The fourth approach added to training sessions and follow-up mechanisms the shaping of a professional learning community: school meetings, school visits and digital platforms allowing teachers to share lesson plans and exchange on their practice. The only approach that was arguably not very effective was the first one: limiting professional development to induction training. While this could work with expert teachers who are very motivated and already master most of the teaching repertoire that fostering creativity and critical thinking calls for, this approach proved less effective in sustaining teachers' engagement with the project ideas and materials over time. Across teams, more than 400 primary and secondary level teachers were involved in intervention classes, thereby gaining access to new materials and training opportunities.