Our objective in implementing this project was to expand the circle of teachers and students reached by the RIDE methodology and toolset in several ways. In addition to the eight target countries covered so far, we wanted to make the teaching materials available to educational institutions in French-speaking countries as part of the RIDEbi project. This linguistic expansion results in significant geographical expansion, as the French language allows us to reach many countries in Europe and beyond. We aimed to further develop the inclusive nature of the RIDE methodology: in addition to SEN students, we wanted to make it suitable for supporting the integration of migrant and refugee children into schools and overcoming language barriers. We intended to further develop the selection of stories promoting European cultural heritage with additional classic works of youth literature. We were interested in exploring the cross-functionality of the storytelling method with robotics within the framework of the RIDE methodology. We also aimed to increase interest in the RIDE methodology and the number of educators using it.
We applied for the RIDEbi project because, based on the successful implementation of the RIDE and RIDEX projects, positive international feedback, and interest from new organizations, we considered its geographical and linguistic expansion and further methodological development to be important. Although the RIDE methodology and toolkit are known and used in many European countries, they were still unknown in France. We wanted to make the teaching materials available to teachers working in French-speaking areas. The RIDE methodology serves the development of reading comprehension, key competencies, and 21st-century competencies supported by robotics. Its approach emphasizes inclusivity, individual learning paths, personalized development, and group work. Given the inclusive nature of the method, its impact on the development of language skills and reading comprehension, and its ability to promote integration within the learning group, we believed that, with further development, it would be suitable for helping Ukrainian refugee children who have arrived in Europe to integrate.