Strengthening democratic resilience and social cohesion through scalable educational innovation
To: European Commission
Date: May 2026
Executive summary
This brief presents findings from ‘Interdemocracy’ pilots conducted in Poland (2024-2026). The model addresses the crisis of social trust, polarization, and disinformation by transforming schools into hubs of democratic resilience. Utilizing a dual-process model of autopoiesis and participation, the pilots demonstrated observable improvements in student agency, psychological safety, and institutional responsiveness.
1. The challenge
In the context of ‘liquid modernity’ and rising Foreign Information Manipulation and Interference (FIMI), European youth face increasing social atomization and radicalization risks. Traditional educational models often focus on critical passive content consumption rather than the active practice of democratic competencies.
2. The Interdemocracy model
Interdemocracy is a content-agnostic, dual-process framework designed to provide a ‘meaningful experience of democracy’:
- Autopoiesis (internal process): A safe, non-judgmental space governed by strict procedural directives where students practice authentic expression and self-correction.
- Participation (external process): An AI-assisted feedback loop that synthesizes individual perspectives into legitimate policy recommendations for public institutions.
3. Pilot evidence (Third pilot, Pomeranian Voivodeship, 2025-2026)
Quantitative Impact Teacher observations revealed consistent improvements in classroom dynamics (Likert-5 scale):
| Indicator | Avg. score (S1) | Avg. score (S4) | Impact |
|---|---|---|---|
| Reduced group pressure | 4.27 | 3.78 | Priority on authentic knowledge |
| Openness to peers | 4.18 | 3.89 | Reduction in judgment |
| Facilitator comfort | 4.17 (S2) | 3.56 (S4) | Professional unburdening |
Qualitative breakthroughs
- The ‘productive silence’: External observers identified silence as a diagnostic indicator of deep cognitive processing.
- Vulnerable groups: Students typically silent in traditional settings began expressing views due to the removal of ‘fear of evaluation.’
- Teacher evolution: Shifted from ‘arbiters of truth’ to ‘guardians of the process,’ reducing performance anxiety and supporting the development of softer teacher competences.
4. Institutional impact: The Youth Resilience Council
The pilot successfully translated classroom dialogue into actionable recommendations. Recommendations on AI ethics, student participation rights, and ‘difficult subjects’ were formally submitted to multiple regional stakeholders.
5. Policy recommendations
- Scale nationally/EU-wide: Implement the session format as a horizontal supplement.
- Institutionalize facilitation: Train teachers in ‘facilitator’ competencies and procedural fairness.
- AI integration: Use AI for aggregation and synthesis to maintain human agency.
This document is based on the Saufex Project (Horizon Europe) and pilot outcomes validated by the Polish Ministry of Foreign Affairs and PCEN Gdańsk.