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KA220Featured exampleSchool Education

FACTS: Fostering Analytical & Critical Thinking in Schools

This concept focuses on “FACTS: Fostering Analytical & Critical Thinking in Schools” and proposes a learning design for students and teachers that can be piloted in partner countries. Participants examine sample news, images and claims through source comparison and produce evidence-supported explanations. Partners compare local pilots and turn useful practices into a resource that can be adapted to different settings.

Illustrative Project Concept

An editorial proposal inspired by titles in project selection lists. It is not the source project’s actual application or implementation description. Participant numbers, duration and budget must be set separately after a needs analysis.

Expert commentary

Logic chain from need to impact

  1. 1

    Need

    Pupils share news and images on social media without checking sources, and teachers do not know in which lessons or how to teach this. Evidence: a pupil fact-checking task and a teacher needs survey.

  2. 2

    Objective

    Develop pupils' ability to assess claims by comparing sources and to produce evidence-based explanations, and give teachers methods they can build into lessons.

  3. 3

    Activity

    Partners carry out the needs analysis in work packages, develop a shared task bank, pilot it in classes in each country and improve it based on results.

  4. 4

    Output

    A critical thinking task bank usable across subjects, a teacher training module and a pilot evaluation report.

  5. 5

    Measurable impact

    Measurement: results of the same verification task in pilot and comparison classes; number of teachers and schools using the module. Example target: the module used by at least one teacher education institution in the partner countries.

Why is this example strong?

  • The scale suits KA220: it addresses a system-level need, not one school's.
  • The pilot and comparison class design strengthens the impact claim.
  • Work packages have separate responsibilities from management to dissemination.

How can you adapt it to your organisation?

  • If this scale is too large for a first application, start the task bank as a KA210 with one partner.
  • Involve your provincial or district education directorate as a partner or stakeholder to strengthen teacher training.
  • Keep the number of pilot classes realistic; evaluators see over-ambitious scale as a weakness.

Published: 23 October 2026

Sources: Erasmus+ Programme Guide (European Commission) · Guide for Experts on Quality Assessment 2026 (published by the Irish National Agency)

Objectives

• Identify initial needs and develop learning competences related to “FACTS: Fostering Analytical & Critical Thinking in Schools”. • Produce and test verification activities and a source-assessment rubric with participants. • Monitor progress through distinguishing claims from evidence, source diversity and transparent verification steps and integrate effective practices into regular institutional learning.

Work Packages

WP1 — Management and quality Agree partner responsibilities, a timeline, participation arrangements and evidence collection. WP2 — Needs analysis and co-design Compare local needs related to “FACTS: Fostering Analytical & Critical Thinking in Schools” and draft verification activities and a source-assessment rubric. WP3 — Development and piloting Participants examine sample news, images and claims through source comparison and produce evidence-supported explanations. Test the materials in different partner settings. WP4 — Evaluation and refinement Compare initial and final tasks using distinguishing claims from evidence, source diversity and transparent verification steps; refine resources through feedback. WP5 — Dissemination and continuity Share tested resources in accessible formats and agree ownership and a post-project implementation plan.

Dissemination

Results are introduced to schools and teacher networks through a practical sharing session. Partners publish verification activities and a source-assessment rubric with accessible Turkish and English explanations and plan adaptations into other partner languages. Uptake is tracked through feedback from organisations that try the materials, alongside downloads. Shared examples respect personal data and content permissions.

Budget Logic

Resources are planned for sample-content development, educator preparation and accessible media production. Each activity is justified by its output and required staff effort or materials. Existing tools and remote collaboration are considered; face-to-face meetings are designed around their learning contribution. Participant numbers, duration and grant amount are set after needs analysis; the source project grant is not treated as this concept’s budget.

Inspired by

FACTS: Fostering Analytical & Critical Thinking in Schools

Almanya 2026 Erasmus+ KA220 SCH Proje Sonuçları

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