<< Background >>The current project originated in the recent transition towards more personalised and social learning (PSL) within GO! schools. PSL represents the ambition to create powerful learning spaces that support learners to gradually develop the necessary knowledge, competences and attitudes to regulate their own and others’ learning within more autonomous learning climates. Against this background, we looked for innovative solutions bridging the gap between other-directed and autonomous learning. With the necessary support, each learner could freely move on the continuum between less/more autonomous learning. Learners can be supported by for instance powerful learning environments, the use of scaffolds, coaching and differentiating teachers, self-regulated learning, digital tools, etc. However, these competences to be able to cope with increasing levels of autonomy don’t develop automatically. Yet, those self-regulated learning skills are crucial to engage in life long learning and to take ownership of your own learning. Self-regulation doesn’t develop in isolation. Others are crucial. Hence, personalised and self-directed learning don’t imply more individualisation. As a matter of fact, the contrary is true.<< Objectives >>In sum, the project strives for the following objectives. After 2 years,1) we have a shared vocabulary regarding self-regulated learning, we know the main principles, and have the material to design experiments. Moreover, each participant has increased insight into its own self-regulatory skills.2) we have well documented good practices concerning differentiation that show how it leads to more PSL.3) we have a wide set of examples of how to organise flexible learning trajectories within the Flemish legaslitive context.4) we have an overview of pedagogical interventions that realises PSL for all students, as well as insight into how self-regulatory skills may diminish social inequalities in education.5) we have concrete examples and recommendations concerning the use of digital technologies with the aim of supporting each learner’s PSL. Each participant views technology as an accessible and favorite means towards PSL.<< Implementation >>In order to reach these objectives, we practiced what we preached and ensured all participants were supported in their own self-regulated learning skills. By helping them to set their own goals, monitor their progress, seek help when needed, steer their own motivation we aimed to maximize their learning experiences. By allowing schools to choose a thematic focus while continuously connecting the themes to the overall PSL ambition, we were able to offer our participants a differentiated experience. Evidence-based practices can only work when school context is taken into account. In addition to the differentiated approach and support of participants' self-regulated learning, we found online strategies to help build the trust needed in any learning network to enable collaborative learning. We replaced cancelled mobilities (due to the pandemic) by webinars that jointly presented research/theory and practical testimonials. In the end we succeeded in realizing 29 job shadowing experiences and 151 courses. The closing event was organized through the Open Space method and maximized learning from the different individual mobilities.<< Results >>The project succeeded in equipping more than 180 professionals with evidence-based knowledge and competences in the framework of PSL. The project ensured that our vision on PSL was further underpinned by empirical evidence and translated into concrete classroom practices. The project gave schools the opportunity to collaborate and find answers to their personal and shared learning questions. Despite the challenging times and lack of real live meetings we succeeded in establishing a professional learning network that is committed to continue learning together. This project was the first phase of a bigger strategic movement of GO! towards more PSL. The results (expertise, materials, good practices) are completely integrated in the network's strategic plan that runs till 2030. This helps us to inspire other schools in our network and, thus, further exploit the results. This project facilitated cooperation between micro (schools), meso (school groups), and macro (central offices) policy levels and was considered a pre-condition for realising our dream scenario: personalised social learning for all our students.