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This paper presents the results of the survey conducted as part of the OECD “Infinity Project,” developed in collaboration with the University of Bologna. The study involved three Italian schools and three Japanese schools. The aim was to promote inclusion and well-being by developing a Minimum Viable Product (MVP) (Blokdyk, 2021), documented in an e-book.

The "Infinity Project" was born from an initiative originally proposed by Japan, inheriting the spirit of the "Tohoku School Project," launched to support students in overcoming the triple disaster (tsunami, earthquake, and nuclear power plant accident resulting from the Great East Japan Earthquake in March 2011) and to rebuild the spirit of sharing in their communities through various actions (2012–2014).

Following a visit by the OECD Secretary-General, local education authorities, schools, and adult leaders participated in a project aimed at demonstrating the progress of the recovery process from the perspective of rebuilding buildings and communities in the Tohoku region. The results were presented at a major event in Paris in 2014.

The idea behind the initiative was that by participating in this ambitious program, based on collaborative and project-based pedagogy, students would acquire advanced leadership skills.

The results achieved contributed to the launch of the "Future of Education and Skills" project. 2030” (from 2015) to emphasize some of the key underlying concepts and constructs of the OECD Learning Compass (2019).

Japanese students involved in co-creating the Learning Compass expressed a desire for a global initiative, suggesting project-based learning. This initiated “Project Infinity” with an inclusive vision, believing that students can shine and thrive when they believe that “the sky is the limit,” overcoming challenges, barriers, and walls that separate them.

The survey conducted in the three Italian schools assessed the impact of the MVP in terms of co-evolution, inclusion, and transformation of student relationships. Teachers were asked six questions to understand how inclusive teaching strategies and the shift from a lecture to an active-participatory approach (Cottini, 2018; 2022) had changed the classroom climate.

Key factors include shared emotional engagement, language diversity (Agliotti & Fabbro, 2006; Cafiero, 2009), and working in small, cooperative groups (Johnson & Johnson, 1998). Student Agency (Sokol et al., 2015; Sokol, Hammond, Kuebli, et al, 2015; Vaughn, 2021) is essential for fostering collaboration, inclusion, and co-evolutionary processes (Canevaro, 2008; Sandri, 2019).

The findings underscore the value of an integrated, international approach to improving inclusion, equity, democracy, and school well-being. They further demonstrate how participatory and inclusive practices foster shared growth and how the Italian approach to inclusion can foster interest and curiosity where special classes and special schools still exist.