Inclusion and inclusiveness are crucial values in contemporary education systems worldwide. Erasmus+ project "Making inclusive values attractive in secondary education" emphasizes the importance of inclusive values, working to empower educators of late adolescents (ages 16–19) to effectively promote these values within their classrooms. By establishing a transnational partnership involving universities, schools, and teacher training centers across Latvia, Estonia, and Spain, the project's primary goal is to develop a comprehensive 12-hour teacher training course and an accompanying teacher handbook that promote inclusive values and attitudes. Over a two-year period (Nov 2024–Oct 2026), our focus is on co-creating and validating materials with active educators, ensuring relevance and applicability in diverse classroom settings. This collaboration will include extensive workshops, the piloting of the course, and gathering of best practices through transnational scientific research.

As a first step in the project, a report was prepared to map the current situation in partner countries. Preliminary findings from the transnational report highlight distinct yet complementary approaches to values education in Latvia, Estonia, and Spain. All partner countries emphasize inclusive values, aiming to nurture responsible and empathetic citizens and focusing on moral and ethical development among adolescents. Latvia and Estonia prioritize virtues and societal coexistence, while Spain integrates values holistically across educational levels.

The transnational comparison indicates varying teacher support structures: Latvia provides mentorship and resources, Spain has legal and training frameworks, and Estonia emphasizes teacher autonomy and professional development. A SWOT analysis reveals that despite various forms of support for teachers in fostering inclusive values, there is a significant need for robust teacher training programs. These programs must equip educators with strategies for promoting inclusivity, including respect for diversity, cultural sensitivity, and understanding the needs of students from diverse socioeconomic backgrounds. Additionally, access to practical teaching resources—like lesson plans, case studies, and activities fostering inclusive attitudes and essential skills such as empathy and collaboration—is crucial. By synthesizing insights from the transnational report, we aim to develop training materials that address identified gaps and needs in each country.

The findings will guide the implementation of a Course and Handbook while enhancing teachers’ capacity to cultivate inclusive attitudes among students. Our course modules and handbook chapters will cover essential topics such as cultural sensitivity and the unique needs of students from varied backgrounds. Practical resources, including lesson plans and activities designed to promote empathy, collaboration, and active learning, will be fundamental components.

By equipping educators with the necessary training and resources, we aim to inspire joy in exhibiting inclusive attitudes among young people, ultimately enhancing their engagement and participation in society.

Acknowledgement:
Erasmus+ Action “Cooperation partnerships in school education” (KA220-SCH). Project No. 2024-1-LV01-KA220-SCH-000247141

Keywords: Inclusive values, values education, secondary education, vocational education, late adolecsence.