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Educational-Civic Initiative to Promote Shared Living and Peace Literacy in Israel

Creating a New, Inclusive Israeli Identity Based on Values of Tolerance, Equality, and Peace

01. Understanding the Challenge

Israeli society faces deep divisions due to historical, political, and systemic inequalities, leading to fragmented structures, hostility, and a lack of shared civic identity or collective vision for the future.
Social and Economic Divisions
A common civic identity that includes all groups—particularly the Arab sector—is absent, and institutional inequality deepens divides in rights and access to education, employment, and service opportunities.
Mutual Hostility
Persistent tensions between Jewish and Arab communities foster competition rather than collaboration, weakening societal unity.
Deficit in Values-Based Civic Education
A common civic identity that includes all groups—particularly the Arab sector—is absent, and institutional inequality deepens divides in rights and access to education, employment, and service opportunities.
These issues, combined with a lack of shared values, hinder social cohesion and equitable living.
The project addresses these challenges by promoting citizenship, dialogue, and coexistence, aiming for a society rooted in equality and partnership.

02. Theory of Change

This initiative aims to build a shared civic identity in Israel, fostering social cohesion and equal cohabitation. It creates dialogue spaces and empowers youth to lead civil society, emphasizing equal rights in service, education, and employment.
Theoretical Basis for the Project’s Theory of Change
ABOUT THE THEORY
Empowering Young Change Agents
Developing an intersectoral community of youth and students who promote sustainable shared living.
№ 1
Fostering Civic Education
Using the public education system as a platform to instill a cohesive civic identity that promotes social cohesion.
№ 2
Public Attitude Shifts
Encouraging open dialogue to bridge social divides and enhance public support for coexistence.
№ 3
“Necessary Fiction” for a Shared Future
Encouraging open diInspiring a realistic, inclusive vision for Israel's future as a cornerstone of societal change.alogue to bridge social divides and enhance public support for coexistence.
№ 4
Building a Shared Israeli Identity
Fostering a new, multicultural identity based on equality and shared values.
№ 5

03. Target Audiences and Stakeholders

The initiative targets specific groups capable of driving sustained social impact:
School Students and Educators
Directly engaged in fostering values of tolerance and civic identity through active learning and dialogue, becoming ambassadors for shared living.
University Students and Academics
Involved as program facilitators through a scholarship model similar to Israel’s “Perach” or the U.S. “Teach for America,” these students lead school programs, promoting peace literacy and challenging social perceptions.
Professionals Across Sectors
Volunteers from diverse economic sectors will lead school programs, contributing to societal change and a cohesive national identity.

04. Unique Value Proposition

The initiative builds a broad educational-social movement to shape a multicultural civic identity. It establishes a network of ambassadors and change agents, encompassing students, educators, and professionals, to drive widespread systemic change in partnership with educational, academic, and business sectors.
Educational Approach of the Peace Literacy Initiative
ABOUT THE APPROACH
School Students and Educators
Directly engaged in fostering values of tolerance and civic identity through active learning and dialogue, becoming ambassadors for shared living.
№ 1.
Intentional Community of Change Agents
Developing a network of social leaders who drive long-term change toward shared living.
№ 2.
Student Engagement in Social Action
Equipping students to lead peace literacy efforts within their communities.
№ 3.
Social Branding for Shared Values
Promoting peace and coexistence as central to Israel’s cultural vision.
№ 4.
Platform for Systemic Change
Targeting formal and higher education as catalysts for long-term societal impact.
№ 5.
A project will work in cooperation between the education system, academic institutions and the business sector to bring about a wide-ranging conceptual and systemic change.
By cultivating educational and social infrastructure that advances shared values, tolerance, and equality, the initiative creates a unifying Israeli identity across diverse social sectors.

