EN EN

EUROPEAN COMMISSION

Brussels, 5.11.2026 COM(2026) 770 final

COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN

PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL

COMMITTEE AND THE COMMITTEE OF THE REGIONS

Stronger education foundations for all in the age of AI

{SWD(2026) 775 final}

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1. Introduction

Europe’s ability to prosper and compete, to protect its democracy and to give every young

person a fair start in life is being tested by three simultaneous challenges and a persistent

decline in basic skills. How Europe responds will increasingly be decided in its classrooms.

First, a new industrial revolution driven by artificial intelligence (AI)1 is creating a skills

gap in the EU. Yet 40% of EU citizens still lack very basic digital skills. At the specialist

end, the shortfall is just as pronounced2 and AI adoption generates a need for new talent in

key strategic sectors3. AI is not only creating new occupations and industries, it is changing

the tasks, skills and ways of working associated with existing jobs, outpacing education and

training systems. European competitiveness relies on a solid human capital built on strong

basic skills.

Second, democracy in the EU is increasingly under threat from disinformation and

foreign interference. As many as 87% of EU citizens agree that online manipulation –

including AI-generated content and deepfakes – poses a threat to democratic processes4.

Education has an essential role in equipping citizens with the skills needed to assess

information and to develop the competences that enable learners to participate constructively

in democratic life.

Third, too many children are being exposed too early to an online world they are not

ready to navigate. While digital technologies create opportunities for civic engagement and

learning, large numbers of 13-to 18-year-old Europeans report facing hard-to-recognise AI-

generated content (39%), false or misleading information (35%), or hate speech (25%)5.

These challenges share one common requirement: people must have the knowledge and

skills to flourish in today’s complex digital world, competitive labour market and

democracies. However, the latest PISA results and other international surveys confirm a

persistent decline in basic skills among young people (literacy, mathematics, science, digital

and citizenship skills). Around one in three 15-year-olds in the EU now underachieve in

literacy and mathematics, and one in four in science6, while the share of top-performing

pupils is falling7. Socio-economic background retains its outsized impact8 and the EU is

1 European Commission (2025), Shaping the Future of AI Talent in Europe: Strategies for Growth and

Retention. 2 European Commission (2026), State of the Digital Decade 2026: Closing structural gaps and mobilising

investments for 2030 and beyond. 3 Ibid. 4 European Commission (2026), Digital decade, Special Eurobarometer 572, February-March 2026,

https://europa.eu/eurobarometer/surveys/detail/3682. 5 European Commission (2026), Impact of excessive screen time and social media on young people’s

mental health, Flash Eurobarometer 579, April 2026,

https://europa.eu/eurobarometer/surveys/detail/3686. 6 European Commission: Directorate-General for Education, Youth, Sport and Culture, EU PISA 2025 –

First results, Publications Office of the European Union, 2026,

https://data.europa.eu/doi/10.2766/1115282. 7 The share of top performance among 15-year-olds in literacy stands at 4.8% (down from 6.5% in 2022),

mathematics at 6.8% (down from 7.9% in 2022) and science at 6.4% (down from 6.9% in 2022).

European Commission: Directorate-General for Education, Youth, Sport and Culture, EU PISA 2025 –

First results, Publications Office of the European Union, 2026,

https://data.europa.eu/doi/10.2766/1115282.

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trailing other major economies in educational performance9. Underachievement in digital

skills exceeds 40%10, while an estimated 68% of eighth graders (age 13-14) demonstrate an

adequate level of civic knowledge11.

Figure 1. The EU is on a downward trend for reading, mathematics and science.

Source: European Commission calculations based on OECD PISA.

