3. The Elements of the COSMOS Approach for an Open Schooling Process

3. The Elements of the COSMOS Approach for an Open Schooling Process

3.1 The CORPOS - Core ORganisational structure for Promoting Open Schooling

3.1.1. Definition, purpose, and perceived/detected potentialities

The CORPOS is an organizational school structure that functions as an open-schooling team or routine that convenes regularly to promote an open-schooling culture and practices in school. The CORPOS is composed of stakeholders both internal (school staff) and external to the school organization. In the COSMOS project, the focus will be specifically on employing the open-schooling approach in the context of science education, with the possibility that the open-schooling process will extend beyond science to include other disciplines or subject matters.

Before elaborating on the formation of the CORPOS and its central attributes and responsibilities, it is crucial to stress the rationale or the importance of the CORPOS in the context of the present project and for embedding and promoting open-schooling in any school context. In the literature on the failure of school reform (and improvement) various factors have been identified as those that inhibit successful school change. The CORPOS addresses three main failures: (1) that there is a disconnect between new policies (even if these are evidence-based) and the understanding of school teams (especially teachers) that the new reform or policy is beneficial and connected to their own practice; (2) The second factor is the disregard for specific context (needs and values), that is, regarding schools as homogenous entities and thus the reform as universally applicable; (3) an understanding that a diversity of voices in schools need to heard so that the change or reform can be discussed by relevant stakeholders, especially teachers and students. The CORPOS addresses these three factors by creating a structure (and complementary routines) for school teams and promoters of the change process (HEI partners and societal partners) to discuss the change process so that open-schooling is contextualized and adapted to the specific culture and needs of the specific school. Second, it provides a shared environment for diverse stakeholders – also those that are not formally part of the school organization - to share ideas, views, values and opinions regarding what open-schooling means and how it impacts each one of them. When the CORPOS is truly diverse it functions as a holding environment or open-schooling professional learning community, in which different voices are heard and a holistic and more integrated understanding of open schooling can emerge in a given context. Finally, the CORPOS functions as a motivation-enhancing mechanism by making inner school connections between different stakeholders (particularly teachers from different disciplines), thereby allowing the formation of a systemic and organic view that contributes to the school as a whole.

CORPOS effectively fosters sustained, community-centred education by acting as a channel between schools and local communities. It aligns science education closely with pertinent socio-scientific issues, facilitating ongoing collaborations among schools, local organizations, and community members. The resulting community-focused science education connects students with pressing local concerns, making the learning experience not only relevant but also grounded in practical, societal applications of science.

Empowering teachers and students to serve as community actors is another cornerstone of CORPOS. This structure helps to integrate science education with real community needs. This role supports teacher development beyond traditional classrooms, enabling them to guide socio-scientific inquiry-based learning (SSIBL) initiatives. Through CORPOS action, the school gains agency to tackle local challenges, fostering a deeper connection with community stakeholders and providing authentic, hands-on learning experiences.

Sustainability and interdisciplinary network building are intrinsic to the CORPOS framework. It cultivates partnerships extending beyond conventional educational boundaries to include local government bodies, NGOs, environmental groups, healthcare organizations, and businesses. These interdisciplinary connections enrich educational content, creating a sustainable support system for open schooling by fostering investment in common goals, including public health, environmental stewardship, and community development.

Another significant strength of CORPOS lies in its emphasis on socio-scientific inquiry in education. The framework equips students and teachers to address complex, real-world problems through a structured inquiry approach, encouraging a transition from theoretical learning to problem-solving rooted in scientific exploration and civic responsibility. This approach underpins a culture of critical thinking, ethical reasoning, and active citizenship, addressing the immediate socio-scientific issues that affect the community.

Finally, CORPOS promotes a culture of reflection and continuous improvement within the teaching community. Regular reflection on SSIBL implementation helps educators dynamically adjust their methods based on real-world feedback. This ongoing cycle of learning and adaptation enables schools to evolve their open schooling models in response to new insights and community needs, positioning CORPOS as a continuously responsive and resilient model for community-integrated science education.

