The objectives of WP1 are:

• a) To investigate the potential and the limits of the forms of knowledge organization in disciplines that nowadays structure educational institutions;
• b) To investigate institutional, conceptual, epistemological, social, gender and cultural barriers to science and social innovation induced by a vertical disciplinary organization;
• c) To produce a knowledge base to support universities and schools to break down barriers and address the “silos effect” and “skill gap” effects;
• d) To compare and investigate different forms of inter-multi-trans-disciplinary forms of knowledge organization, thinking skills they appear to be potentially able to develop, as well as the forms of co-teaching and open-schooling;
• e) To create interdisciplinary and multi-actor communities and collaborations;
• f) To investigate the inner dynamics of an interdisciplinary study group so as to flesh out models of multi-actor dynamics;
• g) To elaborate criteria for designing examples of teaching materials to be implemented in co-teaching and open-schooling contexts and to develop inter-multi-transdisciplinary thinking skills needed to navigate and play an active role (as co-producers and/or users of scientific knowledge) in the society of acceleration.

The deliverables under this Work Package are the following:

• D1.1 : First draft recommendations on “forms of knowledge organization for co-teaching and opens-schooling” (Sept 2021)
  This report contains recommendations for the project consortium about “forms of knowledge organization for co-teaching and opens-schooling”. They are a first draft that will be revised in the following year of the project.
• D1.2 : Report "FR1 - Framework for aligning science teaching/learning in formal contexts with the modus operandi of R&I: new inter-multi-transdisciplinary forms of knowledge organization for co-teaching and open- schooling" (Oct 2022) (Public document). This report represents the main result of WP1 and contains:
  • a) results of the cross-national quantitative and qualitative surveys among institutional stakeholders about the limits and potential of the current organization of knowledge in disciplines, as well as a report on the institutional, scientific, conceptual and cultural barriers induced by the current organization of the teaching courses;
  • b) results of the study group about possible inter-multi-trans-disciplinary forms of knowledge organization and forms of co-teaching and open-schooling needed to implement them;
  • c) recommendations for the design of materials and activities aimed to develop thinking skills needed by the young generation to get oriented in the complexity of the contemporary world and play an active role (as co-producers and/ or users of scientific knowledge) in the society of acceleration.

• a) To analyse new languages and forms of knowledge transmission that will be useful to enhance imagination and the capacity to talk about the contemporary challenges
• b) To equip teachers, teacher trainers and their students with linguistic, argumentative and imaginative thinking skills needed to face contemporary challenges;
• c) To experiment with innovative communication approaches to futurize science education giving the youth a chance to perceive, imagine and ultimately envisage and thus shape the future.

• D2.1 : Benchmark of existing examples of cross media and innovative science communication showcases (March 2021) The report contains examples of cross media and innovative science communication showcases that address the core issues of the project: acceleration, interdisciplinarity and futburization.
• D2.2 : First draft of recommendations on “new languages” for the design of materials (September 2021) The report contains recommendations for the consortium for the design of the materials about the role and the types of new languages to futurize science education. The recommendations represent a first draft that will be revised in the following year of the project.
• D2.3 : Multimedia report of Intensive workshop I on acceleration, complexity and interdisciplinarity (September 2021) (Public document) The deliverable contains the main results from the first Intensive workshop on acceleration, complexity and interdisciplinary in the shape of a multimedia product.
• D2.4 : Multimedia report of Intensive workshop II on futurization (June 2022) (Public document) The deliverable contains the main results from the second Intensive workshop on futurization in the shape of a multimedia product.
• D2.5 : Report entitled “FR2 – Framework for aligning science education with society: the search for new languages and narratives to enhance imagination and the capacity to talk about the contemporary challenges” (November 2022) (Public document) The report will contain the results from the analysis of innovative languages and narratives in informal and non-formal contexts, that are effective in dealing with complexity, interdisciplinarity and/or futurization of science; the description of results from Workshop I and II, with a special focus on the resulting prototypes and their innovative features on the dimension of interdisciplinarity/complexity and that of futurization in the framework of acceleration and a set of recommendations to revise and/or redesign new materials and activities for science education exploiting the innovations highlighted by the workshops.