Multiple factors are associated with the decline in basic skills12. Such factors include

overloaded curricula, with insufficient time earmarked for sustained reading and writing, as

well as insufficient uptake of efficient, evidence-based practices and measures, including

evaluation methods. Furthermore, teacher shortages are particularly concerning and

exacerbated by the ageing of the teaching workforce, with only 8% of teachers being under

the age of 3013. Limited support for teacher collaboration and professional development

combined with high administrative burden, reduce teachers’ capacity to focus on effective

teaching and student support. Competing demands on schools, limited resources to support

both underperformers and high achievers, over-reliance on, and uncritical use of, digital

8 Only 15.6% of 15-year-olds with a disadvantaged socio-economic background performed well in at least

one domain (literacy, mathematics or science) in PISA 2025. European Commission’s 2026 Education

and Training Monitor (forthcoming). 9 Compared with non-EU G7 countries (US, UK, Japan, Canada), the EU has the highest 2025

underachievement rate in reading and science, and the second highest (after the US) in mathematics. As

regards top performance, the EU has the lowest rate in all three subjects. European Commission:

Directorate-General for Education, Youth, Sport and Culture, EU PISA 2025 – First results, Publications

Office of the European Union, 2026, https://data.europa.eu/doi/10.2766/1115282. 10 European Commission: Directorate-General for Education, Youth, Sport and Culture, International

Computer and Information Literacy Study (ICILS) in Europe, 2023 – Main findings and educational

policy implications, Publications Office of the European Union, 2024,

https://data.europa.eu/doi/10.2766/5221263. 11 Caution is warranted as this indicator has limited country coverage (until The International Civic and

Citizenship Education Study (ICCS) 2027) and does not capture the breadth of citizenship competences.

European Commission’s 2026 Education and Training Monitor (forthcoming); Damiani, V. et al.,

editors. Young Citizens' Views and Engagement in a Changing Europe: IEA International Civic and

Citizenship Education Study 2022 European Report, Springer Cham, 2025, https://doi.org/10.1007/978-

3-031-68631-3. 12 European Commission: Directorate-General for Education, Youth, Sport and Culture, EU PISA 2025 –

First results, Publications Office of the European Union, 2026,

https://data.europa.eu/doi/10.2766/1115282; OECD (2026), PISA 2025 Results (Volume I): Future-Ready

Students, PISA, OECD Publishing, Paris, https://doi.org/10.1787/73451bc5-en. 13 The share of teachers under the age of 30 (8%) is far smaller than the share of those aged 50 or above

(around 40%) and notably 11% of teachers are aged 60 or over (Eurostat).

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technologies, waning family engagement with learning, and outdated facilities14 also impact

on schools’ and pupils’ performance. Weak school-level rules on the use of digital

technologies are other important factors. Learning gaps build up from the earliest stages of

education and are often identified and responded to too late.

Low basic skills carry high economic and social costs. Basic skills are essential for

individual fulfilment and a sense of agency throughout life. Young people with stronger skills

also enjoy better employment prospects, and this translates into higher earnings. Each

additional year of education is associated, on average, with about 7% higher earnings15.

Estimates suggest that improving young people’s basic skills could increase the EU’s GDP by

up to 30% in the long term16. Conversely, for children growing up in poverty, weak basic

skills mean fewer opportunities to thrive and to break the transmission of disadvantages

across generations, which already costs our societies 3.4% of GDP each year17. Without

stronger education foundations for all, the EU risks missing its poverty targets18, weakening

social and territorial cohesion, democratic resilience and strategic autonomy. Without quick

action, these risks could snowball into rapidly rising costs.

Education must be a cornerstone of the EU’s response to the declining basis skills and

current challenges. Education equips people with the skills that drive competitiveness,

fosters informed, engaged citizens, and it empowers the youngest in society to prepare for

and shape their own future. Schools and teachers help learners develop basic skills and key

competences, foster active citizenship and a sense of belonging, and nurture a lifelong

commitment to learning.

2. A whole-of-government vision for future-proofing education

The EU needs education systems that are future-proof: systems which (i) provide every

young person with strong basic skills, (ii) have enough well-prepared teachers, (iii) govern

technology so that it serves education safely and effectively; and (iv) offer vocational

education and training (VET) that keeps pace with a changing economy.

To realise this ambition, education must be a top political priority at EU and national level, as

competitiveness, strategic autonomy and defence all depend on it. Action is needed at several

levels at once: from investment and reforms of education systems to the conditions in schools

and the adoption of technology. This requires clear decisions and political leadership at the

highest level, to set the direction, mobilise all relevant policy areas and ensure that

commitments translate into action.

