This dataset originates from the Croatian cases of the international AECED (Aesthetic and Embodied Learning for Democracy) project, which explores how aesthetic-bodily-embodied (ABE) pedagogical approaches can support democratic education across different educational levels. The Croatian data includes two main contexts: higher education and primary education. In the higher education case, data was gathered through participatory action research (PAR) involving university educators and students at two faculties of teacher education. Through co-creative workshops and embodied pedagogical interventions, participants explored how aesthetic methods (e.g., storytelling, drawing, performative reflection) could enhance democratic sensibilities such as openness, empathy, shared responsibility, and freedom of expression. In the primary education case, the data stems from a series of collaborative sessions with teachers and pupils in Croatian primary schools. Teachers implemented embodied and aesthetic learning methods in their classrooms—such as theatre-based activities, guided improvisations, and visual expression—while researchers collected feedback, observations, and reflections from both students and teachers. This data highlights how ABE approaches can enhance inclusivity, emotional engagement, and classroom democracy even at the early stages of formal education. The dataset includes both qualitative and quantitative data. Qualitative data were gathered through group interviews and written activities in which participants defined key concepts related to democracy and education. Quantitative data were collected using a structured instrument designed to measure perceptions of democratic school culture. Data was collected between 2022 and 2024 using ethical procedures aligned with Horizon 2020 standards. All personally identifiable information was pseudonymised through coded labels and anonymisation of potentially identifying content. Informed consent was obtained from all participants. This dataset offers rich insights into the application and outcomes of aesthetic-embodied democratic pedagogy in Croatian educational settings, highlighting key aspects such as co-creation, teacher agency, school culture, and democratic engagement.