The emergence of the young as a distinct social group has brought an understanding that they have a key role to play in the digital society, as drivers of new behaviours and understandings. However, educational practice frequently fails to address the need to build their capacity to think and act autonomously and thus empower them to participate effectively and appropriately in society (a key objective of education). The CEPNET project focuses on this issue.The project builds a previous H2020 project (Ref. 727066) in which members of the consortium developed a framework for research in which children and young people could explore their perspectives and interests in relation to digital society, and a platform to communicate their perspectives to other stakeholders effectively. The work was very successful, and the approach was considered transformative in many of the contexts it was used in, empowering children and young people and developing a range of transversal competences. Though WYRED stood outside the curriculum, the work indicated a strong potential for use in education, and the objective of CEPNET is to develop the approach by adapting it for use in primary schools. This will be done in three ways. The approach involves a generative research cycle involving dialogue, participatory research and interpretation phases centred around and driven by children and young people, out of which a diverse range of outputs, critical perspectives and other insights emerged in relation to children and young people’s needs in the digital society. The first focus of CEPNET will be to adapt the approach to primary schools, since each phase has potential value for learning in schools. The dialogues awake enthusiasm and critical thinking, and the sense of a voice, the projects ground opinions, and give a depth and assurance to that voice, and the sharing of the results is a validation of that voice. However, the project used a generalist broad brush approach that always required adaptation to context. The first intellectual output of the project – IO1: THE CEPNET HANDBOOK – will cover this adapting the general approach to the specific needs of primary education. Each of the different dimensions of the approach will be fine-tuned to address the specific needs of primary students, creating a handbook for the use of the approach in primary education. This adaptation will be tested by implementing two pilot cycles of the new approach in the participating primary schools. Based on the results of this process, a definitive version of the handbook will be produced. The approach is applicable in a wide range of content domains, but in the pilots the focus will be on the topics of the UN Agenda 2030, grouping the SDGs into environmental, social and economic sustainability clusters.The second focus of CEPNET is on further development of the international dimension of the approach. Though there was international online activity in the previous project, it was not fully integrated, and it was seen that there was potential for this to greatly enrich the approach, especially the dialogues. The dialogues generate valuable insights about young people’s thinking and priorities, and since physical mobility is increasingly costly from climate and healthcare perspectives, and dialogue skills are an increasingly necessary part of education, the need to extend our capacity to dialogue online is vital. The motivational value of international online interaction has been shown by the previous experience of the partners, and a wide range of virtual mobility initiatives such as e-twinning. The focus in CEPNET will be on getting the most out of online dialogues in educational contexts, and the second output – IO2: THE CEPNET ONLINE DIALOGUE GUIDE, will be an online dialogue guide, which can be used separately or as part of the overall CEPNET approach for primary schools developed in IO1. It will be tested in parallel with the IO1 testing, linking the participating schools in online dialogues that complement the activity in each school. The final version of the guide will take those pilot experiences into account.The third area of focus of CEPNET looks especially towards sustainability. The approach as developed depended on external facilitation in each context since teacher training in the approach was not part of the original proposal. However, widespread adoption of the approach requires ensuring it can be used by schools independently of external advisors, which requires teacher training. The third output – IO3: CEPNET TEACHER TRAINING GUIDE will comprise a training approach and modules with activities and materials (for face to face or blended delivery) that can be used within initial teacher training or in in-service training, As part of the development of this output the guide and training modules will be tested with teachers from the participating schools, and in other schools beyond the consortium.