the Co-created Education through Social Inclusion project. Among the various ways of acquiring knowledge, models and scientific modelling activities are particularly important (Potochnik, 2017). A scientific model aims to represent empirical objects, physical phenomena, and processes in a logical and objective manner. They “attempt to reduce the world to a fundamental set of elements and laws and on this basis, they hope to better understand and predict key aspects of the world” (Borner et al. 2012, 3). Model is not only a reflection of reality, but also grounds for action, or a stimulus for discussion. Model design usually involves the formulation of a scientific hypothesis or the identification of a particular structure or dynamic. Often the hypothesis is grounded in an analysis of empirical data (Borner et al., 2012). Harré (2004) notes that models can complement theories by providing mechanisms for processes that are left unspecified even though they are responsible for bringing about the described phenomena. The COSI.ed model is qualitative, inductive and uses verbal and graphical description to represent the findings from the bottom-up approach. This starts from observations followed by the identification of patterns and factors, which leads to the generation of conclusions (Borner et al., 2012). The COSI.ed model is characterised by a continuity of theoretical and methodological approaches. Despite it was built on the common assumptions and concepts from the MAcE project, in the process of its implementation in different and highly heterogeneous contexts, common assumptions have been subjected to different processes - changes in perception, understanding, re-signification, repositioning of elements and redefining interrelationship. This led to five regional/national working models, based on which one European COSI.ed model was developed. Drawing on desk research, data, national models analysis and interviews with practitioners and young people, we refine the co-creation process by embedding it in the tenets of humanising methodology (Reyes et al. 2021).

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