05. Sustainable Advantages

The project is uniquely positioned for success and broad impact due to the following factors:
Expertise of the Founder and Team
Led by Lev Berman, an experienced educational innovator, along with a multicultural team of Jewish and Arab experts, the initiative has the knowledge and commitment necessary for systemic change.
Unique Strategy and Multi-Layered Model
This educational-social movement spans age groups and sectors, including the Arab community, fostering synergy among Israel’s diverse populations.
Successful Pilot in a Key Area
A two-year pilot in Jaffa-Tel Aviv—a mixed-population “seamline” region—has led to collaborations with local authorities and institutions, forming a robust educational model for coexistence.
Structured Expansion Model
Utilizing a “core expanding circles” approach, the project balances growth and flexibility while preserving core values.
Educational Innovation
The project team has developed pioneering programs in shared living, peace literacy, social entrepreneurship, and conflict resolution, drawing on extensive expertise in educational innovation. This foundation provides a strategic advantage in introducing modern tools to Israel's education system.
Technological Integration
The project includes technopedagogical tools based on AI and virtual reality. These tools make the socio-emotional-value learning process more attractive and effective. It also creates a platform for future technological innovations and scalability of the project.

06. Pilot (2022-2024)

Our goal is to use schools and educational institutions to shape new social values, focusing on youth and students as change agents. Engaging this critical demographic is essential to initiating a cultural shift towards a shared future.
This project uses education as a tool to overcome differences and build a common future. By creating educational spaces that encourage dialogue and mutual understanding, we aim to replace negative perceptions with constructive values.
Educational Model Testing
Implemented experimental learning modules focused on dialogue, cultural exchange, and conflict resolution.
Community Engagement
Facilitated direct interactions between Jewish and Arab students, building mutual respect and understanding through structured activities.
Feedback and Iteration
Collected data from participants and educators, enabling continuous improvements to the program’s structure and content.

3 Main Projects of the Pilot Stage:

to create broader societal impact, we start with influential groups such as opinion leaders, educators, and key stakeholders.
Pilot 1
"Bridging Divides: The Power of Digital Diplomacy"
SEE PROJECT →
Pilot 2
"Living Together: Building Bridges Across Borders"
SEE CURRICULUM →
Pilot 3
"Leading in Conflict: Adaptive Leadership for Peace"
WATCH VIDEO →

Key Achievements of the Pilot Phase:

Result

A comprehensive curriculum with 4 modules and 40 lessons was developed. Partnerships established with educational institutions in Germany, Ukraine, and the EU.
Action

Over the course of two years, a comprehensive program was created that encompasses peace literacy, social change, and active citizenship to address social divisions, particularly between Arab and Jewish communities. The approach aims to promote tolerance and foster dialogue through innovative teaching methods.
Testing Hypotheses

Identifying effective teaching methods and creating a peace literacy curriculum. Exploring existing approaches and programs on peace literacy and educational interventions for social conflict change.
№ 1.
Development of an Educational Model
Result

3 different versions of the program were tested, and the curriculum is ready for broader implementation.
Action

Conducted pilot programs in 4 classes, collaborating with academic researchers.
Testing Hypotheses

Applied leadership and value-based education to bridge divides among diverse sectors, achieving notable success in instilling shared values.
№ 2.
Educational Pilots in Jaffa-area Schools
Result

Students proved to be effective facilitators, contributing unique civic perspectives and connecting academia with social activism.
Action

Recruited 9 students from Tel Aviv-Jaffa College and Masa Program, providing training and mentorship.
Testing Hypotheses

Collaborating with Tel Aviv-Jaffa College, the project includes university students as facilitators, offering training in social leadership and program implementation.
№ 3.
Student and Industry Volunteer Participation
Result

Prototype testing revealed significant potential for using technology in socio-emotional education, with areas for improvement identified.
Action

Created two prototypes for conflict resolution simulations in collaboration with the Ministry of Education’s R&D department.
Testing Hypotheses

The project integrates AI and virtual reality to provide personalized learning experiences, boosting student engagement and reinforcing the program's core values.
№ 4.
Educational Technology Integration
Result

The involvement of corporate volunteers significantly enriched the educational process, highlighting the benefits of engaging this audience.
Action

Engaged 3 researchers from Tel Aviv and Hebrew Universities, and 5 volunteers from corporations like Microsoft, Amazon, and Israel Chemicals.
Testing Hypotheses

Teams from Tel Aviv University and Hebrew University provide academic support, while partnerships with corporations like Microsoft and Israel Chemicals offer volunteer opportunities, resources, and broaden the support network.
№ 5.
Academic and Industry Expert Involvement
Result

Positive outcomes from joint dialogue meetings were identified. Seven different pedagogical methods were tested and refined.
Action

Conducted 5 cycles of meetings between Arab and Jewish students, including online formats and teacher participation.
Testing Hypotheses

The pilot expanded to Arab and Jewish student interactions, incorporating experiential activities and simulations to deepen mutual understanding, cultural respect, and promote peace.
№ 6.
Arab-Jewish Student Encounters in Jaffa
With a proven pilot phase and a clear, strategic plan for expansion, this project is well-positioned to create lasting social impact.
The pilot phase will be completed within the next year and a half. The focus is on solidifying the project's initial experimental phase, expanding activities to several schools in the Tel Aviv-Jaffa area, enhancing partnerships with universities and corporations, and establishing a sustainable financial model.

