Abstract
Challenges and demands for a general transformation of education, which are voiced in theoretical debates, are often enthusiastically promoted directly in practice - as was the case in the Schools for the Future project. In this text, the theoretical concepts underlying the project are presented; their possible (theoretical) contribution to the Czech education system is also discussed.
The main principles of this type of teaching/learning include, in particular, the concepts of creative habits of mind (Lucas, 2013) and competences for sustainable development (UNESCO, 2017) - including a comparison of these two concepts (Henderson et al., 2021) and with an emphasis on the transformative nature of learning (Dlouhá et al., 2021). In addition, we briefly describe Laura Lundy's model of participation (Lundy, 2007), the concept of well-being (McLellan et al., 2012) and high-functioning classrooms (CCE, 2012).
These theoretical frameworks were introduced to individual actors at the beginning of the project to guide the design of projects and individual activities; they were also used as the basis for theory-based coding in the qualitative research (Long and Henderson, 2022).