In this session, we will present the results of an international course tailored for history student teachers. This initiative was collaboratively designed, executed, and evaluated by history educators from Germany, Sweden and the Netherlands. The primary objectives of the course were to gain insights into each other's history curricula and pedagogical approaches, enhance skills in crafting and assessing lessons that incorporate national and European heritage, and explore avenues for international cooperation in history education while engaging with multiple perspectives.

This Erasmus Plus Blended Intensive Program (BIP) spanned a semester, comprising online sessions and a week-long university and site visits. Students collaborated on lesson planning, visited educational institutions and museums, and put their lessons into practice or collected feedback. The program concluded with a reflective assessment of the outcomes.

Participants were 32 history teacher education students from the Netherlands, Sweden, Germany, Spain, and Ukraine, showcasing a diverse range of ages and experience levels. Throughout the course, discussions centered around practical, ethical, and inclusive aspects of history education, supplemented by design guidelines for heritage-based teaching (Logtenberg et al. ,2024). We collected students' lesson materials and reflections and employed a questionnaire to assess the learning outcomes of this international collaboration.

In teams, students crafted lessons on topics such as WWI, WWII, the European borders, contested heritage, and Viking culture. In our session, we will share our experiences, analysis of the lessons and the learning outcomes that the student teachers reported. Participants highlighted their enriched understanding gained from exposure to diverse (international) perspectives, insights into student-centered education, and the integration of heritage and ethical and moral perspectives.

Lastly, some of our participating educators will showcase their lesson concepts, demonstrating how they incorporated the outlined design principles and embraced various perspectives—be it moral, inclusive, or heritage-focused—in their history lesson tasks.