14 European Commission, Directorate-General for Education, Youth, Sport and Culture, 2022. Investing in

our future – Quality investment in education and training. Luxembourg: Publications Office of the

European Union. Investing in our future - Publications Office of the EU. 15 Psacharopoulos G. and Patrinos H.A. (2018). Returns to investment in education: a decennial review of

the global literature. Education Economics, 26(5), pp. 445-458. 16 Hanushek E.A. and Woessmann L. (2019). The Economic Benefits of Improving Educational

Achievement in the European Union: An Update and Extension. EENEE Analytical Report No 39. 17 Clarke, C. et al. (2022), “The economic costs of childhood socio-economic disadvantage in European

OECD countries”, OECD Papers on Well-being and Inequalities, No. 9, OECD Publishing, Paris,

https://doi.org/10.1787/8c0c66b9-en; UNESCO, OECD and Commonwealth Secretariat (2024), The

Price of Inaction: The global private, fiscal and social costs of children and youth not learning,

https://doi.org/10.54675/CLQR7114. 18 The EU has committed to a 2030 target of reducing the number of people at risk of poverty or social

exclusion by at least 15 million, including at least 5 million children – a target welcomed by the

European Council on 25 June 2021. The recently adopted Anti-Poverty Strategy also aims to help

eradicate poverty by 2050.

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This Communication proposes action to improve the structural conditions for effective

education and training policies with targeted measures to accelerate implementation and the

uptake of evidence. It focuses on four mutually reinforcing priorities:

▪ first, raising achievement in basic skills faster for struggling and high performing

learners alike, with autonomy for teachers and schools to act and adapt to specific

contexts, empowered school management, clearer focus on basic skills with fewer

competing demands and faster uptake of evidence-based measures in the classroom;

▪ second, strengthening the teaching profession, by enhancing its attractiveness,

addressing shortages, and ensuring that teachers have the training, access to

professional development, working conditions and support, and relief from

administrative tasks, needed to respond to increasingly diverse classrooms and rapid

technological change;

▪ third, building the capabilities to deploy and govern digital and AI-enabled

education effectively, ensuring that technology strengthens learning and learners’ own

basic skills rather than replacing them, and is human-centred, inclusive, and compliant

with European law, while contributing to the EU’s strategic autonomy through open

standards and an interoperable EdTech market;

▪ fourth, making vocational education and training in the EU more agile, more

strategic and better connected with employers to bolster its central role in equipping

people with the skills needed in a rapidly changing economy.

This Communication is part of a wider Education and Skills Package, that includes the

proposal for a Council Recommendation on reversing the decline in basic skills19, the

proposal for a Council Recommendation on an attractive teaching profession20 and the

establishment of a European Digital Infrastructure Consortium on Education. It is

accompanied by a European Strategy on vocational education and training21, focusing on

the specific role of VET in meeting changing skills needs. Coordinated actions are needed to

connect the EU, national, regional and local levels, so that strategic priorities, investment and

evidence are translated into an effective and efficient implementation where learning takes

place. Together, these initiatives will contribute to the EU’s wider human-capital,

competitiveness, digital and social policy agenda.

Quality, inclusive education and training make cities and regions more attractive places to

live, work and thrive. The Commission addresses territorial challenges linked to basic skills,

human capital and quality education through its territorial strategies22 and in the upcoming

Right to Stay Strategy.

19 COM(2026) 785. 20 COM(2026) 795. 21 COM(2026) 805. 22 EU strategies for islands and coastal communities; A new strategic vision for the EU’s outermost

regions: Strengthening the Union’s global reach; EU Agenda for Cities; Communication on the EU’s

eastern regions bordering Russia, Belarus, and Ukraine.

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The Package also has an external dimension. It will help gradually integrate candidate

countries into relevant EU education initiatives23. It will also reinforce the EU’s international

outreach and cooperation, including in the context of the Global Gateway strategy24, by

providing new opportunities to exchange knowledge and good practices, support progress

towards UN Sustainable Development Goal 4 on quality education25, and help build the skills

needed to support and sustain EU investments.

3. Governance and investment

Future-proofing education requires effective governance and sustained investment.

Education and training should be central to national economic, reform and investment

strategies, with a focus on the effectiveness and efficiency of spending and governance

structures. The four priorities identified above should help to inform reform and investment

choices.

