Description
The good practice has been developed on the basis of the following points:
- Implementing a Project-Based Learning (PBL) approach using Scratch (a free online programming language) to promote digital storytelling in secondary education.
- Developed and implemented in a public school in Sabadell (Catalonia) serving students from socio-economically vulnerable backgrounds.
- Aims to enhance student motivation, self-efficacy, autonomy, and engagement while reducing the risk of school disengagement.
- Promotes the development of digital competence and computational thinking through the creation of interactive digital narratives.
- Based on constructivist learning principles and aligned with the school’s digital transformation strategy and the Sustainable Development Goals (SDGs).
- Incorporates cooperative learning, scaffolding strategies, and Universal Design for Learning (UDL) to ensure inclusion and accessibility for diverse learners.
Students work collaboratively on meaningful real-world topics, such as the socio-economic challenges faced by Catalan farmers, connecting local and global issues.
Results show increased participation, motivation, concentration, and classroom cohesion, particularly among students with behavioural challenges or special educational needs.
Beneficiaries
The primary beneficiaries from Sabadell (Vallès Occidental, Catalonia) are students aged 14–16 who experience low academic motivation, disengagement from learning, poor academic performance, or a heightened risk of dropping out. Many of these learners come from vulnerable socio-economic backgrounds and may have additional educational needs, including ADHD, dyslexia, as well as other cognitive and learning difficulties, or other barriers to successful participation in mainstream education.
Countries
Education level and sector
Open class in middle school: Open Classrooms constitute an inclusive educational support provision within mainstream secondary education. They are intended for students who, for a range of academic, personal, social or behavioural reasons, may experience persistent difficulties in accessing and engaging with the mainstream curriculum. This provision is characterised by curricular flexibility, differentiated instruction, personalised learning plans, smaller teaching groups and a high level of individualised educational support. Its primary purpose is to foster students’ engagement, autonomy and academic and socio-emotional development, while maintaining links with mainstream education and facilitating their transition to further education, vocational training or employment.
Type of policy/initiative
Level of implementation / Scope
Aims of policy/initiative
This initiative was developed at the Junqueras Middle and High Public School from Sabadell (Vallès Occidental, Catalonia) to address low academic performance, disengagement, and the risk of early leaving among secondary students from socio-economically vulnerable backgrounds. By integrating Scratch-based digital storytelling within a Project-Based Learning (PBL) framework, the project seeks to transform students from passive learners into active creators of knowledge, while making learning more meaningful, engaging, and inclusive. The practice is grounded in constructivist learning theory, Universal Design for Learning (UDL), and cooperative learning principles, promoting equal opportunities for students with diverse educational needs.
The main objectives of the initiative are:
- To reduce student disengagement and the risk of dropping out;
- To enhance students’ self-efficacy, self-confidence, and autonomy in learning;
- To increase intrinsic motivation and engagement through creative digital technologies;
- To develop digital competence and computational thinking using Scratch;
- To foster inclusive and cooperative learning environments that support diverse learners, including students with ADHD and learning difficulties;
- To strengthen learning-to-learn skills, creativity, collaboration, and problem-solving competences;
- To connect classroom learning with real-world social issues through meaningful digital storytelling projects;
- To improve classroom climate, participation, and student-teacher relationships;
- To promote social inclusion and equitable educational opportunities for vulnerable students;
- To support the development of key competences aligned with digital transformation goals and the Sustainable Development Goals (SDGs).
Features and types of activities implemented
The initiative is a cross-curricular Project-Based Learning (PBL) programme that uses Scratch (a free, block-based programming platform developed by MIT, Massachusetts Institute of Technology, which allows students to create interactive stories, animations, games, and digital projects. Instead of writing complex lines of code, users drag and connect coloured programming blocks, making it easy for beginners to learn the basics of coding, computational thinking, and problem-solving. It is especially suitable for education because students can develop digital skills while also expressing their creativity) [3.1]to develop digital storytelling and computational thinking among secondary school students, particularly those at risk of disengagement and early leaving. The practice is implemented periodically across different year groups and adapted by teachers from various subject areas to address both curricular and transversal competences.
Key features:
- Scratch-based digital storytelling: Students create interactive digital narratives using Scratch, combining creativity, programming, and subject-specific learning.
- Project-Based Learning methodology: Learning is organised around authentic, real-world challenges that require inquiry, collaboration, and the production of digital artefacts.
- Cross-curricular implementation: The approach is integrated across subjects and educational levels, promoting the development of both disciplinary and transversal competences.
- Inclusive pedagogical design: The project applies Universal Design for Learning (UDL), scaffolding strategies, and cooperative learning to support students with diverse learning needs, including ADHD, dyslexia, and learning difficulties.
- Focus on vulnerable learners in an Open Classroom setting: The intervention is specifically designed for students from socio-economically disadvantaged backgrounds and groups at risk of academic failure and early school leaving.
Main activities:
- Guided reading and exploration of a relevant social issue, such as the socio-economic challenges faced by Catalan farmers.
- Collaborative planning and discussion of storylines, characters, and key messages.
- Research and analysis of local and global sustainability challenges linked to the Sustainable Development Goals (SDGs).
- Design and programming of interactive digital narratives using Scratch.
- Cooperative work in small groups to encourage peer support, communication, and shared problem-solving.