• a) To investigate the current status of the role of future in science education as manifested in curricula, textbooks and other educational materials;
• b)To develop an analytical framework and methodology to study the young generations’ futures thinking, with respect to their hope, trust, desire, visionary and proactive moods in this accelerated, multi-velocity, complex and uncertain society;
• c) To investigate and reach an in-depth understanding on how European 11-19 years old students perceive the future and how they see the role of science and technology in their personal future, in societal changes and in global futures;
• d) To analyse the “time misalignment” and the need to futurize science education, and to suggest solutions to that end;
• e) To elaborate design criteria of examples of future-oriented activities aimed to develop future-scaffolding skills needed to grapple with the society of uncertainty.

The deliverables under this Work Package are the following:

• D3.1: First draft of recommendations for the design of materials to futurize science education (September 2021)
  The report contains recommendations for the consortium on the design of materials to futurize science education. It will be revised in the following year of the project.
• D3.2 : Future-oriented science education manifesto (September 2022) (Public document)
  This document reports about the Manifesto, an inspirational booklet presented in a visual and multi-media way, including snapshot scenarios on possible futures.
• D3.3 : Report entitled “FR3 - Framework to futurize science education” (November 2022)
  The report represents the main result of WP3 and contains:
  • a) the results of the desk research on curricula, textbooks, and other educational materials for science teaching, carried out to recognize if and how future is part of science education and communication;
  • b) the results of the qualitative data analysis that focuses on the visions and perceptions that the young have of the future;
  • c) a set of recommendations for the design or revision of materials and activities in order to futurize science education.

The objectives of WP4 are:

• a) To implement innovative teaching materials and activities that will be designed in light of the recommendations that will be produced in WP1, WP2 and WP3, about forms of knowledge organizations, new languages and narratives and future-oriented activities;
• b) To nvestigate the processes of thinking (inter-multi-transdisciplinary, linguistic/argumentative, imaginative) and future- scaffolding skills development in 11-19 years-old people through the implementation of the above teaching materials and/or activities;
• c) To investigate the impact of the above teaching materials and activities on:
  • (i) young people’ perception and attitudes toward the future,
  • (ii) their ways to understand, react to and interact with science and scientific developments,
  • (iii) their motives for engaging in science-related activities;
• d) To develop theoretical constructs;
• e) To develop models of co-teaching and open-schooling needed to implement future-oriented, inter-multi-trans-disciplinary materials and multi-languages materials;
• f) To develop guidelines to renew science education, targeted to science education researchers, teachers, educators in formal, non-formal and informal contexts and aimed to bridge the three forms of misalignment.

• D4.1 : Report on “Theoretical and pedagogical framework and design/implementation principles” (January 2022) The report contains guidelines for designing innovative teaching materials, activities and a plan for its implementation.
• D4.2 : Report on “FEDORA materials’ effectiveness to develop thinking and future-scaffolding skills and to foster aware, responsible and proactive engagement with science: results and hypotheses from the first round implementations” (March 2022) (Public document) The report contains the main results of the first round of implementations and some hypotheses to evaluate the effectiveness of our materials.
• D4.3 : Report on “FEDORA materials’ effectiveness to develop thinking and future-scaffolding skills and to foster aware, responsible and proactive engagement with science: results from two round of implementations and from the external evaluation” (September 2023) (Public document) These results will be used to evaluate the effectiveness of FEDORA materials.
• D4.4 : “Model for science education for the society of acceleration and uncertainty” (September 2023) (Public document) The document includes guidelines targeted at science education researchers, teachers, educators in formal, non- formal and informal contexts, science communicators and professional institutions with science education and communication in their mission. The guidelines articulate three main sections: the first section includes the theoretical and pedagogical framework of the approach to science education; the second section includes a list of design and implementation principles aimed to operationalize the theoretical and pedagogical approaches into practical recommendations. Principles and recommendations concern both the design and implementation of teaching materials, but also the creation of interdisciplinary, multi-actor contexts and the implementation of co-teaching and open-schooling models. In the third section, the principles are illustrated through case studies or examples taken from the implementations.