The EU Member States have jointly set clear targets for basic skills. In June 2026,

Member States agreed EU-level targets for 2030: (i) to bring the share of 15-year-olds with

low achievement in reading, mathematics and science, and the share of eighth graders (age

13-14) with low achievement in computer and information literacy, to below 15%; (ii) to

increase the share of 15-year-olds with top performance in reading, mathematics and science

to at least 12%; and (iii) to increase the share of 15-year-olds from disadvantaged socio-

economic backgrounds with good results in at least one skill (reading, mathematics or

science) to at least 25%26. The Commission calls on Member States to set out how they

intend to contribute to meeting these targets through structural reform measures, to make

them a national priority and to follow up within the European Semester.

The EU can support national efforts. The European Semester provides the framework for

integrating education and skills into broader national and regional reforms and investments in

line with common EU priorities. The 2026 Council Recommendation on human capital27

strengthens this approach by drawing attention to the need to address bottlenecks in human

capital formation and improve the effectiveness of investment, including through stronger

links between skills, productivity, employment and social inclusion. The next

Recommendation on Human Capital should set out shared EU-wide priorities for tackling the

structural challenges in education, skills and training and provide an overarching framework

for pursuing the whole-of-government approaches.

23 Communication from the Commission to the European Parliament, the Council, the European Economic

and Social Committee and the Committee of the Regions: Preparing for a wider Union, COM(2026) 705

final, https://eur-lex.europa.eu/legal-

content/EN/TXT/?uri=CELEX%3A52026DC0705&qid=1792673948619 . 24 European Commission and High Representative of the Union for Foreign Affairs and Security Policy

(2021), Joint Communication to the European Parliament, the Council, the European Economic and

Social Committee, the Committee of the Regions and the European Investment Bank: the Global

Gateway, JOIN(2021) 30 final, https://eur-lex.europa.eu/legal-

content/EN/TXT/?uri=CELEX%3A52021JC0030&qid=1792674746089. 25 United Nations General Assembly, Transforming our world: the 2030 Agenda for Sustainable

Development, UN Doc. A/RES/70/1, 25 September 2015,

https://digitallibrary.un.org/record/3923923?v=pdf. Goal 4: ‘Ensure inclusive and equitable quality

education and promote lifelong learning for all’. 26 Council Resolution on the second cycle of the strategic framework for European cooperation in

education and training towards the European Education Area (2026-2030),

http://data.europa.eu/eli/C/2026/3720/oj. 27 Council Recommendation of 9 March 2026 on human capital in the European Union, https://eur-

lex.europa.eu/eli/C/2026/1687/oj/eng.

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The European Education Area (EEA) strategic framework and its instruments will be fully

mobilised to assist Member States and accelerate identification of efficient, evidence-based

policy measures and reforms, in alignment with the two proposals for Council

Recommendations brought forward in this Package. The country-specific recommendations

adopted in the European Semester cycle can then translate these priorities into targeted

reform guidance for individual Member States, where relevant. The results of cooperation

under the European Education Area will continue to feed into the European Semester.

Together, these frameworks can help Member States identify effective measures to reach

agreed targets, strengthen implementation capacity and make better use of comparable data

and evidence.

National reforms and investments should follow. While expenditure per student increased

from EUR 7,600 to EUR 9,000 at EU level between 2019 and 2023, the share of public

expenditure devoted to education and skills remains below pre-pandemic levels in no fewer

than 23 Member States28. National, regional and local budgets provide the largest share of

education investment and therefore remain the main lever for strengthening systems. In 2024,

these education budgets amounted to around EUR 860 billion, equivalent to 4.8% of GDP

and 9.7% of total public expenditure29. In a context of limited public resources, it is important

that governments prioritise growth-enhancing expenditure on the next generations. In some

instances, falling pupil numbers will bring about reorganisation needs for education systems

that could allow the Member States to achieve efficiencies and raise investment per pupil, in

particular for disadvantaged pupils.

