We responded to the lack of structured opportunities for students—particularly in primary teacher education— to gain the necessary comptencies for democracy education via systematic curricula development and academic practice. across subject areas. We intended to develop a low-barrier study course combining university courses with an exchange, making transnational learning accessible even for teacher students with fewer mobility opportunities. The exchange served not only as a format, but as a catalyst for professional development and instructional innovation through shared experience and critical reflection (students and staff). Strengthening digital competences, developing shared materials and quality criteria were also core objectives. Dealing with multiculturality is essential for both students and educators; therefore, intercultural and interreligious competences were key dimensions of our approach. We also aimed to empower participants as future multipliers and to establish lasting university–NGO cooperation. The concept was designed to be transferable across educational contexts. The CDC framework guided our shared approach.
All participating organisations and project members applied for this project due to a shared commitment to promoting democratic awareness and value-based education. We had identified an increasing need to implement efforts to strengthen competences for democracy education in teacher education. Especially in primary education a lack of approaches made learning opportunities for teacher students necessary to meet the challenges of inter-religious, multicultural and heterogeneous classrooms. As teacher students tend to take democratic rule for granted, the orientation towards the values behind the surface became a clear objective. Due to primary school reality, students need to be able to look beyond their regional and national boundaries. The chance to experience international communication and collaboration was an important offer to be made to allow them to develop a deeper understanding of shared European democratic values. In addition we had identified the need to encourage future teachers to seek contact to NGO and their expertise and learning arrangements for young people. The participating NGOs contributed experience from youth work, teacher workshops, and creative, participatory approaches to values and democracy education.