• a) To invite policy makers to generate a set of considerations from their perspective on the various aspects of the FEDORA concept;
• b) To engage policy makers with several FEDORA outputs;
• c) To compile policy makers’ recommendations for a synthesis of theoretical constructs or frameworks able not only to describe what happens in a specific innovative teaching/learning experience but also to provide an interpretation of why, when and how that happened;
• d) To offer guidelines to research and educational institutions to futurize Science Education;
• e) To develop guidelines to renew science education for science education researchers, teachers, educators in formal, non-formal and informal contexts.

• D5.1 : Survey instrument for baseline study of policy makers’ views (March 2021)
  The document contains the instrument for carrying out the baseline study on policy-makers’ needs.
• D5.2 : Report on “Policy Makers’ Needs Analysis for Future Oriented Science Education” (September 2021)
  The document contains the results of the Policy Makers' needs analysis for Future Oriented Science Education.
• D5.3 : Survey instrument based on policy makers’ responses to Round 1 of the Delphi Study (March 2022)
  The document contains the survey instrument built and based on the responses of the policy makers to the first round of the Delphi Study.
• D5.4 : Survey instrument based on policy makers’ responses to Round 2 of the Delphi Study (November 2022)
  The document contains the survey instrument built and based on the responses of the policy makers to the second round of the Delphi Study.
• D5.5 : Report on “Policy Makers’ Views on a Model of Science Education for the Society of Acceleration and Uncertainty – the FEDORA Concept” (July 2023) (Public document)
  The document contains the results of the study about policy makers’ views on the ""Model of Science Education for the Society of Acceleration and Uncertainty"" elaborated within FEDORA.
• D5.6 : Guidelines for RPOs, RFOs, HEIs and high schools on “Promoting futurized science education as key dimension of RRI” (July 2023) (Public document)
  The report contains guidelines for RPOs, RFOs, HEIs and high schools aimed to promote futurized science education as key dimension of RRI.

• a) To design strategies and tools to communicate FEDORA effectively at different levels (institutional, individual and societal) and to take into account needs and expectations of the different stakeholders involved in the project;
• b) To conceive and design a project storytelling with an original voice and personality by producing and releasing eye- catching and recognisable project identity to be used both for digital and offline activities;
• c) To implement multimedia production to showcase the project and its outcomes, including social media channels;
• d) To present FEDORA in all relevant forums, conference and events where diverse stakeholders will be present.

The deliverables under this Work Package are the following:

• D6.1 : FEDORA dissemination & communication Plan (February 2021)
  The document contains the communication and dissemination plan. The plan is structured at the very beginning of the project by formicablu and agreed by all Partners. It includes the set of actions necessary for achieving the objectives and the relevant deadlines.
• D6.2 : Data Management Plan (DMP) (March 2021)
  The document contains the Data Management Plan. The plan is co-developed by the Coordinator and the WP leaders and partners involved in research activities and defines how data will be re-used, collected and generated by the project.
• D6.3 : FEDORA visual identity and project website (March 2021) (Public document)
  This deliverable concerns the creation of the project website and the design of the visual identity.
• D6.4 : FEDORA project official video (September 2021) (Public document)
  2-min engaging video is produced to present the project, its partners and its main goals.
• D6.5 : FEDORA podcast (September 2022) (Public document)
  A series of five 15-min long episodes is produced by the communication team to provide a narrative description and analysis of FEDORA main objectives, actions and findings.
• D6.6 : Policy brief (July 2023) (Public document)
  A policy brief is elaborated from the progressive reports produced in WP1-2-3. The final version is disseminated in the final conference in Brussels.

The overall management plan designed by FEDORA is aimed at achieving seven main objectives. The project coordination is in the hands of Prof. Olivia Levrini, carried out with the assistance of the Project Manager.

• a) To coordinate and supervise research activities according to the work plan;
• b) To ensure the overall legal management of the project;
• c) To establish all management structures, committees and working groups;
• d) To establish effective internal communication procedures;
• e) To carry out the overall administrative and financial management of the project;
• f) To anticipate and manage project risks using risk management strategies where possible;
• g) To manage the new knowledge generated by the project.