Higher spending per student can contribute to better learning outcomes but it is not

sufficient on its own. PISA 2025 shows that science performance improves when cumulative

expenditure per student30 increases – but only up to EUR 75 000 and not beyond it,

highlighting that how resources are used matters as much as how much is spent. In

addition to curricula, assessment and teacher workforce, analysis under the European

Semester identifies teacher quality (qualifications and professional development), early

childhood education and care and tutoring as effective levers for improving education

outcomes. Teacher compensation accounts for 65% of total public education expenditure. But

this investment is justified: teachers are the most critical school-related factor determining

student outcomes. Reforms increasing school autonomy and active learning time also have

potential benefits. Other factors – such as the working environment – play an important role31

with well-maintained infrastructure having positive effects on learning outcomes32.

Approximately EUR 45 billion go to investment in infrastructure in EU countries,

representing 7% of expenditure on schools33.

28 European Commission: Directorate-General for Education, Youth, Sport and Culture, Montanari, M. and

Gambi, L. (2026), Investing in education 2026 – Focus on the teaching profession, Publications Office of

the European Union, https://data.europa.eu/doi/10.2766/4146282. 29 Behind spending on social protection, health, economic affairs and general public services. 30 From the country-specific start of compulsory education to age 15 (typically 9-10 years of cumulative

expenditure). 31 European Commission: Directorate-General for Education, Youth, Sport and Culture, Montanari, M. and

Gambi, L., Investing in education 2026 – Focus on the teaching profession, Publications Office of the

European Union, 2026, https://data.europa.eu/doi/10.2766/4146282. 32 Fack, G., Agasisti, T., Bonal, X., De Witte, K., Dohmen, D., Haase, S., Hylen, J., McCoy, S., Neycheva,

M., Pantea, M.C., Pastore, F., Pausits, A., Poder, K., Puukka, J., and Velissaratou, J. (2022). Investing in

our future: quality investment in education and training, Final report of the Commission expert group on

quality investment in education and training. 33 Measured as the share of gross capital formation in general government expenditure on pre-primary,

primary and secondary education in the Eurostat COFOG database. All data refer to 2024.

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Investment therefore needs to address identified bottlenecks and be accompanied by

reforms that strengthen implementation and improve the effectiveness of spending,

taking into account the diversity and complexity of education systems and their broader

contexts. Greater use of evidence, monitoring and evaluation should help direct resources

towards measures with the strongest potential impact34.

EU funding complements national investment. Around EUR 150 billion is allocated to

education and skills under the 2021–2027 EU budget. Under the next multiannual financial

framework (2028-2034) support will continue strengthening Europe’s human capital, address

skills shortages, and improve preparedness for economic and technological change, through

instruments including Erasmus+, Horizon Europe35, the European Competitiveness Fund36,

and the National and Regional Partnership Plans (NRPPs)37. In particular, the NRPPs can

accelerate structural reforms in education and training in Member States, mobilise

investments aligned with these reforms, and monitor progress through measurable results and

outcomes. By embedding education reforms as part of a broader package of country-specific

investments and reforms, NRPPs could help to ensure that measures address identified

structural challenges - consistent with national education policy objectives - while addressing

the shared EU priorities identified in the Recommendation on Human Capital and advancing

joint progress towards the EEA targets.

With regard to industry, the Commission will launch an initiative to support industry in

securing a high-quality talent pipeline in the EU, in view of the AI transformation and

European strategic autonomy. Moreover, EU instruments such as the European

Competitiveness Fund can support skills and in strategic sectors and help leverage private

investment, notably in the EdTech sector.

Better coordination between economic governance, investment decisions and sectoral

cooperation is essential. EU support should contribute to reform priorities, implementation

capacity and measurable progress, helping Member States turn investment and evidence into

better education outcomes. In addition, successful implementation requires action also at

regional and local level. To this end, the Commission will work towards a Memorandum of

Understanding with the European Committee of the Regions to mobilise local and regional

authorities in the implementation of this Package.

