A multi-method evaluation design reverting to both quantitative and qualitative data will accompany the policy measure and allow for reliable and valid conclusions on the effects of our measure and routes to upscaling. In line with the aims of our policy measure, we will measure effects on the development of teachers’ beliefs, their self-efficacy and knowledge of IBL as an approach to deliver inclusive education, promote citizenship education and intercultural learning. Furthermore, we aim to evaluate how teachers actually use this approach in their lessons. In doing so, we revert to a pre-post control group design and a case study.

To evaluate teachers’ beliefs, their self-efficacy and their knowledge, a pre-post design is core of our methodology. We use questionnaires with primarily quantitative items (Likert-Scale), and draw on existing items from reliable studies as far as possible. The sample size in each country will be N = 50. You can download the questionnaires here.

To evaluate how teachers actually implement our teaching approach and what challenges they encounter, we will apply a case study approach giving in-depth insight into selected teachers’ science teaching and their related considerations (N= 3 per country). In order to allow for comparability, we will use the same methods in each country for data collection (collecting lesson plan, lesson observation followed by a semi-structured interview about the lesson and its objectives, students’ questionnaire to evaluate their acceptance).While the evaluation experts generally carry out analysis centrally, case studies will be drafted in English at the local level to avoid problems due to language and then be analysed across cases centrally.