This report maps the frameworks, priorities, and challenges in both initial teacher education (ITE) and continuous professional development (CPD) across Denmark, Finland, Italy, Romania, and Spain.It highlights shared goals, including pedagogical innovation, digital competence, and sustainable learning, alongside persistent challenges. Country-specific insights reveal diverse approaches and underscore the value of cross-national collaboration. The findings provide guidance for policies and reforms to strengthen teachers’ capacity in 21st-century classrooms

This research report introduces the four central themes of the 21st Century European Teachers Project and the role of international mobility as a springboard for meaningful advancements in teacher education. The research also offers a summary of the results of a two-steps study conducted across five European countries – Denmark, Finland, Italy, Romania and Spain.

Discover how European teachers in Denmark, Finland, Italy, Romania, and Spain are transforming education in the 21st Century European Teachers Project! This initiative explores innovative approaches to teaching in response to major societal changes like climate change and digital advancements. This eBook provides an engaging look at case studies and findings from a participatory research methodology involving educators and educational managers. Learn about the benefits of international mobility and collaborative learning in enhancing teachers' skills and knowledge.

This report presents practical recommendations to help teachers develop the key competencies needed for 21st century education. Building on the 21st Century European Teachers project, it focuses on how teachers can better support inclusive, innovative, and future-ready learning. It highlights essential skills such as critical thinking, creativity, digital literacy, and collaboration, and shows how these can be integrated into teaching through four main areas: technology, sustainability, entrepreneurship, and playful learning.

This research paper explores how a co-education model based on co-teaching can support the professional development of both pre-service and in-service teachers. It highlights how closer collaboration between teacher education institutions and schools can help bridge the gap between theory and classroom practice.