Policy Experimentation – Digital Education (ERASMUS-EDU-2024-POL-EXP-DIGITAL)

Projects can address different educational sectors or bridge educational sectors, and must support high quality and inclusive digital education, in line with the Digital Education Action Plan 2021-2027. Education and training systems are currently undergoing a deep digital transformation, which is being driven by: advances in connectivity; the widespread use of devices and digital applications; the need for individual flexibility; the wider availability of and need for high-quality digital education content and the ever-increasing demand for digital skills. The COVID-19 pandemic, which has heavily impacted education and training, has accelerated the change and provided multiple new learning experiences and perspectives. It has also highlighted the need to examine new areas such as digital education in relation to the wellbeing of learners and teachers. The Digital Education Action Plan 2021-2027 sets the EU strategic policy framework for digital transformation in education and training. It is a call to action for stronger cooperation at European level to learn from the COVID-19 crisis and to make education and training systems fit for the digital age. 

The Action Plan foresees 14 actions under two strategic priorities, namely:

• Supporting the development of a high-performing digital education ecosystem (1)
• Addressing the need to enhance digital competences for the digital transformation (2)

It is necessary to ensure that the adequate methodologies and teacher training opportunities are in place as to assure the effective development of digital skills and competences through education and training, also taking into consideration latest developments in the field of AI in education. It would be important to consider the active use of technologies at young age and the development of skills and competences to address pressing societal issues, such as tackling disinformation and promoting digital literacy.

Proposals submitted under this topic must address one of the following priorities:

• Priority 1: Building a teaching framework and policy intervention aiming to boost gender balance in pursuing ICT related studies and professions; Projects under this priority should produce the following deliverables:
  • Identify key factors and actors that influence girls’ aspirations in pursuing ICT studies and professions in Europe through a review of existing research and a mapping of national initiatives (as well as European and regional ones, if relevant) currently active in the EU. This work should take into consideration institutional (e.g. informatics as a subject at school and availability of gender sensitive learning resources) as well as socio-economic (e.g. access to technology) and cultural factors (e.g. gender biases and stereotypes). Key actors for girls’ career orientation could include parents, career counsellors, teachers and educators. This part may identify gaps as well as best practices on EU, national, regional and local level with the aim of deducting lessons learned;
  • The work under point 1 above should inform the relevant design and promotion of a teaching framework related to digital skills and competences in primary and secondary education;
  • The development and piloting of a policy intervention aimed at increasing girls’ aspirations in pursuing ICT studies and professions in Europe. The intervention may involve formal, non-formal and informal education and should have high potential for scalability and transferability in different educational systems. It should be based on existing best practices as identified under point (1), and aims to increase girls’ exposure to digital technologies from a young age, debunk gendered notions of intelligence and aptitude, and foster role models and peer-to-peer learning.
• Priority 2: Digital well-being: Putting into practice what works; Projects under this priority should produce the following deliverables:
  • The design and implementation of a project which builds on best practices with a focus on how schools can best strengthen well-being in digital education and point to ways in which the use of technology in teaching, learning and assessment provides a way forward for well-being in digital education. The project should take into account the diversification of technology, the acquisition of digital skills and pedagogical approaches to digital well-being whilst being mindful of the risks associated with excessive use of technology;
  • The promotion of cooperation between schools, education technology providers and the wider community in addressing how inclusive and high-quality digital education contributes to the digital wellbeing of learners. This cooperation should bring together the relevant expertise in view of designing and implementing projects that underscore the importance of digital wellbeing. 
• Priority 3: Data literacy strategies in primary and secondary education; Projects under this priority should produce the following deliverables:
  • Identify existing data literacy strategies, either as standalone or as part of the institutions’ broader digital education strategies, and explain their benefits in primary and secondary education. Particular attention should be paid on whether and how teachers and educators are supported in developing data literacy competences for teaching. This would imply data literacy for improving their teaching as such, and being able to develop this skill for their learners as part of the teaching process;
  • Map data literacy strategies in national curricula: Identify in particular to what extent and in what ways data literacy is addressed in curricula in different Member States and how curricula are being modified to reflect the need for data literacy.
  • Based on the above, identify existing or tested practices in the field as well as challenges or gaps to be addressed. Based on the mapping, the following should be produced:
    • ➢ Best practices for integrating this skill as part of the Member States and third countries associated to the Programme overall digital education strategy setting. The strategies should have a particular focus on ways to support teachers with developing data literacy competence, both for themselves and their learners as part of teachers’ pedagogical practice;
    • ➢ Recommendations that could be addressed at European and national level taking into consideration the success factors and challenges of developing data literacy in curricula or practices in primary and secondary education. 

Main activities under this priority could involve (non-exhaustive list):

• Methodologically robust research and analysis leading to better understanding of topic at hand, transnational mapping work on existing practices, policies, or methods producing large-scale sectoral or cross-sectoral outputs;
• Development and effective delivery of transnational capacity-building activities such as training, mentoring programmes, institutional adjustments;
• Analysis of policy contexts, policy-research, design of policy intervention building a solid bridge between policy and practice;
• Design and pilot frameworks, guidelines, methods (including on cooperation of different stakeholders and actors) and activities related to innovative solutions;
• Proposal of evidence-based recommendations potentially addressing different stakeholders and at different levels i.e. national or European;
• Analysis of transferability of the project results and sustainability of its results after the end of the project;
• Dissemination and networking events (sectoral or cross sectoral) aiming for further exposure of the project work and results and for increasing possibility for transferability in similar contexts.

Proposals must be submitted by a consortium of at least 3 applicants (beneficiaries, not affiliated entities), from a minimum of 3 EU Member States or third countries associated to the Programme. Affiliated entities and associated partners do not count towards the minimum eligibility criteria for the consortium composition, and can not be coordinator.