07. Scaling the Project (September 2026)

The second phase aims to scale the project annually by introducing it to 3-5 new cities each year.

In 2026: 4-5 cities.
By 2027: 8-10 cities.
The aim is to gradually involve a critical mass of society, fostering a new cultural narrative that embraces coexistence and shared living.
Expansion to New Schools
Partnering with additional educational institutions to implement the refined model, targeting diverse communities.
Training Programs for Educators
Developing comprehensive training modules for teachers, ensuring they are well-equipped to facilitate discussions on tolerance, equality, and shared civic values.
Community Workshops
Hosting workshops that bring together families and local lead.
Broader Community Engagement
The project will expand its social network to foster national unity and reinforce a shared future vision.
Community Initiatives
Integrating students into community study programs will reinforce tolerance and coexistence, with corporate partnerships enabling employee involvement.
Data Analysis and Reporting
Regular analysis of feedback and performance metrics to refine the approach further.
Adaptive Learning
Continuously adapting the educational content based on real-time data and participant feedback.

Planned Stages for Project Development:

Success Criteria

Implementation in 10 schools in the first year (3-5 cities), expanding to 20 schools in the second year and 50 schools in the third year.
Action

Secured partnerships with key municipalities and increased school participation each year.
Objective

Establish partnerships with municipalities and school networks interested in a national program for coexistence and peace literacy.
№ 1.
Partner School Engagement
Success Criteria

Engaging 20 volunteers in the first year, 50 in the second year, and 70-100 in the third year.
Action

Establish partnerships with 10 corporations. Successful partnership agreements and increased volunteer engagement.
Objective

Build relationships with large corporations to support the program through volunteering and funding.
№ 2.
Corporate Partnerships
Success Criteria

Attract 25 scholarships in the first year, 50 in the second year, and 100 scholarships by the third year.
Action

Develop relationships with 5-7 universities and secure funding for scholarships.
Objective

Increased number of scholarships and active university participation.
№ 3.
University Collaboration and Scholarship Fundraising
Success Criteria

Achieve high teacher satisfaction and Ministry accreditation.
Action

Train 100 teachers annually through certified training programs.
Objective

Provide professional development courses for educators in dialogue-based education and peace literacy, with recognition from the Ministry of Education.
№ 4.
Organisation of a refresher course for teachers and recognition of Dialogue Education and Peace Literacy by the Ministry of Education.
Success Criteria

High attendance and positive feedback from stakeholders.
Action

Engage corporate partners, universities, school directors, and education department officials. Host a conference for 300-500 participants.
Objective

Organize an annual conference focused on socio-emotional education and peace literacy, building a community of leaders in coexistence education.
№ 5.
Annual Educational Conference
Success Criteria

300-500 participants in the challenge, fostering dialogue and shared learning experiences.
Action

Involve Arab and Jewish students and youth in the educational challenge.
Objective

Expand program circles and engage more participants in the initiative.
№ 6.
National Educational Challenge: “Shared Fiction”
Success Criteria

High-quality research findings supporting program improvements and validating the theory of change.
Action

Collaborate with academic researchers to study long-term outcomes.
Objective

Evaluate the program’s effectiveness and improve the theory of change.
№ 7.
Research on Long-Term Impact
The project is entering an expansion phase to build a national educational-social community, incorporating students, educators, and youth leaders from all sectors. Plans include national events (conferences, educational challenges) promoting coexistence and peace values.

Future Action Plan

08. Measurement and Evaluation System

A built-in, data-driven evaluation system, developed with academic researchers, ensures impactful project development. This framework assesses effectiveness in several areas:
The project collaborates with researchers from Hebrew University and participates in the Education Ministry's development labs, providing continuous feedback on effectiveness.
Educational Impact
Measures changes in student attitudes toward tolerance, peace, and shared living values.
Partner Attitudes
Tracks changes in perceptions among students, teachers, and activists, particularly regarding multicultural education.
Institutional Climate
Assesses social climates in schools and universities involved, examining improvements in sectoral dynamics.
Theory of Change Feasibility
Evaluates educational activities' impact on forming a shared civic identity within targeted social groups.