- Reflection on learning processes and self-assessment of acquired knowledge and skills.
- Assessment through pre- and post-project ‘Knowledge and Prior Study Inventory’ (KPSI) questionnaires, teacher observations, classroom logs, and evaluation of the final digital products.
- Sharing and presenting completed digital stories to demonstrate learning outcomes and foster student achievement.
Through these activities, students develop digital literacy, computational thinking, creativity, collaboration, communication, and learning-to-learn competences, while engaging in meaningful and inclusive learning experiences.
Target group
The initiative is designed for secondary education teachers, VET teachers, trainers, and educational professionals working with students at risk of early school leaving. It is particularly relevant for practitioners working in socio-economically disadvantaged schools, Open Classroom programmes, and inclusive learning environments.
The practice provides educators with an inclusive, technology-enhanced methodology that promotes engagement, motivation, digital competence, and cooperative learning while supporting the retention and success of vulnerable learners.
Resources
The project requires a combination of digital, pedagogical, and human resources. The main technological resource is Scratch, a free visual programming platform used to create digital stories. Students also need access to computers or tablets with internet access. The pedagogical framework combines Project-Based Learning (PBL), digital storytelling, cooperative learning, scaffolded instruction, and Universal Design for Learning (UDL). The teaching materials include guided readings, activity guides, collaborative planning templates, and teacher support throughout the project. The intervention is designed for open-classroom students with diverse learning needs, including ADHD, dyslexia, learning difficulties, and borderline intellectual disability. Inclusive supports include extended time, simplified assessment language, online activity guides, and differentiated accommodations.
Evaluation of the measure
The initiative has been evaluated using both quantitative and qualitative methods. Students completed a KPSI (Knowledge and Prior Study Inventory) which asked the students questions like what is fast food? Can agriculture be saved through Instagram photos, business coaching advice, or appeals to consumers alone? Who is to blame for the difficult reality facing Catalan farmers? Once the initial KPSI had been completed, the same questionnaire was repeated, with some additional questions like “Citizens who do not want to feed themselves on animal feed disguised as sustainable marketing must also take action”, What does this statement mean? What does it refer to? According to the article you have read, in the future, will ordinary people like us be the ones eating high-quality food? What have you learned? Explain your answer in one sentence) before and after the project to measure learning progress. In addition, participating teachers systematically recorded observations in a classroom logbook throughout the implementation process. Assessment evidence also included students’ digital narratives, multiple-choice tests used to measure learning outcomes and conceptual maps.
Evidence of effectiveness of the measure
The project produced several outcomes associated with a lower risk of early leaving. Students showed increased engagement, motivation, task persistence, and participation after the introduction of Scratch. Learners with disruptive behaviour and special educational needs demonstrated improved concentration and involvement in classroom activities. The classroom climate became more positive, and relationships between students and teachers improved. These factors are closely linked to school retention and educational inclusion.
Concrete evidence of effectiveness includes the following:
- Students who initially showed low engagement were able to significantly develop their digital stories in a single session once Scratch was introduced.
- Classroom motivation and cooperation increased noticeably, contributing to a more positive learning environment.
- Academic performance improved substantially:
- In this small group, academic performance improved: in the first exam of the term, 6 out of 11 students passed, while after the Scratch-based digital storytelling project, all 11 students passed.
Success factors
The success of this initiative is largely explained by its ability to combine digital technology, inclusive pedagogy, and meaningful real-world learning within a single educational framework. Unlike previous approaches that struggled to motivate students at risk of disengagement, the Scratch-based digital storytelling project transformed learners from passive recipients of information into active creators of knowledge.
Several key factors contributed to its success:
1. Use of Scratch as a motivational and accessible digital tool
Scratch provided an intuitive and creative environment that enabled students with diverse learning needs to participate successfully. Its visual programming structure reduced barriers to learning while increasing engagement, confidence, and persistence. Students who previously showed low levels of participation became actively involved once digital storytelling activities were introduced.
2. Integration of Project-Based Learning and digital storytelling
Rather than teaching isolated content, the project connected learning to a real social issue, e.g. the challenges faced by Catalan farmers. This authentic context made learning more relevant and meaningful, helping students understand the value of their work and increasing their motivation to complete tasks.
3. Strong focus on inclusion through Universal Design for Learning (UDL)
The initiative incorporated differentiated support measures such as extended time, simplified language, online guidance, continuous teacher assistance, and accommodations for students with ADHD and learning difficulties. These measures ensured that all learners could participate and succeed regardless of their educational needs.
4. Development of transversal competences
The project simultaneously promoted digital competence, computational thinking, collaboration, creativity, communication, citizenship, and learning-to-learn skills. This interdisciplinary approach increased the educational value of the activity beyond a single subject area.
5. Improvement of classroom climate and student-teacher relationships
A significant factor behind the project's success was the improvement in classroom atmosphere. Students became more cooperative, disruptive behaviours decreased, and interactions between students and teachers became more positive. This contributed directly to greater engagement and reduced educational disengagement.
6. Transferability and sustainability
Unlike many isolated innovation projects, this initiative was designed as a transversal practice that can be implemented across different subjects and year groups. Its integration into regular school practice increases its sustainability and long-term impact on student engagement and retention.