Recent international crises and developments within European societies have highlighted the critical importance of value education for democracy in schools as a cornerstone of democratic societies. Curricula in several European countries now place a stronger focus on democracy education, but the realisation of these objectives heavily depends on teachers’ competencies and beliefs.

Empirical studies indicate that future primary school teachers require a deeper understanding of democratic principles and effective teaching methods for fostering values learning. A curriculum analysis conducted within the ValiDE project (KA220-HED - Cooperation Partnerships in Higher Education), examining primary school curricula in Germany, Poland, and Norway, supports these findings. It identified significant gaps in the integration of values in democracy education, highlighting the need for targeted teacher education to address these challenges.

Kolb’s (1984) theory of experiential learning provides a valuable framework for addressing these gaps. By engaging teacher students in active, reflective, and collaborative learning experiences, the project aims to foster professional growth and intercultural understanding. This aligns with the broader need for teacher education to incorporate hands-on, real-world experiences that prepare educators to navigate diversity and promote democratic values effectively.

Based on the identified need for teacher education to address values in democracy education, the central research question of this paper is:
"How must an international joint study course be designed to enhance participants' beliefs, attitudes, and competencies in democracy education, with a focus on values?"

To answer this question, the ValiDE project integrates diverse approaches, drawing on theoretical and practical inputs from participating universities, NGOs, and public institutions. It also explores how experiential and collaborative learning environments contribute to professional growth and intercultural understanding. The project incorporates systematic evaluation, including the ValiDE Evaluation Tool, to assess participants’ reflective practices and ensure the course aligns with its objectives, enabling iterative improvements.

The theoretical foundation of the ValiDE project builds on multiple frameworks to address the identified gaps in democracy education and values learning. Central to the programme is the understanding that democracy education involves not only knowledge but also the cultivation of skills, attitudes, and values necessary for active citizenship, as outlined in the Competences for Democratic Culture (CDC) by the Council of Europe (2018). These competences provide a meta-framework guiding the content and pedagogical design of the joint study course.

Experiential learning, as conceptualised by Kolb (1984), forms the methodological backbone of the programme. Immersing participants in real-world, reflective, and collaborative learning environments enhances intercultural understanding and professional growth. Reflective practices are embedded throughout the programme, drawing on Schön’s (1983) emphasis on reflection as a critical tool for professional development.

Cross-sector collaboration further enriches the programme. NGOs and public institutions bring unique pedagogical perspectives, such as human rights education from ARKIVET, ethical and interreligious education from the Global Ethic Foundation, and sustainable development approaches from ProHarmonia.

The programme also emphasizes the development of Open Educational Resources (OER), enabling participants to collaboratively create teaching materials that strengthen digital competencies while ensuring accessibility and adaptability for diverse educational contexts.

The ValiDE joint study course was developed using a Design-Based Research (DBR) approach (Anderson & Shattuck, 2012), combining seminar sessions, preparatory online modules, and a three-week exchange programme in Germany, Poland, and Norway. Participants engaged in workshops, school visits, and the collaborative creation of OER to enhance their competencies in democracy and values education. The NGOs and universities organised learning experiences at historical and religious sites and museums, which supported discussions on interreligious dialogue, the uses of history in shaping national narratives, and ethical education. These authentic settings provided intercultural and reflective learning opportunities (German Museums Association, 2020; Standing Conference of the Ministers of Education and Cultural Affairs, 2008). The programme also emphasized the development of Open Educational Resources (OER), enabling participants to create digital teaching materials, such as stop-motion videos, H5P activities, and VR-based tools. This focus not only strengthened their digital competencies but also ensured the accessibility and adaptability of the resources for diverse educational contexts. A dual evaluation framework assessed the programme’s impact: 1. Programme Evaluation: Iterative feedback informed ongoing improvements. 2. Reflective Evaluation: The ValiDE Evaluation Tool collected self-assessments and logbook reflections at five points (t1–t5), tracking participants’ expectations, experiences, and evolving competencies. This iterative approach ensured a transformative and adaptable programme that balances theoretical grounding with practical application.

The evaluation of the ValiDE study course yielded significant results and tangible outputs, demonstrating the programme’s adaptability and impact on democracy and values education in teacher education. One of the key insights was the necessity of programme adjustments accommodating a diverse participant group. Initially designed for teacher education students, the programme was extended to include participants from other educational disciplines. This broadened the exchange of perspectives and enriched both the collaborative learning processes and the development of teaching materials. The inclusion of non-teaching students allowed for an early exploration of the programme’s transferability to other fields of education. Flexibility emerged as a critical factor for the programme’s success. Scheduling conflicts limited participation in the preparatory seminar, prompting the development of an online course and self-study materials. These resources ensured that all participants could acquire foundational knowledge, irrespective of their ability to attend the seminar, and underscored the importance of adaptable preparatory activities. A notable output of the programme: the collaborative creation of OER, designed and tested by participants in international groups. The OER included stop-motion videos, H5P activities, and lesson plans tailored to primary education. Feedback from practising teachers was instrumental in refining these materials, enhancing their practical applicability and quality. Another critical output was the comprehensive Module Manual, which documents the programme’s structure, workshops, the preparatory online course, and lessons learned from the exchange. This manual serves as a replicable framework, offering guidance to other institutions seeking to implement similar initiatives. Reflective practices also played a central role in the programme. The ValiDE Evaluation Tool supported participants in tracking changes in their beliefs, attitudes, and competencies through self-assessments and logbooks collected at multiple points. This tool, refined iteratively throughout the project, is now available as an OER to support both professional self-reflection and programme evaluation in diverse educational contexts.

Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Biesta, G. J. J. (2013). The Beautiful Risk of Education. Paradigm Publishers. https://doi.org/10.4324/9781315635866 Clarke, V., Braun, V., Terry, G., & Hayfield, N. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 843–860). Springer. Council of Europe. (2018). Reference framework of competences for democratic culture: Volume 1 – Context, concepts and model. Council of Europe Publishing. https://rm.coe.int/prems-008318-gbr-2508-reference-framework-of-competences-vol-1-8573-co/16807bc66c Crick, B. (2002). Democracy: A Very Short Introduction. Oxford University Press. https://doi.org/10.1093/actrade/9780192802507.003.0001 Deutscher Museumsbund. (2020). Leitfaden Bildung und Vermittlung an Museen. https://www.museumsbund.de/wp-content/uploads/2020/12/dmb-leitfaden-bildung-u-vermittlung-web-bfrei-20201201-002.pdf Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. Kultusministerkonferenz (KMK). (2008). Ethikunterricht an Schulen in Deutschland – Eine Bestandsaufnahme. https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2008/2008_02_22-Situation-Ethik-Unterricht.pdf Nordgren, K. (2019). Historical Consciousness and Historical Thinking Reflected in Interviews with Teachers of History. Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education, 6(1), 4-18. Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. Teachers College Press. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books. Standing Conference of the Ministers of Education and Cultural Affairs. (2008). Ethics education in schools: A review of the situation in Germany. Kultusministerkonferenz.