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Dear participants, here are the main sources to be considered:

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Dear participants, here are the main sources to be considered:

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https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52020DC0624

https://erasmus-plus.ec.europa.eu/document/erasmus-quality-standards-mobility-projects-vet-adults-schools

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@ “Stefan Karadzha” Primary School 19/02/2024

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@ “Stefan Karadzha” Primary School 19/02/2024

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Transforming education for the digital age is a task for the whole society. This transformation should include an enhanced dialogue and stronger partnerships between educators, the private sector, researchers, municipalities, and public authorities. Parents, companies, civil society and learners themselves, including younger learners, should be more closely involved in efforts to make high quality, accessible and inclusive digital education and training a reality for all. This should be underpinned by evidence and data to monitor progress and improve our understanding of the challenges and opportunities of the digital transformation in education.

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Digital literacy is essential for life in a digitalised world. With computers and algorithms mediating many daily activities, it is important to educate people at all ages about the impact of digital technology on well-being and the way technology systems work. This is instrumental to developing an understanding of the risks and opportunities of digital technology and encouraging healthy, safe and meaningful uses of digital technology.

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Teachers and trainers should have access to ongoing opportunities for professional learning and development tailored to their needs and their discipline. Digital teaching methods and innovation in digital education should be embedded throughout all initial teacher education programmes and promoted in the education and training of youth workers.

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High quality and inclusive digital education, which respects the protection of personal data and ethics, needs to be a strategic goal of all bodies and agencies active in education and training. Before the pandemic, digital education was often the responsibility of a team or division within educational institutions, ministries or public bodies.

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Learning can happen in a fully online or a blended mode, at a time, place and pace suited to the needs of the individual learner. However, the type and design of technological tools and platforms, as well as the digital pedagogy used, impact directly on whether individuals are included or excluded from learning. Students with disabilities, for example, need tools that are fully accessible if they are to benefit from digital transformation.

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There are two interrelated aspects to digital education to which the strategic priorities of this Action Plan will respond: firstly, the deployment of the vast and growing array of digital technologies (apps, platforms, software) to improve and extend education and training.

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Education leaders play a key role in digital education. They need to understand how and where digital technologies can enhance education; provide appropriate resources and investment; empower educators; learn from best practice and support relevant organisational change and a culture that values and rewards innovation and experimentation.

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Digital education should play a pivotal role in increasing equality and inclusiveness. Digital skills are essential to be able to develop and deploy digitally accessible and inclusive systems. Likewise, lack of digital skills and lack of accessibility has meant that many disadvantaged groups, teachers, and families were unable to continue work and learning during lockdown. Not only has this increased the risk of poverty and disadvantage but also it has widened inequality in education and training.

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Digital technology, when deployed skilfully, equitably and effectively by educators, can fully support the agenda of high quality and inclusive education and training for all learners. It can facilitate more personalised, flexible and student-centred learning, at all phases and stages of education and training.

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Basic digital skills should become part of the core transferable skills that everyone should have to be able to develop personally; engage in society as an active citizen; use public services; and exercise basic rights. A sound understanding of the digital world should be part of the formal and non-formal education provided in every education and training institution. Essential public services are increasingly delivered through e-government making basic digital skills indispensable for everyday life.

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Information overload and the lack of effective ways to verify information make it all the more necessary for individuals to be able to critically approach, assess and filter information and be more resilient against manipulation. Digital education and skills should also take into account environmental and climate impacts of the development and use of digital equipment and services.

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Technology can be a powerful and engaging tool for collaborative and creative learning. It can help learners and educators access, create and share digital content. It can also allow learning to take place beyond the walls of the lecture hall, classroom or workplace, providing more freedom from the constraints of physical location and timetable.

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Digital competence should be a core skill for all educators and training staff and should be embedded in all areas of teacher professional development, including initial teacher education.

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Online, distance and blended learning are specific examples of how technology can be used to support teaching and learning processes. A second key aspect of digital education is the need to equip all learners with digital competences (knowledge, skills and attitudes) to live, work, learn and thrive in a world increasingly mediated by digital technologies.

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Educators are highly knowledgeable and skilled professionals that need the confidence and skills to use technology effectively and creatively to engage and motivate their learners, support the acquisition of digital skills by learners and to ensure that digital tools and platform used are accessible to all learners.

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Education and training systems need to evolve and adapt and this requires all players, including institutional leadership and decision makers in policy, to lead this change.

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Digital education is not a marginal issue but a central component of learning, teaching and assessment in the 21st century. All players in education need to strategically reflect on how digital technologies can be embedded into education and training.