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ABSTRACT This article examines how Erasmus+ (KA201) cooperation among European educational organisations contributes to reshaping teachers' professional learning and school culture by linking transnational collaboration to changes in everyday practice. Situated within current European research and policy debates, it moves beyond programme evaluation to conceptualise Erasmus+ as a meso‐level mechanism for building intercultural understanding, equity, and civic participation. The analysis draws on a mixed‐methods design, combining ad hoc questionnaires, semi‐structured interviews, and focus groups with 20 teachers from several European contexts who participated in KA201 projects. The results show that cross‐border cooperation strengthens educators' capacity to foster inclusion, diversity‐responsive pedagogies, and democratic values within their classrooms and wider school communities. Overall, the study positions Erasmus+ as a catalyst for professional growth and pedagogical innovation, contributing to more open, equitable, and value‐driven school cultures across Europe and reinforcing contemporary European priorities around inclusion, democratic resilience, and social cohesion.
Macau et al. (Thu,) studied this question.