Jules Pieters is professor-emeritus of Applied Psychology at the University of Twente, The Netherlands. He chaired the Department of Curriculum Design and Educational Innovation, University of Twente. He was involved in research projects on inquiry and collaboration in professional knowledge development of teachers, on co-designing of curriculum materials and learning environments by teachers in teacher design teams, on psychological design, and on knowledge dissemination.Joke Voogt is professor of ICT and Curriculum at the University of Amsterdam and professor of Educational Innovation and ICT at Windesheim University of Applied Sciences in the Netherlands. Her areas of expertise are curriculum innovation and teacher learning, in particular related to 21st century skills and the integration of technology in education. She is co-editor of the International Handbook of Information Technology in Primary and Secondary Education (2008, 2018) and co-founder and chair of the EDUsummIT, the international Summit for research, policy and practice on technology in education.Natalie Pareja Roblin is working as Senior Researcher at the Higher Education Research and Innovation Group of the Amsterdam University of Applied Sciences, where she studies the integration of research in the curriculum of higher (vocational) education. Her research interests include curriculum design, teacher professional development, and research-practice partnerships.

• Foreword.- Section One: Setting the Scene for Curriculum Innovation.- Section Two: Analysis.- Section Three: Design and Implementation.- Section Four: Impact on Students, Teachers and Institutional Practices.- Section Five: Sustainability of Curriculum Innovations.- Section Six: Conclusions and Perspectives.

Jules Pieters is professor-emeritus of Applied Psychology at the University of Twente, The Netherlands. He chaired the Department of Curriculum Design and Educational Innovation, University of Twente. He was involved in research projects on inquiry and collaboration in professional knowledge development of teachers, on co-designing of curriculum materials and learning environments by teachers in teacher design teams, on psychological design, and on knowledge dissemination.Joke Voogt is professor of ICT and Curriculum at the University of Amsterdam and professor of Educational Innovation and ICT at Windesheim University of Applied Sciences in the Netherlands. Her areas of expertise are curriculum innovation and teacher learning, in particular related to 21st century skills and the integration of technology in education. She is co-editor of the International Handbook of Information Technology in Primary and Secondary Education (2008, 2018) and co-founder and chair of the EDUsummIT, the international Summit for research, policy and practice on technology in education.Natalie Pareja Roblin is working as Senior Researcher at the Higher Education Research and Innovation Group of the Amsterdam University of Applied Sciences, where she studies the integration of research in the curriculum of higher (vocational) education. Her research interests include curriculum design, teacher professional development, and research-practice partnerships.

• Foreword.- Section One: Setting the Scene for Curriculum Innovation.- Section Two: Analysis.- Section Three: Design and Implementation.- Section Four: Impact on Students, Teachers and Institutional Practices.- Section Five: Sustainability of Curriculum Innovations.- Section Six: Conclusions and Perspectives.

Jules Pieters is professor-emeritus of Applied Psychology at the University of Twente, The Netherlands. He chaired the Department of Curriculum Design and Educational Innovation, University of Twente. He was involved in research projects on inquiry and collaboration in professional knowledge development of teachers, on co-designing of curriculum materials and learning environments by teachers in teacher design teams, on psychological design, and on knowledge dissemination.Joke Voogt is professor of ICT and Curriculum at the University of Amsterdam and professor of Educational Innovation and ICT at Windesheim University of Applied Sciences in the Netherlands. Her areas of expertise are curriculum innovation and teacher learning, in particular related to 21st century skills and the integration of technology in education. She is co-editor of the International Handbook of Information Technology in Primary and Secondary Education (2008, 2018) and co-founder and chair of the EDUsummIT, the international Summit for research, policy and practice on technology in education.Natalie Pareja Roblin is working as Senior Researcher at the Higher Education Research and Innovation Group of the Amsterdam University of Applied Sciences, where she studies the integration of research in the curriculum of higher (vocational) education. Her research interests include curriculum design, teacher professional development, and research-practice partnerships.

• Foreword.- Section One: Setting the Scene for Curriculum Innovation.- Section Two: Analysis.- Section Three: Design and Implementation.- Section Four: Impact on Students, Teachers and Institutional Practices.- Section Five: Sustainability of Curriculum Innovations.- Section Six: Conclusions and Perspectives.