In the context of the global refugee crisis, violent extremism, Islamophobia, and debates about integration, there is growing interest within the European Union in developing pedagogical strategies to support teachers and students in engaging in difficult ethical conversations about identity, beliefs, democratic values, tolerance, diversity, belonging and violence in order to establish a firm foundation for inclusive and tolerant schools. Research shows that it is important that children and young people be given opportunities to discuss and critically examine such issues in safe contexts with trusted facilitators in order to foster critical thinking skills and the capacity for ethical imagination (Atran, 2015, Davies, 2008). This is most effective when questions, concerns, and issues are generated by the students themselves. The end-target audience will be 10-18 years old children.The aim of this project, The Enquiring Classroom (TEC), is to develop and trial techniques for teachers to facilitate difficult ethical discussions. It will: 1) use the tools of philosophical enquiry to support students' capabilities in engaging in reflection and debate; 2). promote peer knowledge transfer and exchange of pedagogical content, strategies and practice to support students' lived encounters with philosophical and religious thought, and; 3). develop a skill-set for teachers that supports careful and sensitive facilitation of complex issues. The timeliness of this undertaking should be seen in light of rapid changes in global conflict, movements of refugees, and violence in Europe and its borders. Transnational knowledge exchange and transfer is essential in developing effective techniques and pedagogical strategies to navigate topics of contention in classrooms whilst securing children's voice and participation. TEC will run training schools in order to produce a curriculum, toolkit and manual that will support communities of enquiry in classrooms. This innovative model will mobilise: 1. evidence-informed practice in philosophy for/with children; 2. interpretative approaches to education about religions and beliefs, and ethics; and 3. arts-based methodologies. This will: 1. provide transferable skills that can be adapted across the educational spectrum, 2. enhance teachers' abilities to facilitate and support enquiry, 3. model strategies for students to engage in discussion and analysis of complex issues, concepts, beliefs and values, ensuring the participation, voice, and inclusion of all students. TEC's primary target participants will be teachers at primary and secondary level. Through training schools and dissemination events it will reach out to 380 participants directly. The collateral benefits of the project will be experienced by over 3000 children and young people in schools of participating countries, and through wider activities and dissemination by an international network of teachers and students. The training manual will provide a comprehensive toolkit for teachers and this will be supported through peer networks, and exchange of knowledge, practice and experience through the website and social media. The TEC consortium aims to reach a variety of educational settings that face these complex classroom realities. This will be accomplished by leveraging the extensive teacher networks that the three partners maintain, given their involvement in teacher training activities, initial teacher education, school placement, and research in the field of education.In addition, the TEC consortium will pay particular attention to online community building, using the Open Discovery Space TEC community as a vehicle for reach and engagement. Given the popularity and strong community ties that characterise the ODS community, the TEC consortium expects to greatly influence the way teachers approach issues of identity, conflict, trust-building and ethical imagination and enquiry, by offering a unique blend of content and classroom activities addressing the aforementioned areas. Participants in the various ME and online communities will be given the opportunity to act as agents of change in their own educational settings Furthermore, there will also be an emphasis on enhancing teachers’ digital skills by offering activities and guidance on content creation and learning scenario design in the field of ERB and ethics and philosophy with children.Given the unique nature of this project that addresses the most pressing issues in the European and global context, we anticipate increased interest on behalf of local community groups, youth organisations, international initiatives, NGOs, etc. Our aim is to utilise our website, the ODS TEC online community and a number of social media platforms to reach the wider educational community and the relevant stakeholders, and open up innovative pedagogical strategies to address questions of ethics, inclusion, democratic education, conflict, tolerance and diversity.