In this report, we consider what the institutional and social environment related to the introduction of new content (especially bioeconomy) into schools is in different countries, and which models and conditions can be identified as the most favourable. The preparation of the report began with a template that was designed to help each project partner provide the information necessary for the foreseen analyses.
The partners then conducted the data collection process, using the expert knowledge available to each organisation as well as available statistics, systematic literature review (scientific literature + grey literature), legal analysis (national laws on education) and curriculum analysis (when applicable). Those were supplemented by primary data obtained through semi-structured interviews (with teachers, school heads, school boards, and local or regional authorities [LRAs], etc.), based on scripts provided by CASE. Finally, the data were analysed by the CASE team using thematic analysis, a method of qualitative data analysis that involves screening a dataset to identify, analyse and present recurring patterns.