Theoretical Development
& Needs Analysis
Building the evidence base for the PIVOT programme — from reviewing the latest research on wordless texts and inclusive teaching practices, to understanding what teachers across Europe need most.
Laying the Foundation
Work Package 2 serves as the preparatory backbone of the PIVOT project. Before designing any curriculum or training programme, we needed to understand two things: what does current research tell us about using wordless texts and inclusive teaching practices for diverse learners, and what do classroom teachers across Cyprus, Greece, Austria, and Romania actually experience and need? WP2 answers both questions through a rigorous, multi-step process.
Theoretical Framework
A comprehensive review of empirical literature, EU policy documents, educational websites, and national curricula to identify evidence-based inclusive teaching practices around wordless texts.
Needs Analysis
A cross-national teacher survey capturing the views, experiences, and professional needs of primary school teachers regarding wordless texts and inclusive instruction in their classrooms.
From Evidence to Insight: Step by Step
The needs analysis report didn’t happen overnight. Here is the structured process we followed across all four partner countries to ensure rigour, cultural relevance, and cross-national comparability.
State-of-the-Art Literature Review
We reviewed empirical research articles, EU policy reports, educational websites, and national curricula across the four countries to map the landscape of wordless texts and inclusive teaching practices in primary education.
Survey Instrument Development
Led by the University of Pitești, we designed a survey with carefully structured items to capture teachers’ current practices, views, experiences, and knowledge around wordless texts and inclusive instruction.
Translation into Local Languages
The survey was translated into Greek, German, and Romanian to ensure every teacher could respond in their own language, preserving meaning and nuance.
Content Validity & Cultural Adaptation
Three to four primary school teachers in each country reviewed the survey for item clarity, vocabulary, and cultural appropriateness. Items were refined based on their feedback.
Online Platform Setup
The finalised questionnaire was set up on a secure online platform chosen by the consortium, ready for distribution across all four countries.
Survey Administration & Data Collection
The survey was administered to 120 primary school teachers across Cyprus, Greece, Austria, and Romania (30 per country), each with at least 5 years of teaching experience.
Data Analysis
Led by the University of Nicosia, quantitative analysis was conducted across all countries, while qualitative thematic analysis was applied to open-ended responses — both within and across countries.
Cross-National Needs Analysis Report
The culmination of WP2 — a comprehensive report documenting teachers’ views, experiences, and professional needs per country and across the consortium. This report directly informed the design of the PIVOT educational programme in WP3.
Quality Control & Evaluation
Running throughout WP2, the University of Nicosia led quality assurance using dedicated rubrics and key performance indicators, ensuring every step met the consortium’s standards.
The Needs Analysis Report
This cross-national report captures the current state of wordless text use and inclusive teaching practices in primary classrooms across four European countries. It served as the evidence base for designing the PIVOT curriculum and teacher training programme.