Τhe Greek Open Schooling Network in action

From October to December 2025, the Greek Open Schooling Network (OSN) entered an active phase through a series of online meetings that brought together a diverse learning community. At this stage, the network includes five in-service secondary school teachers, two pre-service teachers, STEM education researchers, and a wide range of out-of-school stakeholders, such as a research center, the UNESCO Chair on Futures Studies, a Center for Environmental Education and Sustainability, and educational policymakers. We were especially pleased that teachers and stakeholders were welcomed into the network by Professor Olivia Levrini, coordinator of the FEDORAS Academy, reinforcing from the very beginning a sense of belonging to a wider European Teacher Academy.

The first meetings focused on building a common language for future-oriented education. In particular, on October 20, participants explored ideas related to complexity, discussing examples such as the chaotic oscillator, Benard cells, and fractals. These examples served as entry points to a new vocabulary that the network considers foundational for cultivating future-oriented thinking in schools.

On November 10, the Greek OSN hosted Dr. Epaminontas Christofilopoulos, UNESCO Chair on Futures Studies, who introduced participants to key dimensions of futures studies. Together, we mapped the field and discussed how futures thinking can be meaningfully connected to educational practice, offering teachers ways to engage with uncertainty and alternative futures.

The focus then moved toward teaching practice. On November 17, teachers analyzed examples of future-oriented teaching materials and were given time to design and develop their own resources. These materials were presented during the December 1 meeting, where teachers received feedback from other members of the network — including fellow teachers, STEM education researchers, and out-of-school stakeholders.

In January, these materials will be implemented in classroom settings, and the experiences of the five in-service teachers will serve as a starting point for collective reflection during the upcoming Local Change Lab at the end of the month.

In parallel, during the same period, approximately 40 pre-service primary and secondary teachers were engaged with key dimensions of futures studies and designed their own teaching materials in the context of their undergraduate studies. Their ideas and perspectives represent a valuable reinforcement of the Greek OSN, enriching the network’s interactions and strengthening the dialogue between pre and in- service teachers.