09. Economic Model for Sustainability

The project’s socio-educational approach supports a broad social impact and is grounded in a diversified income model for financial sustainability and scalability. Primary revenue streams include:
Marketing of educational programs for schools
Schools/municipalities can purchase this program on topics of peace literacy, livelihoods, etc. Our program has been approved and registered in the GEFEN database of licensed programs at the Ministry of Education.
School-Based Enrichment Programs
Offered outside school hours in collaboration with the Education Ministry, these programs focus on civic activism, peace literacy, and coexistence.
Corporate Partnerships and Social Responsibility
Corporations contribute as donors and engage in employee training on peace literacy and social challenges, enhancing their social impact.
Scholarship Funding for Student Involvement
Scholarships, provided through partnerships with academic institutions and philanthropic foundations, allow students to act as change agents within the education system.
Philanthropic Fundraising
Support from local and international foundations, including European and UN funds, underpins regional expansion and peace initiatives.
Auxiliary Income from Events
Planned events such as hackathons and inter-school challenges will focus on coexistence themes, generating additional income and regional partnership potential.

Planned Revenues:

2027-2028:
20-25 schools/ 10 000 students
2026-2027:
10 schools/ 3 000 students
2025-2026:
6 schools/ 1 000 students
Success Criteria
2027-2028:
2 000 000 NIS
2026-2027:
1 000 000 NIS
2025-2026:
400 000 NIS
School Fees
2027-2028:
550 000 NIS
2026-2027:
250 000 NIS
2025-2026:
120 000 NIS
Scholarship Fund
2027-2028:
400 000 NIS
2026-2027:
450 000 NIS
2025-2026:
300 000 NIS
Corporate Responsibility
2027-2028:
200 000 NIS
2026-2027:
400 000 NIS
2025-2026:
400 000 NIS
Philanthropy
2027-2028:
700 000 NIS
2026-2027:
480 000 NIS
2025-2026:
300 000 NIS
Professional Development Courses
2027-2028:
150 000 NIS (400 participants)
2026-2027:
100 000 NIS (200 participants)
2025-2026:
80 000 NIS (100 participants)
Conference
2027-2028:
4 100 000 NIS
2026-2027:
2 700 000 NIS
2025-2026:
1 600 000 NIS
Total Revenues
This Scalable Economic Model
This model enables long-term impact, deepening the project's influence on society and fostering an inclusive national identity in Israel.

Planned Expenses:

2027-2028:
800 000 NIS
2026-2027:
500 000 NIS
2025-2026:
350 000 NIS
Pedagogical Development
2027-2028:
400 000 NIS
2026-2027:
400 000 NIS
2025-2026:
200 000 NIS
Marketing and Project Promotion
2027-2028:
800 000 NIS
2026-2027:
600 000 NIS
2025-2026:
400 000 NIS
Community Development and Staff/Teachers Training
2027-2028:
500 000 NIS (50 scholarship)
2026−2027:
200 000 NIS (20 Scholarship)
2025-2026:
120 000 NIS (12 scholarship)
Student Scholarships
2027-2028:
500 000 NIS
2026-2027:
200 000 NIS
2025-2026:
120 000 NIS
Teacher Grants
2027-2028:
120 000 NIS (400 participants)
2026-2027:
80 000 NIS (200 participants)
2025-2026:
50 000 NIS (100 participants)
Conference
2027-2028:
400 000 NIS (700 participants)
2026-2027:
250 000 NIS (300 participants)
2025-2026:
120 000 NIS (100 participants)
National Challenge
2027-2028:
50 000 NIS
2026-2027:
40 000 NIS
2025-2026:
25 000 NIS
Evaluation
2027-2028:
420 000 NIS
2026-2027:
380 000 NIS
2025-2026:
240 000 NIS
Project Management and Development (15%)
2027-2028:
4 000 000 NIS
2026-2027:
2 650 000 NIS
2025-2026:
1 600 000 NIS
Total Expenses

