At ISIS Europa school in Italy, adopting the CDC approach has fundamentally reshaped the learning dynamic, enabling students to be active author-creators. A central innovation has been the self-production of textbooks and learning materials with and for students. For over ten years, language learning resources have been co-developed by teachers and students rather than relying on a traditional language textbook. This ensures equal access and allows the curriculum to remain flexible and continuously updated.

This shift is reinforced through radio productions and publications on the school’s website, which amplify student voice and make their work publicly visible. Students not only manage a website but their participation is clearly reflected online, where a dedicated Students category with filtered content addressed directly to them. In addition, the school’s multimedia studio enables students to produce content they feel comfortable with. By giving students real agency, the approach encourages them to take responsibility for both the quality of what they produce and how it is presented.

Digital technology aligned with appropriate pedagogies can support student voice. The CDD approach focuses on creating Digital Education Content that students are comfortable with, rather than relying only on fixed national content for each subject. Adopting technology in a meaningful way is inclusive because it offers flexible pathways for access, participation, and understanding.

Typical strategies to meet students’ needs include:

• stimulating questions and brainstorming with collaborative tools (e.g., Mentimeter, Nearpod)
• guided video viewing, made interactive in Nearpod or created with Adobe Spark/Express
• short video lessons shared in the classroom (e.g., Screencast-O-Matic)
• “talking images” and interactive visual navigation (e.g., ThingLink)
• quick assessment (e.g., Kahoot, LearningApps, Google Forms, Nearpod)
• brief teacher clarifications when additional explanation is needed

To ensure technology works meaningfully, teachers are encouraged to follow a simple documentation routine: Observe, Record, Interpret, and Share.

• Observe: Note how students interact with the platform and where they struggle or succeed.
• Record: Describe what students produce and where it can be accessed.
• Interpret: Analyse the work against the criteria shared with the class and identify what needs improvement.
• Share: Discuss findings with students and agree on next steps.

In short, the school has built a culture where students are actively involved in creating digital materials, promoting the idea that learners can take the lead and produce outputs that matter to them. This form of student agency has developed into a whole-school ecosystem, leading to initiatives such as student-led radio productions and a student website. Together, these outputs promote an inclusive culture in which every student has a voice.

Students at Jovan Dučić school in Serbia design their own quizzes and escape rooms using tools such as Wordwall, LearningApps, and Genially.

The teacher places strong emphasis on developing students’ digital skills so that they can independently master digital tools. Digital content creation can strengthen student agency and pride by giving pupils the opportunity to design and present their own learning materials. The teacher introduces tools such as Genially and Wordwall, demonstrating their basic functions and showing how resources can be created using ready-made templates. This cultivates students’ interest in creating their own presentations, animations, and digital activities. For example, for Safer Internet Day, fourth grade pupils were encouraged to prepare presentations based on knowledge acquired over previous school years and present them to others. Younger students were inspired to create their own short animations which they presented to others, while older students in seventh grade produced more complex products, for example, a video game and presentation for Safer Internet Day using App Inventor, presenting the results to students in other classes. According to the teacher, younger pupils respond with great interest to these peer-led activities, while older students become highly engaged in the responsibility of teaching others.

Students also experiment with different digital and creative tools, including robots, SmartGames, Makey Makey, and animation activities. The teacher supports students’ curiosity by offering opportunities for exploration during free time or through structured classroom activities. A key aspect of accessibility is that the teacher adapts resources into easy-to-read, step-by-step guidance and age-appropriate formats, enabling students to use digital tools independently. Therefore, students acquire skills and knowledge through structured active learning based on their interests. At the same time, participation is not imposed: students who choose to further engage with and use these tools are supported, while those who do not are equally respected.

Student agency in the classroom can be strengthened in many ways.

Teachers can encourage active exploration of digital tools. Following the Future Classroom Lab model, they can develop one or more of the six learning zones (create, interact, present, investigate, exchange, develop) to support innovative learning without requiring additional investment in furniture. In the Investigate zone, for example, students can try out digital equipment such as robots. The surrounding space can remain flexible so it can be easily arranged to enable students to work in groups, pairs, or individually. During free time slots, students can move to the investigate zone and explore particular tools. To ensure accessibility, the teacher can prepare easy-to-read posters or A4 leaflets for each robot or digital tool, helping students understand step by step how the tool works and what its functions are.

