Innovation the Swedish Way: Digital Citizenship, Sustainability, and Creative Problem Solving

Description

Education systems today are challenged to prepare young people for a world shaped by rapid technological change, environmental challenges, and increasing demands for democratic participation.

Schools, therefore, play a key role in developing students’ digital competence, creativity, and sense of responsibility towards society and the planet.

In Sweden, innovation in education has a deep-rooted tradition and is closely linked to values such as equity, openness, and shared responsibility.

Rather than being focused on competition, innovation is meant to be a collaborative and purpose-driven process.

In teaching, this is reflected in interdisciplinary and project-based learning. On this basis, this course invites participants to explore how citizenship, sustainability, and creative problem-solving can be successfully and meaningfully combined in everyday classroom practice.

Getting to know and analyzing Swedish-inspired approaches, they explore how to use real-world challenges as a starting point for learning, learning how to encourage students to work together, reflect on technology and digital innovation, and engage with issues that matter to their communities.

During the week, through collaborative workshops and design activities, participants will be guided in developing learning projects that support experimentation and peer feedback, allowing teachers to move from initial ideas to concrete, classroom-ready projects.

By the end of the course, participants will have acquired sufficient knowledge to design practical and meaningful learning projects.

They will leave with a clearer understanding of innovation as an inclusive process, and greater confidence in creating activities for their students that reflect both Swedish educational values and European priorities.

Concept by Nick Praulins, Marius Ketels

Learning outcomes

The course will help participants to:

• Understand Swedish perspectives on innovation, equity, and openness;
• Integrate digital citizenship, sustainability, and creativity into learning design for everyday teaching practice;
• Design project-based and interdisciplinary learning activities inspired by real-world challenges;
• Facilitate collaborative problem-solving through structured innovation processes;
• Reflect on the teacher’s role as facilitator and guide in innovative learning environments;
• Design and run school-based innovation projects;
• Build confidence in leading creative, student-centered, and interdisciplinary learning experiences.

Tentative schedule

Day 1 – Innovation as a shared responsibility

• Introduction to the course and the Academy;
• Introduction to the host city and the week’s cultural activities;
• Icebreaker activities;
• Presentations of the participants’ schools and institutions;
• Exploring creativity and problem-solving in education;
• Establishing collaboration norms and psychological safety;
• Swedish perspectives on innovation, equity, and openness;
• Understanding innovation as incremental, inclusive, and purpose-driven.

Day 2 – Frameworks for meaningful innovation

• Exploring structured models and approaches to creative problem-solving in school;
• Digital citizenship;
• Sustainability as a meaningful context for real-world learning;
• Aligning innovation projects with curriculum and school values.

Day 3 – From real-world challenges to learning projects

• Identifying authentic problems relevant to students’ lives and communities;
• Project-based and interdisciplinary learning formats;
• Self-directed exploration of themes and challenges;
• Early prototyping of learning projects;
• Peer feedback and iteration.

Day 4 – Testing innovation in school reality

• Student engagement, co-creation, and collaboration;
• Learning through experimentation and failure;
• Stress-testing projects against time, assessment, and resources;
• Refining projects for feasibility and inclusivity.

Day 5 – Implementation and teacher leadership

• Planning classroom or school-wide implementation;
• The teacher’s role as facilitator and guide;
• Sharing projects and insights;
• Reflection on sustainable innovation practices;
• Course evaluation: round-up of acquired competencies, feedback, and discussions;
• Awarding of the course Certificate of Attendance.

Day 6 – Structured cultural activities

• Structured cultural activity(ies) according to the hosting location;
• Learning journal: individual written reflection on the course experience;
• Course reflection: self-reflection and review of course materials and resources.

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