The second data gathering session was directed to the parents of the students. It took the form of a survey destined to gather the parents’ perceptions of the issues dealt with by the EUREKA consortium and their general level of awareness. One of the main objectives of this survey series was to allow the parents, who represent the students’ social environment to get involved by being aware of their respective perceptions, which were all in all rather homogeneous. The consortium decided to edit an abridged version of the Report, which will be used to this end since it will be distributed to the parents through the students.The third approach was directed to the teachers in the form of an in-depth face-to-face questionnaire. Two teachers were interviewed per school with the objective to gather unpredicted information likely to widen the range of the analysis and to feed the production of the Handbook of Good Practices. The questions covered all the topics of the EUREKA project and the interviewees were allowed to develop their answers. This series of interviews allowed us to reach three main conclusions. First, that the social environments of the four schools are very different from one another, whether it be in terms of their ESL rates, their cultural and sociological backgrounds, the pedagogical practices of the teachers involved or their approaches to societal challenges and to science in general. This diversity of context was a reminder for us that we had to take it into account when preparing the « Training of the Trainers » (C1 activity) and the final evaluation of the classroom experiments. The second conclusion was that the teachers involved see the parents’ implication as a precondition for the reduction of the ESL, which means that the consortium must integrate the parents to the experiment through a proper dissemination towards them, even before the experiments begin (this confirms our strategy to disseminate the results of the surveys to the parents through the students) but also after the experiment is undergone, through the multiplier events, so that they properly understand what their children did in the classrooms and how it can have affected them in their school and post-school trajectory. Finally, the third conclusion was that, for both learners and teachers, the use of digital tools in class was a cherished practice, which confirms the relevance of the kind of pedagogical innovation we are aiming at, which relies heavily on the use and the analysis of digital data. The last element of discussion in our meeting was the organisation of the « Training of the trainers » activity, which was supposed to happen in 2020 but had to be delayed because of CoVid. The readjustment of our agenda included a « Plan A », in which the training activity was scheduled for the second week of March 2021 in Rome, allowing the experiment to begin in all classes right after that. A « Plan B » was nonetheless imagined, in which CoVid regulations would impeach us to go to Rome. In such a case, the training activity would have to take place online, through a live seminar and a web seminar, which would be done around January and February.