Students could also be encouraged to create their own content, such as presentations, quizzes, animations, or simple games. Linking digital content creation to a thematic area close to students’ interests or themes with international relevance (e.g. Safer Internet Day or International Day of Education) enhances engagement and motivation. In addition, adopting an inquiry- and project-based learning approach is also important, as it can enhance students’ critical thinking skills and support them as they develop their own materials.

The Am Park primary school in Luxembourg places a strong emphasis on equal material conditions for all by ensuring that all necessary supplies are available in the classroom and that no technical equipment is required for homework.

Student agency is supported in the school through structures that promote equal access, independence, and daily decision making. Homework and weekly plans focus on consolidation, repetition, and self responsibility rather than introducing new content, ensuring that all pupils can complete tasks without relying on privately owned digital devices or extensive support at home. Each student has a personal storage compartment for materials and daily tasks, which strengthens responsibility and self organisation. Students choose their seats each day and may select different learning places depending on the task, fostering autonomy and flexibility.

Equal access to materials is a central principle at school. Many students do not bring their own school supplies for various reasons. This does not hinder participation, as all necessary materials are readily available in the classroom, ensuring that every learner has the same starting conditions. The school embraces technology to support autonomy. Pupils are given considerable freedom in their use of digital tools and often surprise teachers with their creativity and initiative. Tablets, laptops, and interactive whiteboards are used for independent tasks and creative projects. Students’ creative work is displayed throughout the school, reinforcing a sense of ownership and pride.

Because many students receive limited academic support at home due to long childcare hours or parents’ language difficulties, the school teaches learning strategies, such as how to learn vocabulary independently or apply grammar rules without constant support from parents. This approach aims to ensure that every learner can progress toward personal goals and experience success without unnecessary obstacles.

Beyond offering access to materials for students in need, the Am Park school encourages a sense of personal responsibility from a young age through a personal storage approach. Each learner manages their own storage, which encourages organisation, independence and ownership of their learning tools. Even if a school does not have personal storage facilities, teachers can still create a strong sense of responsibility in the classroom. Students can be encouraged to manage their materials by storing them in labelled folders kept in the classroom. They can revisit these folders and use the materials whenever needed. Learners can also take responsibility for organising their workspace, cleaning their desks at the end of the day, and throwing away (or recycling) items they no longer need. In addition, they can take ownership of their learning devices by updating them regularly and ensuring that devices are charged before or after use.

The teacher can promote agency in the classroom as an inclusive practice. One effective approach is to offer students free exploration time with digital tools connected to a learning objective. For example, the teacher might give the class 30 minutes to explore tablets or applications such as PowerPoint in teams in preparation for a project they will later develop together and use in an assignment. However, teachers should be cautious when students explore digital tools in this way. The ethical use of digital and AI tools should be a priority, and teachers need to introduce clear guidelines for responsible technology use before allowing free exploration. A poster with these guidelines, written in an easy to read format, can also be displayed on the classroom wall so that students can revisit it whenever they are unsure.

With the help of their teachers, students at Munziger school in Switzerland plan, organise, and monitor their own learning using weekly work plans, learning diaries, and reflection phases, helping them plan, carry out and reflect on their work, thereby strengthening autonomy, a key competence in inclusive classrooms.

This practice shows how self-organised learning (SOL) can support more inclusive classrooms by giving pupils greater responsibility for their learning while teachers guide the process. An example of this approach is how the week begins every Monday morning at Munziger school. The class begins with students and the teacher sitting in a circle, reviewing the weekly schedule together. They discuss what is planned, what is special about the week, and what tasks need to be completed. Students then use the digital platform LearningView to check the assignments uploaded for each subject, such as mathematics or German, and plan in their weekly schedule.

There are five 90-minute SOL lessons in a typical week. During these sessions, students use their iPads to access the tasks prepared by teachers on LearningView. The platform functions as a guide, helping pupils understand what needs to be done and when. For example, an assignment "Solve problem 1, page 35." may direct a student to complete a specific exercise from a textbook. Although the instructions are digital, most written work is handwritten, creating a balanced learning environment and reducing screen time.

A key feature of the approach is that while teachers define the overall topic and learning goals, pupils make decisions about the level at which they will work and how they will organise their time. This balance between structure and flexibility supports diverse learning needs and maintains shared classroom objectives.

During SOL sessions, as in most other lessons, students work in mixed classes and groups, bringing together different ages, levels, and genders. Each group has a pupil leader elected by the class, who receives training on leading meetings and supporting the group. These groups create space for reflection and often become an important source of peer support. In some cases, older pupils act as mentors. For example, a ninth-grade student who was very good at mathematics became an informal support point for younger pupils, who adjusted their schedules so they could work with him. This shows how the approach can encourage cooperation and shared learning.

