The European Needs Analysis provided essential insights to establish a strong foundation for the development, testing, sustainability, and upscaling activities undertaken within the PLACES project. This analysis comprises four key components:
The European Needs Analysis was led by the Italian partners from the Università degli Studi di Milano-Bicocca and was based on contributions collected by all project partners from their respective countries. This collaborative approach ensured a comprehensive understanding of the context, thereby equipping the partnership with the necessary background knowledge to support the project’s design and innovation phase, implementation as well as impact.
Throughout the needs analysis process, it became evident that the PLACES project can play a significant role in supporting teachers in integrating the SDGs into their teaching practices. While the SDGs are incorporated to some degree in the educational frameworks of all participating countries, policy guidance on implementation at the school level, as well as additional teacher training remains limited. As a result, schools and teachers are often left to determine how to incorporate the SDGs into educational activities.
The findings reveal that teachers generally have a very positive attitude toward the SDGs and express a clear interest in teaching about them. However, they report a lack of formal training and rely heavily on self-directed learning to gain knowledge about the SDGs. Moreover, they express a need for more institutional support, particularly in terms of time allocation and access to suitable teaching materials.
Regarding storytelling, teachers unanimously recognize its value as an educational method. Nonetheless, only 20% of surveyed teachers currently use storytelling to address the SDGs—or even other subject areas. This low adoption rate is attributed to a perceived lack of skills and the need for further resources and training. This gap is even more pronounced when it comes to the use of playful storytelling approaches.
As part of the analysis, pupils aged 6 to 14 participated in focus groups and small group interviews in each partner country. They were asked about their school experiences, personal needs, and familiarity with storytelling. A key conclusion drawn from these sessions is that pupils wish to be more actively involved in school-related decision-making processes, under the guidance of their teachers. Furthermore, they expressed a strong preference for activities that incorporate physical movement and make use of various school spaces beyond the traditional classroom setting.