34 A common methodology is provided by the ‘Voluntary Guiding Principles for EU Member States for

evaluating economic effects of reforms and investments in the labour market, skills and social policy

domains’, endorsed by the Council in June 2024, https://data.consilium.europa.eu/doc/document/ST-

10779-2024-INIT/en/pdf. The rollout of Satellite Accounts for Education and Training will improve the

measurement of returns on investment in human capital. The Social Investment Knowledge Hub

(https://employment-social-affairs.ec.europa.eu/policies-and-activities/coordination-employment-and-

social-policies/social-investment-knowledge-hub_en) and the Learning Lab on Investing in Quality

Education and Training (https://education.ec.europa.eu/focus-topics/improving-quality/learning-lab) can

help. 35 The current Horizon Europe already supports the contribution of basic skills to productivity, innovation,

competitiveness and economic growth. This support may continue as relevant. The programme will also

continue to support the development of researchers’ skills and talent and the responsible use of AI in

producing knowledge. See https://research-and-innovation.ec.europa.eu/news/all-research-and-

innovation-news/horizon-europe-2028-2034-twice-bigger-simpler-faster-and-more-impactful-2025-07-

16_en. 36 https://single-market-economy.ec.europa.eu/access-finance/european-competitiveness-fund_en. 37 EU budget 2028-2034.

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Education is also a right as set out in the European Pillar of Social Rights. Its first principle

states that everyone has the right to quality and inclusive education, training and lifelong

learning. This package contributes to putting that principle into practice, through stronger

basic skills, an attractive teaching profession and vocational pathways into quality jobs. The

upcoming 2027 Summit on the European Pillar of Social Rights could provide political

momentum to embed education firmly across the core policies advancing its implementation.

4. Delivering on the four priorities

Achieving a shared vision of future-proof education systems requires action at two

complementary levels. First, the Member States need to strengthen the structural conditions

in which education systems operate, through sustained investment, reforms and capacity-

building, with EU support. Second, this needs to be complemented by targeted action at the

point of learning to support schools, teachers and learners to put change into practice and to

scale up what works. The actions below connect these two levels, combining structural

investment and reforms to strengthen education systems with targeted EU actions.

4.1. Strong foundations for every learner

Every young person needs to be equipped with literacy, mathematics, science, digital and

citizenship skills38 to navigate a rapidly changing world. These five basic skills enable

learners to think critically, understand the world around them, learn independently and with

others, develop their talents and participate fully in society and democratic life. They are the

foundation for more advanced knowledge and skills.

Reversing the decline in basic skills requires education reforms which are embedded in

every Member State’s broader economic and societal strategies and policies. Strategic

direction and reforms at system level39 should be accompanied with appropriate support

systems helping schools translate them into concrete actions. Such support can be found in

high-performing education systems40. Schools need to have the operational autonomy and

flexibility41 to focus on basic skills and to direct effort where it is most needed, while

remaining accountable for progress.

Proposal for a Council Recommendation on reversing the decline in basic skills

It proposes to strengthen the capacity of education and training systems to translate agreed

priorities into concrete policy action and tangible improvements in basic skills, guided by

38 Communication from the Commission to the European Parliament, the Council, the European Economic

and Social Committee and the Committee of the Regions on the Action Plan on Basic Skills, COM(2025)

88, https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:52025DC0088. 39 For an overview of recent education reforms, see European Commission: European Education and

Culture Executive Agency (2025), Addressing underachievement in literacy, mathematics and science –

Policy changes in European school education since 2020, Publications Office of the European Union,

https://data.europa.eu/doi/10.2797/1883015. 40 Yan, Y., Sakata, N., Choi, T., and Bell, S. (forthcoming), Learning from high-performing extra-EU

systems, ENESET report, Luxembourg: Publications Office of the European Union. 41 International evidence suggests that greater autonomy can be associated with stronger student outcomes,

but particularly when it is accompanied by strong leadership, teacher capacity and quality-assurance

mechanisms. OECD (2023), PISA 2022 Results (Volume II): Learning During – and From – Disruption,

PISA, OECD Publishing, Paris, https://doi.org/10.1787/a97db61c-en.

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needs and potential impact. It is backed up by evidence-based measures42, anchored in the

right system-level conditions and inclusivity43 needed for their success. It sets out how to link

the system level with the school level, ensuring faster translation of policy into school

environment, through closer collaboration between schools and stronger advisory and support

services for schools44.