3.1.2. Different examples of CORPOS

CORPOS structures can be diverse, including school leaders, teachers, external educational organizations, and higher education institutions:

  • In Belgium, Novaplus School CORPOS included STEM teachers, a school policy coordinator, educational advisors from the educational organization Djapo trainers and researchers from Karel de Grote University​​, focusing on STEM education and integrating social issues relevant to the local community​​. This highlights how a school can leverage its STEM focus to engage with broader community issues, demonstrating the versatility of CORPOS in aligning educational priorities with societal needs.
  • In Portugal, the CORPOS of Alfredo da Silva School Cluster was formed by primary and secondary school teachers along with members from IE-ULisboa and Ciência Viva, showcasing the value of inter-level educational collaboration within the CORPOS structure​​. This example underscores the potential for CORPOS to bridge different educational stages, fostering a cohesive educational experience that spans a student's journey. It also shows that leadership support is critical, but involvement is not necessary for successful school engagement and implementation. Several members already knew each other from previous projects, which facilitated collaboration. Most meetings took place on-line according to the members’ willingness.
  • In Israel, Elzahara school's CORPOS comprised a school principal, a pedagogical coordinator, and language and science teachers,​​ emphasizing a whole-school approach to health and wellbeing​​. Leadership participation facilitated greater investment of time and resources by teachers and the school.
  • In Sweden, a CORPOS was formed by secondary school science teachers, researchers from Karlstad University, and an educator from Alma Löv Museum, centred around Genetically Modified Organisms (GMO) and art. This example involved a unique approach by linking GMO discussions with art, illustrating how a CORPOS can lead to innovative educational projects that transcend traditional subject boundaries.
  • In the Netherlands, the Anna van Rijn college CORPOS comprised of science teachers from different science subjects (biology, physics and chemistry) and two researchers from Utrecht University. The teachers insisted that they did not want a member of the school board to participate in the project, because they wanted to keep their autonomy in addressing the issue of air pollution and how the school community could contribute to reduce the emission of polluting particles.
  • In the United Kingdom, the CORPOS involved three Year 9 science teachers (one of them Assistant Head of Department), one societal partner from COSMOS consortium and three partners from Southampton University. All CORPOS meetings were in-person, which in the participants’ opinion facilitated engagement and supported more in-depth discussion and exploration of issues.

3.1.3. Suggestions for CORPOS implementation in different contexts/realities

The implementation of CORPOS (Collaborative Open Schooling Organizational Structures) across different educational contexts and realities requires thoughtful adaptation to match each school's unique environment, priorities, and community. While the core objectives of CORPOS focus on fostering collaboration, openness, and sustainability in science education, how these objectives are achieved will vary according to the needs and opportunities of each setting.

This guide provides actionable suggestions for the effective establishment and functioning of CORPOS, emphasizing strategies that promote meaningful collaboration, sustained momentum, and continuous improvement. The goal is to enable schools to evolve into open learning environments that empower all stakeholders to actively participate in a collaborative educational journey.

