Despite the considerable funding of open schooling projects from the EU, relevant publications have been scarce. We present an analysis of open schooling initiatives launched within the frame of the STE(A)M Learning Ecologies – SLEs Project. SLEs offer opportunities to promote creativity of both learners and stakeholders engaged through innovative pedagogical design and the delivery of original learning artefacts (learning products). We gathered and analyzed several forms of data reflecting learner and stakeholder engagement associated with these initiatives. They included two templates completed with stakeholder input (participatory pedagogical design template; participatory scenario development template), learning products delivered by students in each SLE, interviews with stakeholders and responses to open-ended questionnaire items. Our data analysis revealed four types of SLEs: (1) Learner-experience oriented, (2) Master-product oriented, (3) End-user oriented, and (4) Citizen-science oriented. We present similarities and differences of the various types of SLE with regard to stakeholder synthesis (diversity), learning objectives, female participation, career opportunities, their potential for transformative change, challenges encountered, and sustainability aspects. Based on the typology of SLEs and their characteristics, we identified a series of recommendations for future research and policy to optimize investment in and impact of open schooling projects. These include a focus on small wins to scale up SLEs, distributed leadership to empower teachers and increase availability of learning resources and learner support, and using learning products to decentralize formative assessment in SLEs and promote constructive stakeholder dialogue.