<< Background >>All teams are diverse, all students are diverse! If we want to realise education and learning for all students we need to realise schools as inclusive settings in which students learn in a sustainable way for their future and for future society. Effective professional learning of teachers happens in professional learning communities in which teachers creative co-create knowledge and skills to realise inclusive school settings and sustainable learning. So the project INCLUSION² distinguishes itself by focusing cocreation with school teams in school education in developing sustainable inclusive school practice and learning for sustainability by making use of the diversity in the teams. It is just this ‘diversity’ which is an important pedagogical knowledge building principle (Scardamalia 2002; Scardamalia and Bereiter 2014). Knowledge advancement depends on diversity of ideas, just as the success of an ecosystem depends on biodiversity. To understand an idea is to understand the ideas that surround it, including those that stand in contrast to it. It is a wealth of ideas and out-of-the-box thinking. Other important principles are ‘all ideas are improvable’ and community knowledge, collective responsibility. Work proceeds continuously to improve the explanatory power, coherence and utility of ideas. The cocreation process search for the best explanation, solution, product, understanding a team can build. All participants in the Professional Leaning Community are legitimate contributors to community goals and take responsibility for advancing the community’s knowledge, not just their individual learning. The cocreating in teams is a process of democratizing knowledge. All PLC participants are empowered as legitimate contributors to the shared goals; all take pride in the knowledge advances of the community. Diversity and divisional differences are viewed as strengths rather than as leading to separation along knowledge have/have-not lines. Everyone’s ideas are needed and encouraged. That makes this project distinguishable from other projects.This partnerschip is going in the local needs on inclusive education and learning for a sustainable future. On the school policy level we want to support schools in their policy on inclusive education and learning for a sustainable future. The partnerschip wants to support this through creative co-creation processes, which is a bottom-up approach. We will develop professional learning for teams on the theme of INCLUSION² and we want to convince policy makers to work on inclusive schools for a sustainable future through this bottom-up approach. So the need of this partnership is in the combination of these four partners who support each other from other perspectives to realise 'INCLUSION²'.<< Objectives >>Concrete objectives of INCLUSION² are to:(1) Contribute to a more inclusive education and learning for a sustainable future;(2) Support teachers, school leaders and other education professionals to develop a more inclusive education and sustainable future;(3) See the diversity of teams as a strength for the above objectives;(4) Use the diversity of teams to creatively co-create and design processes to achieve the above objectives;(5) Develop R1, a frame of thinking to support diverse teams in their creative co-creation design processes;(6) Develop R2, tools that support diverse teams in creative co-creation design processes to realise inclusive education and learning for a sustainable future;(7) Develop R3 DLE (Digital Learning Environment) an online tool like 'Mesh-Guides' for school practice to support school teams in realising inclusive education and learning for a sustainable future;(8) Develop R4 bottom-up professional learning for diverse teams based on and in line with the frame of thinking, the tools and the online DLE;(9) Process-based creative co-creation and dissemination of R1, R2, R3 and R4 via the multiplier events M1, M2, M3, M4;10) To disseminate the results of the project locally via M5 and internationally via M6 and M7.<< Implementation >>The project will develop 7 multiplier events namely:(E1) Local dedicated presentation and discussion with target groups about the concept and the methodology of the project - searching for associated partners;(E2) Local dedicated presentation, discussion and creative co-creation and design on R1 with associated partners;(E3) Local dedicated presentation, discussion and creative co-creation and design on R2 with associated partners;(E4) Local dedicated presentation, discussion and creative co-creaation and design on R3 with associated partners;(E5) '#boosters' for teams to co-create sustainable inclusive schools in diverse teams (back to back with influencing local Policy Makers);(E6) '#international festival' on co-creating sustainable inclusive schools in diverse teams (back to back with influencing International Policy Makers);(E7) '#international academy' on creative co-creation design processes for teams to realise sustainable inclusive schools in diverse school teams.<< Results >>The project will develop 4 Project Results namely:(R1) Frame of thinking on how a creative co-creating design processes contribute to inclusive schools with learning for a sustainable future in diverse teams; (R2) Building blocks to realise in creative co-creation design processes for inclusive schools with learning for a sustainable future in diverse teams; (R3) Professional learning for school teams to realise in creative co-creation design processes for inclusive schools with learning for a sustainable future in diverse teams;(R4) Online tool (Digital Learning Environment - DLE) (scope on teaching like Mesh Guides) in a digital web to realise inclusive schools for a sustainable future in diverse teams via creative co-creation design processes.Expected outcomes - based on the Project Results: (1) Partners have in general enhanced their knowledge and skills on the theme of the project by pooling their specific qualities to co-create R1 - R4.(2) The primary target group namely teams, school leaders, providers of professional learning, advisors, educational inspectorates will have learned how to creatively co-create knowledge and skills, and how to use the diversity of the team to work collaboratively on inclusion and learning for sustainable future within their organisations. They will have all materials of the Project Results and attended several Multiplier Events. They will be able to realise 'INCLUSION²' in their practice and to develop a school policy on 'INCLUSION²'. (3) The secondary target group, policy makers on local, national and international level will be aware about this innovative way of realising inclusive schools for a sustainable future in schools and reflect on how to develop sustainable policy on the issues of bottom-up professional learning, of using the diversity of teams to realise inclusive schools for a sustainable future.