Self-Organised Learning aligns with the Universal Design for Learning principle of providing multiple means of engagement, supporting students’ autonomy and agency. Although many schools lack the flexibility to design their own schedules and include SOL in the weekly programme, as they have to follow cantonal guidelines for implementing the curriculum, teachers and school leaders can promote SOL at school and classroom level following simple steps that support inclusivity and diverse learning.

Self-Organised Learning Environments (SOLEs) are built around student autonomy, group work and inquiry through challenging questions with minimal teacher intervention, where learners explore answers using digital tools and discussion (Tsamago and Bayaga, 2023).

This example of a physics lesson with mixed age groups shows how. The SOL phases are usually straightforward as students carry out tasks according to their workplan. Class friends may help.

• The teacher introduces a challenging question such as “Why do plants grow better in sunlight than in the dark?” (primary education) or “Why does a car need a longer distance to stop when the road is wet?” (secondary education) and invites students to investigate it in small groups using digital devices, printed resources or the physics textbook.
• Students work in small groups, investigating the question through resources (online and offline), and exchange ideas.
• Learners discuss, evaluate, and refine their answers collaboratively, developing critical thinking and self-regulation.
• Students present their findings.
• The teacher acts as facilitator, guiding reflection and summarising key concepts.

Teachers can support autonomy and inclusion by providing different levels of challenge, meaningful choices, opportunities for collaboration, and targeted support when needed. Resources should be well organised and accessible, matching students’ needs and preferences, ensuring that all can participate in group work and learning.

Digital tools can serve as means of expression for students, allowing them to select the product that best supports their understanding. The teacher at Mġarr Primary School in Malta can strengthen students’ voice and agency by teaching them how to use several digital platforms. The goal is for students to use technology responsibly and critically.

Through tools such as Padlet, students are given the opportunity to share ideas using text, images, videos, or even AI-generated content, allowing them to choose the format that best represents their thinking. This flexibility reduces barriers and encourages broader participation. Additionally, digital tools are used for creating collages, posters, and digital cards, giving students a sense of ownership of their learning products. The teacher uses AI to help students create videos and learn about effective prompting. The teacher is concerned about children relying on AI without understanding or verifying its output. For example, a student uses AI for a presentation without fully understanding or reflecting on the content. The teacher stresses the need to teach critical checking skills early so students use AI responsibly rather than becoming dependent and less autonomous.

Beyond giving students the agency to select the tools that meet their needs and encouraging digital creativity, the teacher cultivates a supportive environment for students to take ownership of their learning. A class contract is created so the students feel they belong in the classroom and that their opinions matter. The teacher asks them what they expect from her as a teacher what they believe should be prioritised during the academic year. Once the contract is finalised, students sign it with paint using their fingerprints. Students are also given a space to share their ideas. A shared Padlet space is used to collect “wow questions,” ensuring that students’ interests are part of the learning process. Finally, the teacher invites children to bring their own plants to the classroom so they can take of them all together, further fostering a sense of belonging.

Student voice and agency can be strengthened in many ways in classrooms.

Multimodal digital expression and AI offer teachers a range of options to support student learning. Therefore, it is important to teach students how to use each tool, including any safety considerations or potential challenges. Teachers and students can work together to create a poster outlining the digital tools used for learning. This poster can include a two-column table: one column listing the approved tools and the second indicating the tasks or subjects for which each tool should be used. For example, ChatGPT may be used to simplify a concept or clarify something students do not understand, while emphasising that its answers should never be assumed to be correct. Another method is for teachers to indicate which tools or platforms students are allowed to use for each task or assessment, providing them with three options that meet different learning needs or preferences. AI tools for generating videos or virtual elements can be included among these options, while AI tools for generating text or full presentations could be excluded.

Besides selecting the preferred tool for every activity, students should be encouraged to take an active role in learning. Spaces for free expression can be created where students can share their opinions, questions and reflections. For example, if students consider that they should be able to use AI more freely in the classroom and beyond, teachers can give them the space to develop classroom guidelines for responsible and safe technology use. Through their own research, students can understand the challenges and the teacher can support them in navigating the resources they find. Once the guidelines are created, they can be shared with other classrooms and with parents, giving students the responsibility of passing on their knowledge. Learning by example and not by prohibition is a key principle in harnessing technology positively in education.