This document presents an integrated assessment of the self- and peer-evaluation processes conducted across all WP4 activities of the BOLD project. Drawing on quantitative and qualitative evidence from module integrations, social action projects, the Summer School, the Student Sprint and Hackathon, and transfer events, it synthesises how BOLD principles were enacted across diverse institutional, curricular, sociolinguistic, and community settings. The findings illustrate how student teachers engaged with linguistic and cultural diversity, fostered inclusion through creative, research-informed and community-oriented practices, and strengthened their professional identities through experiential and collaborative learning.
Torres et al. (Tue,) studied this question.