  • Matching school's strategic priorities – Ensure a diverse composition that reflects the school's strategic priorities and context. Implement a flexible approach, allowing the CORPOS to adapt to changing school priorities and contexts.
  • Adapting to Local Socio-Scientific Priorities – In urban areas, focus on issues such as air quality, waste management, or sustainable urban development. For example, partnerships with local environmental agencies or public health officials can facilitate projects on particulate matter or recycling initiatives. These partnerships allow students to gather data, collaborate on solution-oriented discussions, and share findings with the broader community. In rural areas, emphasize projects relevant to local activities and environmental concerns, such as agriculture, water quality, or biodiversity conservation. Engage local farmers, agricultural scientists, or environmental groups to address specific rural challenges, like soil health or sustainable farming practices, thus making learning relevant to students' immediate surroundings​​.
  • Focused and Shared Goals – Define clear, achievable goals for the CORPOS to work towards. Shared goals among CORPOS members help maintain focus and momentum. Develop a mutual understanding and commitment towards common goals for the CORPOS initiative. Establish milestones and long-term outcomes to provide direction and motivation. Developing a multi-year vision for the CORPOS can help maintain focus and momentum, providing a roadmap for sustained collaboration and impact. Remain adaptable to changes within the school and community environment. Integrate sustainability into the curriculum and projects to embed the importance of continued efforts.
  • Diverse Membership and Stakeholder Inclusion – Actively seek partnerships with local organizations and stakeholders. Ensure a wide representation of the community, including local companies, environmental groups, and cultural institutions. Include members from various backgrounds, including teachers, researchers, community members, and policymakers. Incorporating members from beyond the immediate school community, such as local businesses or cultural institutions, can bring fresh perspectives and resources into the CORPOS, enriching the open-schooling process. Strengthen ties with the community by involving local stakeholders in planning and decision-making processes. The collaborations can be initiated within already existing networks or networks can be developed through recruitment.
  • School Leadership’s Involvement – The engagement of the Headteacher in the CORPOS is a significant success factor. Working with the Headteachers – and not only with the teaching staff, on the openness dimensions – and perhaps particularly on ‘shared governance’ - may prove to be important for enhancing the various openness dimensions of COSMOS.
  • Dynamic Membership – Allowing for changes in CORPOS membership can keep the group responsive to evolving needs and opportunities, ensuring sustained relevance and engagement.
  • Community Mapping – Engage in community mapping exercises to identify potential local resources, challenges, and partners that could enrich the CORPOS's initiatives. Look for opportunities to expand the CORPOS by including new members and partners.
  • Clear Role Definition and Distribution – Clearly outline the expectations and contributions of each member to avoid overlap and maximize efficiency. Establishing clear roles within the CORPOS can mitigate potential overlaps in responsibilities, ensuring that each member can contribute effectively without redundancy.
  • Regular Meetings and Clear Communication Channels – Schedule regular meetings for planning, updates, and to maintain momentum. Establish clear communication channels and regular meetings to foster a shared vision among CORPOS members.
  • Flexible Meeting Formats – Adopt a mix of in-person and virtual meetings to accommodate busy schedules and facilitate broader participation.
  • Professional Development Support – Offer training sessions for teachers and other CORPOS members focused on open-schooling concepts and principles, inquiry-based learning, and community engagement strategies to build a common understanding of goals and methodologies. Host interactive workshops where CORPOS members can brainstorm and prototype project ideas, leveraging diverse expertise and fostering a collaborative spirit.
  • Student Engagement – Actively involve students in the CORPOS process, allowing them to voice their voices and interests, to directly contribute to decision-making processes and learn from real-world practitioners. Encourage students' participation in CORPOS activities to bridge the gap between classroom learning and real-world applications. Empower students to take on leadership roles within CORPOS projects to foster a sense of ownership and engagement. Develop an alumni network for past participants to share experiences, mentor current members, and sustain long-term engagement.
  • Evaluation and Reflection – Reflection is crucial to CORPOS' long-term success, so schools should establish regular check-ins with all partners to assess for effectiveness, share learning experiences, and make iterative improvements. This continuous feedback loop helps build a sustainable CORPOS that evolves with changing community needs.
  • Aligning with Local Educational Policies – Schools should look for ways to align CORPOS initiatives with broader educational policies or regional goals. When CORPOS projects align with curricular objectives or government educational priorities, they become more sustainable and easier to scale, as they have institutional backing and relevance within the educational framework​​.
  • Peer-to-Peer Learning – Establishing exchanges or shadowing opportunities with other schools engaged in open schooling can provide fresh insights and motivation.
  • Recognition and Awards – Recognize and celebrate achievements to motivate continued involvement. Establish a system of recognition and awards for active participation and outstanding contributions to the CORPOS's goals, fostering motivation and appreciation. Holding regular sessions where CORPOS members reflect on successes, challenges, and lessons learned can foster continuous improvement and adaptability. Integrate sustainability into the curriculum and projects to embed the importance of continued efforts.

3.1.4. How to overcome the weaknesses, obstacles and difficulties in CORPOS functioning

Implementing CORPOS (Collaborative Open Schooling Organizational Structures) effectively requires addressing the various weaknesses, obstacles, and difficulties that can hinder its functioning. While the goals of fostering open schooling are ambitious and valuable, the challenges encountered in practice can range from a lack of resources and organization to issues with communication, sustained participation, and community engagement. This guide provides practical strategies to overcome these challenges and build a robust, dynamic CORPOS that can thrive despite common obstacles:

  • Lack of Resources – Ensure sufficient resources and time are dedicated to CORPOS activities. Identifying and securing resources early on can address potential material and logistical challenges, ensuring that the CORPOS has the necessary support to sustain its activities. Address time constraints and workload by clearly defining roles and expectations. Explore various funding streams to reduce dependency on a single source. Assess available resources and potential barriers to effectively plan and mitigate challenges. Schools and educational authorities can designate specific time within teachers’ schedules for CoP planning and activities, thereby reducing the additional burden. Financial and logistical support from local government or educational bodies can be sought to cover materials, transportation, and other essential resources. Furthermore, forming partnerships with local organizations that can donate resources or spaces can mitigate funding challenges and enhance the implementation’s quality​​.
  • Lack of Organization – Appointing a dedicated coordinator for the CORPOS can help manage logistics, communication, and project tracking, alleviating administrative burdens on teachers.
  • Communication and Collaboration Problems – Establish robust communication platforms for ongoing dialogue and updates. Utilize a variety of communication tools to ensure all members are informed and can contribute effectively. Utilizing online collaboration tools can facilitate easier planning and sharing of resources, especially in diverse communities. Use social media platforms to maintain a vibrant community presence, share successes, and recruit new members, thus keeping the momentum and visibility high.
  • Burnout and Lack of Sustained Participation – Allowing for flexible levels of involvement in CORPOS activities can accommodate the varying availability of members, reducing burnout and ensuring sustained participation. Developing a clear framework for roles and responsibilities within the CORPOS can help ensuring active participation and minimizing workload issues. External partnerships can provide additional support and resources, mitigating time and resource constraints. Creating peer support mechanisms within the CORPOS allows to share challenges, solutions, and moral support, reducing feelings of isolation or overwhelm. Acknowledge contributions and celebrate successes to maintain motivation and commitment among members.
  • Lack of Ownership Sense – Encourage leadership and autonomy within the CORPOS to foster a sense of ownership and commitment to the open schooling process.
  • Conflicts Between Members – Implement strategies for addressing disagreements or misalignments in objectives among members.
  • Problems in Members’ Capacity – Focus on building the capacity of all members through shared learning experiences and cross-training. Develop and utilize impact measurement tools to demonstrate value and support continuous improvement. Providing ongoing training opportunities for CORPOS members can help address the evolving challenges of open schooling, ensuring that the group remains effective over time.
  • Difficulties Anticipating Problems and Obstacles – Implementing regular feedback mechanisms within the CORPOS can help identify and address emerging challenges before they become obstacles, fostering a proactive approach to problem-solving. Remain flexible in planning to accommodate changes in school priorities, community needs, and available resources. Continuously assess and realign the CORPOS's goals with the evolving needs of the school community. Be prepared to adjust roles, goals, and activities based on feedback and evolving circumstances.
  • Lack of Community Engagement – Establishing strong, mutually beneficial relationships is key. Schools can organize initial information sessions to explain the value of CORPOS and actively seek input from community members on project themes that address local needs. Engaging influential community figures or organizations from the onset as champions of the initiative can also increase visibility and support. Additionally, sharing positive outcomes with the community and recognizing partners’ contributions can foster ongoing commitment​​. Increase efforts to engage the wider community through public events, showcasing the benefits of open schooling.

3.1.5. Suggestions for CORPOS Composition and Topics

The composition and focus areas of CORPOS (Collaborative Open Schooling Organizational Structures) play a crucial role in determining how open schooling is realized in diverse educational settings. By aligning CORPOS topics with local issues, resources, and stakeholders, schools can create meaningful learning opportunities that not only enhance academic outcomes but also contribute to community well-being and development.

A well-composed CORPOS brings together educators, students, community members, and experts, facilitating a collaborative environment where all members contribute to a science curriculum that is responsive to local issues:

  • Core Members:
    • Teachers and School Administrators – Include teachers from multiple disciplines (science, geography, social studies) who can provide a well-rounded approach to socio-scientific issues. Having administrators on board ensures the initiative aligns with school goals and policies.
    • Higher Education Institutions (HEI) – Involving local universities or colleges brings in academic expertise, providing access to research, mentors, and occasionally even facilities like labs. HEI partners can help guide the SSIBL (Socio-Scientific Inquiry-Based Learning) process and support teachers in scientific inquiry.
    • Local Government and Public Services – Representatives from municipal departments (e.g., public health, environmental protection) can supply real-world data and resources, facilitating projects on community-relevant topics and ensuring students’ work is valuable to local authorities.
    • Non-Governmental Organizations (NGOs) – NGOs focused on environmental, social, or health issues can serve as partners who contribute their unique insights, networks, and resources. Their involvement brings students closer to active community issues, enhancing the real-world impact of their projects.
    • Community Stakeholders – Engaging community members, such as parents, local business owners, and civic leaders, not only fosters a sense of ownership but also allows for a more diverse perspective on socio-scientific issues. They bring insights into local needs and concerns, providing direction on which topics may resonate most with the community​​.
  • Specialist Contributors:
    • Subject Matter Experts (SMEs) – Specialists in fields relevant to the chosen socio-scientific issue (e.g., climatologists, urban planners, nutritionists) add depth to the learning experience, offering expert insights that are not always available in school settings. SMEs can host workshops, provide research data, or mentor students on complex topics.
    • Technologists and Makerspace Representatives – Bringing in professionals from makerspaces or technology centers allows students to explore hands-on, innovative solutions. These contributors can guide students in using new tools and technologies, especially for projects focused on engineering or environmental solutions​​.

This guide outlines various thematic suggestions for CORPOS composition, ranging from environmental stewardship to tech-driven initiatives, all aimed at enriching the school curriculum through real-world applications and community partnerships.

  • Environmental Focus – Schools located in areas with environmental concerns, such as pollution or biodiversity loss, can partner with local environmental NGOs and environmental agencies to integrate these issues into the curriculum, fostering environmental stewardship among students and supporting sustainability and climate change education. Collaborate with local craftspeople and artisans in the development of sustainability projects.
  • Sustainable Energy Projects – Schools in regions with renewable energy initiatives can include local energy companies or startups to explore sustainable energy solutions, enhancing STEM education with a focus on sustainability.
  • Citizen Science Projects – Collaborate on citizen science projects where students collect data and contribute to real scientific research conducted by the museum.
  • Collaborations with Science and Technology Museums – Joint projects with Science and Technology Museums offers numerous benefits for schools aiming to implement the COSMOS approach. Such partnerships can significantly enhance the scientific inquiry and technology application aspects of education. By leveraging the resources and expertise of Science and Technology Museums, schools can greatly enhance their educational offerings, providing students with unique opportunities to engage in scientific inquiry and explore technological applications in meaningful ways. Organize science fairs and competitions in collaboration with the museum, fostering a spirit of inquiry and innovation among students. Develop exhibits around current scientific issues or breakthroughs, such as climate change, renewable energy, or space exploration.
  • Sustainable Farming and Food Security Projects – Collaborating with agricultural cooperatives can greatly enhance educational initiatives related to sustainable farming and food security. The focus on promoting healthy lifestyles and community well-being can include projects on sustainable agriculture and food security, leveraging local agricultural cooperatives' expertise. Engage students in research projects that involve data collection and analysis on crop yields, soil health, and sustainable practices, in collaboration with cooperatives. Establish community gardens or urban farming projects in partnership with agricultural cooperatives, integrating these into the school's curriculum.
  • Tech-Driven Initiatives – Incorporating technology companies as part of the CORPOS can introduce innovative learning tools and digital literacy projects, bridging the gap between education and the tech industry. Arrange demonstrations of new technologies and their applications, providing students with a hands-on understanding of technological advancements.
  • Civic Engagement and Democracy – Partnering with local government bodies or NGOs focused on civic education to develop projects that engage students in understanding and participating in democratic processes, promoting civic engagement, community development projects, social justice, human rights, and environmental activism projects.
  • Cultural Projects – In regions with rich cultural heritages, CORPOS can include local artists, historians, and cultural institutions to integrate local history and culture into the learning process, enhancing student identity and engagement.
  • Public Health Campaigns and Wellness Initiatives – Collaborating with local health organizations, sports clubs and recreational centres to address public health issues through school projects can sustain interest and impact and promote physical education and team building. Collaborate with health departments to address public health issues, integrating health science into the curriculum while contributing to community well-being.
  • Art and Science Fusion – Projects that fuse art and science, collaborating with local artists and scientists to explore scientific concepts through creative expressions, making science more accessible, multifaceted and engaging and integrating arts into STEM (STEAM) projects.