Expected Results & Impact
What we set out to change. What we measured. What now exists because of this partnership.
participants in baseline research
lesson plans produced
intensive workshops across 3 countries
How we think about results
Educational projects often confuse activity with impact. A meeting happened. A workshop ran. A document was produced. None of that, on its own, is a result. We organise our results across four levels, from most concrete to most ambitious.
Tangible outputs
Things that now exist that did not exist before: the digital guide, the lesson plans, the assessment tools, the website. The easiest to verify and to share.
Learning gains
Measurable changes in what students and teachers can do, demonstrated through pre/post quizzes, performance rubrics and self-reflection.
Behaviour change
Teachers who keep using the materials after the project ends. Students who keep making things, advocating for sustainability, or applying coding skills outside school.
System change
The materials being adopted by other schools, other Erasmus+ projects, national curricula, or NGO programmes. This is what dissemination is for.
What now exists in the world
The Digital Guide
A 62-page comprehensive teaching guide (Exploring the Future: Creative Education Journey) with 15 lesson plans, 3 intensive workshop programmes, and a complete assessment package. Free to any teacher.
DownloadThree Module Documents
Each module (Coding & Robotics, Arts & Science, Sustainability) as a standalone PDF for teachers using single modules.
Public Project Website
integratedexploration.eu — committed to remain online for at least five years beyond the project end. Includes downloadable materials, mobility documentation, partner information, and contact details.
Baseline Needs Analysis Report
A research document drawing on responses from 378 students and 68 teachers across the partnership, identifying the curriculum gaps the project was designed to address.
Strategic Plan & Selection Criteria
Internal governance documents used to coordinate the partnership. Available on request for other Erasmus+ projects seeking implementation templates.
Mobility Documentation
Programme outlines, participant materials, and impact records from each of the five project mobilities. Useful for other projects designing similar mobility structures.
What students and teachers can now do
The clearest evidence of impact comes from the cohorts who participated in the three Learning, Teaching and Training (LTT) mobilities. Each used the same structure: a pre-test on Day 1, a post-test on Day 5, a performance rubric on project work, individual self-reflection, and five days of teacher observation.
LTT1 — Coding and Robotics Basics
Türkiye · October 2025
Cohen's d = 0.86 · large effect
Thirty-two participants (17 girls / 15 boys) across the three partner countries. Self-assessment rose from 3.33 to 4.24 (+0.91), with the strongest gains in algorithmic thinking and creativity, and every student building and programming a robot.
LTT2 — Arts and Science Integration
Poland · January 2026
Cohen's d = 0.93 · large effect
Thirty participants (21 students, 9 teachers) across the three partner countries. Self-assessment rose from 3.27 to 4.31 (+1.04), with consistent growth across arts-science integration, creative expression, digital arts and sustainability.
LTT3 — Sustainability and Environmental Science
Germany · April 2026
Avg. of 5 competence areas · up to +45%
Fifteen participants from Poland and Türkiye, hosted in Germany. Across five competence areas, post-test scores rose to 75–90% (largest gain: coding & robotics confidence, +45%), with teams building working eco-tech prototypes from recycled materials.
Figures are drawn from each LTT evaluation report. LTT1 and LTT2 use a 1–5 self-assessment scale; LTT3 uses percentage scores averaged across five competence areas.
See the project mobilitiesWhat changes after the workshop ends
The most powerful evidence of learning is what students and teachers do six months later, without prompting. We measure this through three channels.
Teacher follow-up surveys
Every teacher who participated in an LTT receives a follow-up survey at 3, 6 and 12 months, asking whether they have used the materials in their own classroom, what worked, and what required adaptation.
Student commitment cards
At the close of Module 3, every student writes a SMART personal sustainability action. These are returned six weeks later, and students report on whether they kept their commitment — one of our most consistent indicators of behavioural change.
Cross-curricular adoption
At each partner school we track whether elements of the modules appear in other teachers' lessons. Early indications suggest the data-visualisation activities from Module 2 and the systems-thinking diagrams from Module 3 are being borrowed into geography and biology lessons.
Wider reach and policy impact
System change is the long game. The project's funding period is too short to demonstrate full system impact, but the foundations are being laid.
Erasmus+ Project Results Platform
All outputs are being uploaded to the official platform, where they become discoverable by other Erasmus+ projects, National Agencies, and educational researchers across Europe.
eTwinning integration
The materials are being introduced through eTwinning, where teachers from many countries can adopt them into their own school contexts.
National Agency dissemination
Each partner is sharing the materials with its national Erasmus+ agency (FRSE in Poland, NA at BIBB in Germany, Türkiye Ulusal Ajansı in Türkiye) for good-practice publications and dissemination events.
Academic networks
Project methodology and selected outputs will be submitted to educational research conferences and journals, building the evidence base for interdisciplinary STEAM-plus-sustainability curriculum design.
Direct school outreach
Each partner school is actively introducing the materials to peer schools in its network — through teacher conferences, school visits, and direct sharing.
What participants said
“I built a robot that avoids walls all by itself. At first it kept crashing, but by the end of the week it finished the whole course. I want to study engineering now.”
Defne A.
Year 7 student, Bilnet Schools, Türkiye
“Turning thirty years of temperature data into a watercolour made my students feel the science in a way no graph ever did. I have used the data-art activity in two classes since.”
Marta K.
Science teacher, American School of Wrocław, Poland
“What struck me was the confidence. Students who never spoke up in class were presenting their projects to parents and council members. That is the kind of growth we want.”
Thomas R.
Principal, partner school, Germany
“The pupils proposed a real air-quality monitor for our district. As a community, we left genuinely impressed — these were not toy projects.”
Community guest
Community Showcase audience, April 2026
Download the result documents
Review our project modules and digital guide
Module 1 — Coding & Robotics Basics
PDF · ~7 MB · Updated March 2026
Module 2 — Arts & Science Integration
PDF · ~7 MB · Updated March 2026
Module 3 — Sustainability & Environmental Science
PDF · ~8 MB · Updated March 2026
Exploring the Future — Complete Digital Guide
PDF · ~11 MB · Updated March 2026
Additional documents available on request
- Baseline Needs Analysis Report (methodology & survey instruments)
- Strategic Plan (partnership governance template)
- Impact Report Template (Erasmus+ reporting structure)
- Mobility Programme Templates (for designing similar LTT events)
What happens after April 2026
The funding ends. The work continues. Follow what happens next — adoption in new schools, possible follow-up projects — and use the materials in your own classroom.