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.

Teachers at Munziger school are increasingly using AI tools to personalise learning, particularly by simplifying the language of complex text, making it more accessible. For example, an AI tool can rewrite curriculum materials in simpler, more accessible language. After generating simplified versions, teachers carefully revise these outputs to ensure clarity, accuracy, and appropriateness for students’ learning levels. This approach supports learners who struggle with more advanced vocabulary. 

To ensure data protection and responsible practice, the school uses a controlled platform, Fobizz, which provides AI functions within a safe environment. Tools such as ChatGPT are a topic of discussion between teachers, and in some cases, students are explicitly told not to use them. For certain writing tasks, teachers require students to work without iPads or restrict them to specific apps to maintain academic integrity.

Teachers also recognise the importance of balancing digital and analogue learning. For example, AI can support understanding, such as recording a maths explanation so students can revisit it. However, there is also a risk that students appear busy on their iPads without learning anything. Teachers integrate hands on activities, cooperative games and analogue tasks. The goal is to create a balanced learning environment where digital tools enhance learning without replacing interaction, dialogue, or playfulness.

AI supported materials can enrich learning and assist teachers in creating personalised resources for diverse learners. Although educators use AI tools critically and respect data protection regulations, students at Munziger school are generally not encouraged to use similar tools.

AI-powered tools can help teachers personalise learning for every student at all educational levels. Textbooks and standardised resources tend to conform to a single format that does not meet the needs of all learners. As many students struggle with long or complex texts, teachers can use AI powered tools (e.g. Diffit, Fobizz and ChatGPT) to convert learning materials into more accessible formats such as short paragraphs, bullet points or glossaries. Beyond simplifying texts, AI powered and digital tools can also support personalised assessment. Teachers can prepare individualised quizzes for each learner or design different versions for small groups. For example, a teacher might generate three versions of the same quiz: one with simplified language, one with visual elements, and one with open ended questions for advanced learners. 

Teachers should be cautious with AI generated results. Care is needed in framing prompts, and critical thinking, proofreading, and cross checking are essential to ensure alignment with curriculum requirements. Resources on ethical and responsible use of AI tools for teaching and learning are available to help teachers and school leaders be aware of both the opportunities and limitations of AI. The European Commission has recently published updated “Guidelines on the ethical use of artificial intelligence and data in teaching and learning for educators” to help educators develop the skills to critically use AI tools for teaching while managing potential risks. 

Teachers need to build their confidence in using AI tools and at the same time enhance students’ digital skills. The focus should remain on supporting students to critically and responsibly use any digital tool, including AI. For example, if teachers suspect that students are making excessive use of AI in their work, they should help them understand that although an AI generated response might appear to show mastery and that students can pass a test, it cannot replace the deeper thinking and knowledge that lead to successful results. Alternative approaches to assessment are important to avoid over-reliance on AI, such as oral examinations and student presentations as part of assessment.

Munziger school uses project based learning to provide students with a high degree of autonomy as they share and discus ideas with teachers and parents. Students begin by brainstorming and developing an initial project idea, which they document in writing. They then use a ‘traffic light sheet’ to gather feedback: 

• Green indicates that the project is well developed and feasible.
• Orange suggests that the idea has potential but requires further consideration or adaptations.
• Red marks projects that are not feasible, unsafe, too costly or inadequately developed.

Once an idea gets a green light, students, teachers, and parents sign a project contract, an agreement clarifies what the student will be working on during the project period. As the teacher at Munziger school explains, some students may request an ‘experiential week’, a hands-on experience outside the school connected to the theme of their project. This is allowed, but it has to be reviewed and planned between the school and the parents. 

Projects vary widely according to students’ interests. One student built a surfboard and participated in external workshops to learn more about their construction. Another group produced a film using cameras and editing tools. Some students designed and built a pizza oven, while others created artistic or performance based projects, such as a choreographed dance piece.

Teachers and students use OneNote for documenting, planning, and reflecting throughout the project. They choose the tools they need depending on the nature of their project, sometimes digital, sometimes entirely analogue.

The way project-based learning is implemented at Munziger school cultivates an inclusive environment that respects students’ individual talents and interests. The development of a project contract also allows students to take the responsibility for their work and develop essential lifelong learning skills.

Project-based learning can be implemented as a year long activity or for shorter periods as an innovative pedagogy within individual subject areas. Thematic areas within subjects can be identified for students to work on, possibly as a final assessment of a lesson unit.  

