Following how youth voice travels into teacher education and action

• How do young people define the changes education and future teachers need?
• How can Youth Catalysts be embedded meaningfully within ITE curricula?
• How do collective creative pedagogies activate social-emotional dispositions?
• How do pre-service teachers experience and interpret these approaches?
• What develops in creative identity, belonging, agency and ethical action?
• What enables or constrains transfer into placements, classrooms and programmes?
• What converges internationally, and what remains contextually distinctive?

Co-participatory and arts-based research, co-design, creative inquiry, action research, questionnaires, reflective responses, focus groups, creative artefacts, case studies and comparative international policy analysis.

• How embodied, relational creative pedagogies activate social-emotional dispositions.
• How youth-generated priorities can shape sustained ITE curriculum change.
• How creative identity and professional agency are addressed within policy and standards.
• The conditions needed to move from valuing creativity to embedding it.
• Comparative evidence across different national policy contexts.

• Youth — influence, representation and participation.
• ITE students — identity, confidence, belonging, understanding, repertoire and agency.
• Curriculum — modules, resources, assessment and programme structures.
• Practice — application in placements, classrooms and future teaching.
• Partnerships — sustained university, youth, artist, school and cultural collaboration.
• Policy — evidence and recommendations for teacher education and professional learning.

• Arts Council of Wales — Year 1 co-funder and partner connecting creative learning, professional development and national change.
• Department for Education and Skills, Welsh Government — Year 1 co-funder and policy partner.
• Welsh Government policy colleagues — connecting emerging evidence with initial teacher education, curriculum and professional learning.
• OECD — international dialogue on creativity, agency, wellbeing and future-facing education.
• Chartered College of Teaching — professional connection and knowledge exchange with the teaching profession.

The project distinguishes direct youth evidence, participant reflection, self-reported development, observed pedagogical change, curriculum embedding and longer-term learner impact. It asks not only whether change occurs, but how, for whom, under what conditions and within which policy constraints.