On 7–9 May in Espoo and Helsinki, Finland, the two team from Escola Santa Margarida and Escola Agusti Guifré undertook a job-shadowing mobility at Niittykummun koulu. Activities included meetings with the principal on organisation, diversity, and teacher induction; classroom tours; co-teaching arts with a Montessori teacher; observing science, woodcraft, and civic-participation projects; and reviewing support for newly arrived learners. Cultural visits to Oodi and Suomenlinna complemented the programme, consolidating insights into inclusive, project-based practice and school–community engagement. 

During an Erasmus+ mobility to Agrupamento de Escolas Atouguia da Baleia (Portugal), the team undertook structured job-shadowing with school leadership and teachers, toured facilities such as school libraries, and observed classroom practice across stages. Professional exchanges centred on curriculum organisation, project-based learning, and student support measures an promoting reading. The programme included meetings with leadership and teachers, facility tours, and classroom observations across stages, with review of curriculum organisation, project work, and student-support measures.

During a job-shadowing mobility in Esbjerg, Denmark, at Kvaglundskolen Signatur, the teachers Aida Ivars and Anna perez from Escola Agustí Gifré and Escola Montserrat, observed LEAPS project-based learning across primary grades, differentiated mathematics groups, and the organisation of a Special Education unit with structured breaks and tailored staffing ratios. Meetings with the pedagogical coordinator and tours of SFO, Mini Klub, and Club programmes highlighted extended-day provision and digital check-in practices. Observations covered LEAPS project-based learning, differentiated maths groups, the Special Education unit (breaks and staffing), and tours of SFO, Mini Klub, and Club programmes with digital check-in.

Joel Aranda, Montse Cros and Mar Pérez (CRP del Gironès)  attended  from 28 February to 2 March 2023 a job shadowing activity at LUMA Center in the University of Helsinki (Finland). We also visited the Niittykummun koulu, Etelä-Tapiolan lukio, Haukilahden koulu, Maunulan yhteiskoulu ja Helsingin matematiikkalukio / Viipurin Reaalikoulu Oy and Luma Center at Aalto Junior University.

On 5–7 June 2024 at École Sablons–Semard (Saint-Pierre-des-Corps, France), Emma Casademunt and Laura Vilà observed primary teaching across CP/CE1 and C1–C2 groups, focusing on personalised work plans, autonomous learning routines, mathematics drills, and integration of digital resources and hygiene education. The programme included timetable structures, class practices, and homework approaches, with cultural visits to Loire châteaux complementing the school context. Observations focused on personalised work plans, autonomous routines, maths drills, digital resources, hygiene education, timetable structures, class redistribution, and homework approaches; cultural visits to Loire châteaux were included.

On 6–9 October 2024 in Reggio Emilia, Italy, Marina Martín and Alba Tarradellas undertook job-shadowing at Scuola Bergonzi, Centro Loris Malaguzzi, Scuola dell’Infanzia Aquilone, and I.C. Manzoni, with a visit to Spazio Culturale Orologio. Observations covered STEAM colour inquiry, bilingual routines, inclusive support, early-years environments and autonomy, and student-led heritage/linguistic exchanges. The visit included job-shadowing at Scuola Bergonzi, Centro Loris Malaguzzi, Scuola dell’Infanzia Aquilone, I.C. Manzoni, and a visit to Spazio Culturale Orologio; observations covered STEAM colour inquiry, bilingual routines, inclusive support, early-years environments and autonomy, and student-led heritage/linguistic exchanges . 

Between 9 and 13 December, a staff delegation from EAP Patricia Centelles and Sandra Garcés  visited Avion, Arras and Lille (France) for job-shadowing at Collège Paul Langevin and École Anatole France. The programme addressed Adapted General and Vocational Education Sections (SEGPA); inclusion via Local Units for School Inclusion (ULIS); the roles of the social worker, the Specialized Support Network (RASED—Maîtres E/G), the National Education Psychologist, and the Special Education and Home-Care Service (SESSAD); and participation in a Schooling Support Team meeting (ESS) for a nursery pupil. Insights will inform coordinated inclusion pathways, vocational guidance, and individualized support planning. . 

During a job-shadowing mobility at Collège Condorcet in Orléans, France, Meritxell Daranas from Institut Montilivi observed teaching practice across classes, met with school leadership, and toured facilities to understand organisation, timetable structures, and learner-support measures. Professional exchanges addressed inclusion frameworks and everyday classroom routines and teaching methods. The visit deepened understanding of inclusion frameworks and everyday classroom routines within the French system.” 

Joel Aranda, Montse Cros and Mar Pérez (CRP del Gironès)  attended  from 28 February to 2 March 2023 a job shadowing activity at LUMA Center in the University of Helsinki (Finland). We also visited the Niittykummun koulu, Etelä-Tapiolan lukio, Haukilahden koulu, Maunulan yhteiskoulu ja Helsingin matematiikkalukio / Viipurin Reaalikoulu Oy and Luma Center at Aalto Junior University.