Within the rapidly evolving European landscape, the urgency for adaptations in educational policies is accentuated by the daily challenges faced by educational institutions in facilitating the qualification, development and support of increasingly diverse cultural and social groups, often marginalised or from disadvantaged backgrounds. Despite continuous innovation and modifications in pedagogical practices motivated by the inclusive education movement for social justice, the translation of such principles to educational policies that facilitate the dissemination of successful or promising practices across diverse contexts is frequently disturbed by neoliberal logics and systemic inequalities (e.g. school competition, standardized curricula, managerial control) that underlie educational systems (Mikelatou, & Arvanitis, 2023). Ainscow (2020) highlights how promoting inclusion and equity through educational policies and practices is highly connected with processes of social learning in particular contexts. To achieve this, the author suggests an inquiry framework for inclusive education, which emphasises teacher-student dialogues about teaching and learning, as well as wider discussions about what inclusion and equity mean for different actors. Dialogue and social learning have been chief aspects of the experience practices in the COSI.ed international project when engaging young people, researchers, teachers and other education professionals, as well as actors from management and policy-making sectors in collaborative practices. The co-creation approaches used in the implemented and monitored practices of the indirect approach (Moshuus, & Eide, 2016), the collaborative competence groups (Krane, & Klevan, 2019) and the equality literacy framework (Stuart et al., 2019), which embody the COSI.ed model (as described in the previous paper) align with the emerging trend towards more collaborative and participatory processes in the design of policy recommendations and policy-making (e.g. Goulart, & Falanga, 2022). Therefore, the project team initiated a collaborative process to translate the identified promising practices into policy recommendations for a wide audience of policymakers and practitioners at different levels. This ensured that the recommendations reflected the diverse voices of the project. The paper summarises the collaborative processes used to design and upscale promising practices for policy recommendations of co-created education for social inclusion. This paper also identifies the main policy recommendations that emerged during the design process, highlighting the voices of youth and professionals. The recommendations are discussed in terms of their potential transferability to other contexts, as well as their specific regional practices.

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