Project-based learning actively involves students in their learning and prepares them for the world beyond the classroom. It should empower all learners through autonomy, collaboration and reflection (Sormunen, et al., 2019). Following the steps below, teachers can make project-based learning accessible and inclusive for every student.

• Promote learner agency and access: Design activities that allow students to explore questions and make choices. It is important to give students the opportunity to choose a project topic based on the course objectives and their interests. 
• Foster inclusive collaboration: Encouraging group-based learning and organising group members in advance helps establish clear dynamics among teams. For example, students on the autistic spectrum should work with classmates they feel comfortable with.
• Explain the concept: Provide structured guidance on project-based learning at the beginning of the activity, especially if for the first time. Consider using multimodal materials to present instructions for the activity and make them available to students who may need to revisit them.
• Embrace continuous feedback and reflection: Support students in planning and monitoring the progress of their work. Some students may be more independent while others will need additional support to take responsibility and build confidence. Based on the project timeline, teachers can allocate time for feedback and peer learning opportunities.
• Collect and respond to student feedback: At the end of the activity, provide students with a short questionnaire that gives them the opportunity to share their feedback on the project based learning experience. This will help improve the structure and process of future project based learning activities.

The Special Needs Coordinator plays a central role in supporting both teachers and pupils with diverse learning needs at Munziger school. Their role is a combination of organisational tasks, direct student support, and close collaboration with teaching staff to ensure an inclusive and structured learning environment. 

A key part of the role involves holding individual sessions with students. These sessions often focus on subject specific matters, such as working through a lesson, clarifying content, or discussing how to structure learning. The fact that the school uses LearningView, with weekly schedules and tasks available online, is helpful for the Special Needs Coordinator, as it allows easy access to each student’s work and progress. For example, students may receive support in subjects such as French or in understanding how to organise their study tasks effectively. 

Close collaboration with teachers is essential not only for the progress of individual students but also for the overall functioning of the classroom. When issues arise at class level, the coordinator works with the teacher to identify solutions that benefit everyone. For example, the coordinator helps create a more predictable and organised classroom environment, which can help autistic students feel more comfortable and this has a positive impact on the entire class.

In addition, there are times where the coordinator and subject teachers need to work closely with students and support their individual needs comprehensively. The coordinator supports pupils with severe ADHD (Attention Deficit Hyperactivity Disorder), some of whom face additional health challenges. To provide structure, the Special Needs coordinator has prepared a checklist that outlines each step that students need to follow daily. It includes prompts such as “Have you collected your materials?” or “Have you chosen a place to work?”, which they can tick off independently. The students also work on a routine which includes working at their desk for 20 minutes, showing the teacher progress in the task, taking a short break, and continuing with the rest of the task. 

This approach support students by breaking up the workload into manageable chunks. However, the approach is always highly individual and depends on students’ needs as well as the school’s capacity. Teachers point out for example that there are times when it is not possible to check students’ work every 20 minutes. At such times, teachers rely on pupils to come forward and show their task progress, avoiding a fully top down approach and giving students responsibility for managing their own work.

These working routines are beneficial not only for students with ADHD but also for autistic students. Breaking tasks into smaller, manageable steps helps create a better classroom experience for learners who benefit from additional structure.

Differentiated instructions and materials are crucial for some students. Technology can support teachers in creating those materials quickly to effectively support every student. 

For example, creating a checklist based on the student’s day that outlines each step of the day can be valuable and change a student’s behaviour and improve academic results. Written or visual checklists that guide students through each stage can be given every morning in the first 10 minutes allowing students to prepare for the day. 

If this is considered too time consuming, building new classroom routines within specific subjects can help. For example, when students need to complete individual tasks, the routine can include using an hourglass or timer to provide structure:

• The students turn the hourglass and begin working, 
• Once the hourglass runs out, they show their progress to the teacher or have a break, walking round the classroom or drinking water,
• Then turn the hourglass again to continue/finalise the task.

AI can also help teachers to generate differentiated materials and create multiple versions of the same task, adjusted for reading level, language proficiency or learning pace of the students. Provision of AI powered text to speech (Speechify), visual summaries  (Canva) and creative learning materials (MagicSchool) can support students’ individual needs. These materials can reinforce existing routines and enhance students’ overall progress by providing structure and consistency.