Democracy is a dynamic and evolving process that requires continuous engagement, reflection, and transformation. Traditional educational approaches often emphasize cognitive competencies at the expense of emotional, sensory, and embodied dimensions of learning. The AECED Project addresses this gap by developing pedagogical frameworks that integrate Aesthetic and Embodied Learning for Democracy (AELD) to enhance democratic engagement. This study presents preliminary findings from an 8-week online course designed for early childhood and primary educators, as well as adult and professional learners in Portugal. Using a Participatory Action Research (PAR) approach, the course encouraged educators to experiment with AELD methodologies, fostering power-sharing, transformative dialogue, holistic learning, and relational well-being in their classrooms. Data from surveys, reflections, forum discussions, and intervention projects were analyzed through a mixed-methods approach, revealing shifts toward more participatory and democratic teaching practices. The study highlights the potential of AELD in fostering inclusive and engaged learning environments and underscores the role of digital learning ecologies in supporting democratic pedagogies.

Keywords: Aesthetic and Embodied Learning, Democracy, Transformative Learning, Participatory Action Research, Digital Learning.