10. Project Founders and Team

Multicultural team of Jewish and Arab experts:
Lev Berman
Founder and leader of the Shared Imagination project. He is a social and educational innovator and entrepreneur with a certified background in technologies for social change, including adaptive leadership and community building.
Lev has created and led multiple social and educational projects and organizations, including the 1+1 Youth Repatriation Movement, the Big Bang Theory Scientific Jewish Camps, and the MAPAT Educational Center, among others. Currently, he serves as the Director of the Educational Innovation Center at the Hayat and Peres School of Arts.
Angram Ahalasi
A community activist in Jaffa, promoting peaceful coexistence in the city. A lifelong resident and graduate of an integrated school in Jaffa, she is completing a degree in public administration while working as a civics and Arabic teacher. She joined the project in 2023.
Yeshua Aizner
An educator and pedagogical innovator with a passion for integrating AI in education. He works at the Hayat and Peres School of Arts as a teacher of civics and history and as a coordinator for pedagogical innovation. He holds a master’s degree from the Technion with a specialization in AI and joined the project in 2022.
Diana Eliya Mordehay
A leader and manager of social and educational projects, educator, and specialist in informal education. She joined the project in 2024 and currently leads one of its groups.
Research and Academic Consulting:
Dr. Aline Muff (Ph.D.)
Oversees research and evaluation of the project’s impact and effectiveness. A researcher at the Seymour Fox School of Education, Hebrew University of Jerusalem, her work centers on citizenship and political education, teaching about difficult histories and violent conflict. She has taught courses on qualitative research methods, as well as on memory and historical-political learning.
Dr. Aviv Cohen (Ph.D.)
Academic consultant to the project and senior lecturer at the School of Education at the Hebrew University of Jerusalem, Israel. His main areas of expertise include democratic civic education, teacher training, social studies, and the application of qualitative methods in educational research. Dr. Cohen’s dissertation focused on conceptions of civics and civic education in Israeli classrooms. He is currently leading a study, funded by the Mofet Institute, examining challenges in teacher education.
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דמיון משותף
خيال مشترك
© Shared Imagination: Educational-Civic Initiative to Promote Shared Living and Peace Literacy in Israel. 2024
Adaptive Leadership (Professor Marty Linsky & Professor Ronald Heifetz, Harvard University)
Tackles complex issues by promoting collaborative learning and dialogue, rather than offering fixed solutions. It builds trust and adaptive processes for sustainable partnerships and social change.
Necessary Political Imagination in Democracy (Professor Yaron Ezrahi)
Views crises as opportunities for democratic renewal, using them to envision a political structure that fosters peace, equality, and inclusivity. This concept encourages utilizing challenges to strengthen democracy and collective resilience.
Theory U (Professor Otto Scharmer, MIT)
Facilitates change in three stages—sensing (understanding reality), presencing (embracing new possibilities), and actualizing (implementing change). This model builds empathy, collaboration, and shared goals, making it well-suited for lasting social transformation.

Theoretical Basis for the Project’s Theory of Change

Together, these frameworks combine Ezrahi’s vision, adaptive leadership’s flexible processes, and Theory U’s collaborative approach for a comprehensive model of sustainable change.
Appendix A
Experiential Activities
Uses simulations and real-life scenarios to explore intergroup conflicts and perspectives, providing practical learning contexts.
Critical Thinking & Dialogue
Offers structured discussions for conflict resolution, reducing competitiveness while nurturing shared values.
Peace Literacy as Universal Values
Integrates personal growth and social engagement, applying these principles across relationships, work, and community.

Educational Approach of the Peace Literacy Initiative

The initiative promotes active citizenship and value-based learning to build a generation rooted in ethical principles and dialogue. Using experiential learning and social-emotional education (SEL), it aims to foster a shared identity and vision aligned with Ezrahi’s concept of "shared imagination."
This approach encourages collaborative problem-solving, aiming to reduce societal divides and promote shared values through empathy, tolerance, and active social involvement.
Appendix B
01. Understanding the Challenge
02. Theory of Change
03. Target Audiences and Stakeholders
04. Unique Value Proposition
05. Sustainable Advantages
06. Pilot (2022-2024)
07. Scaling the Project (September 2026)
08. Measurement and Evaluation System
09. Economic Model for Sustainability
10. Project Founders and Team
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Shared Imagination
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