The challenge facing education systems is no longer only to identify successful practices,

but in particular to scale them up: faster, more widely and with clear evidence of impact

and results. Inside the classroom, evidence consistently points to effective approaches,

including better teaching methods, formative assessment and early identification of learning

needs, targeted tutoring and additional learning time45. School leaders and teachers need the

capacity, time and resources to adapt teaching and organise targeted support, with clear

quality assurance arrangements.

The EU can help schools, teachers and school authorities to work with education experts to

test proven approaches, adapt them to their context and practices and scale up what works

across schools, borders and systems. TALIS 2024 shows that collaboration among teachers

helps teachers fulfil their lesson aims. EU-led actions can support adoption of performance-

based approaches, with self-reflection at school level and expert advice, while reducing

persistent disparities across regions that also affect the capacity of schools and local and

regional authorities to engage in European cooperation. In addition, new approaches are

required to achieve long-term impact and scale up the results of cooperation, for which

schools often lack the capacity46. Where school authorities have the mandate and the capacity,

42 Targeted measures may include more effective teaching methods, early assessment and identification of

learning needs, targeted tutoring and mentoring, additional learning time, the safe and age-appropriate

use of digital and AI-enabled tools, closer cooperation with families and other stakeholders, stronger

school leadership, and continuity of support across educational transitions. See Part 1 of the European

Commission 2026 staff working document ‘Basic skills improvement measures, enabling factors and

advisory services’ (SWD(2026) 795). 43 System-level conditions should be built on an inclusive approach, which actively supports pupils facing

discrimination and additional barriers. Attention to differences between boys and girls can help tackle the

disparities in basic skills between them, while learning in mainstream settings with appropriate support is

essential for every child to learn and thrive. This will particularly benefit pupils with disabilities and

Roma pupils. Enabling factor at system level are summarised in Part 2 of the European Commission

2026 staff working document ‘Basic skills improvement measures, enabling factors and advisory

services’ (SWD(2026) 795). 44 For a mapping of advisory and support services across all Member States, see Part 3 of the European

Commission 2026 staff working document ‘Basic skills improvement measures, enabling factors and

advisory services’ (SWD(2026) 795). For its work on Strengthening the Impact of Education Research,

the OECD has explored the gap between educational research and practice, including a failure to

translate research findings into tangible improvements in teaching and learning. The work highlights the

pivotal role of knowledge intermediaries, organisations facilitate engagement with research among policy

makers and practitioners, supporting evidence-informed decision making and practices in education:

OECD (2025), Everybody Cares About Using Education Research Sometimes: Perspectives of

Knowledge Intermediaries, Educational Research and Innovation, OECD Publishing, Paris,

https://doi.org/10.1787/5ef88972-en. 45 Part 1 of the European Commission 2026 staff working document ‘Basic skills improvement measures,

enabling factors and advisory services’ (SWD(2026) 795). 46 Commission staff working document, Evaluation, Interim evaluation of the 2021-2027 Erasmus+

programme and final evaluation of the 2014-2020 Erasmus+ programme; accompanying the document

Report from the European Commission to the European Parliament, the Council, the European Economic

and Social Committee and the Committee of the Regions on the Interim evaluation of the 2021-2027

Erasmus+ programme and final evaluation of the 2014-2020 Erasmus+ programme, SWD/2025/186

final, https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=celex:52025SC0186.

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they can scale up results to system level, but their participation in European cooperation

projects in school education has so far been very limited47. To provide schools and school

authorities with practical reference points for setting learning goals in basic skills that are

both realistic and sufficiently ambitious, the Commission will consider assisting interested

Member States in comparing education system’s learning goals per grade against the

standards used in international large-scale assessments.

European School Alliances

European School Alliances focus on increasing basic skills performance through impactful

measures and shared experiences between schools in different Member States. The Alliances

develop and exchange effective approaches, by bringing together schools and school

authorities in sustained, long-term, strategic partnerships, to improve their pupils’

performance in at least one basic skill. The Alliances will pursue defined and measurable

goals set out in a joint improvement plan, focussing on addressing the basic skills gaps, and

school authorities committed from the start to transfer ‘what works’ to other schools, reaching

schools and pupils also in disadvantaged areas.

Erasmus+ is already preparing for the roll out of the European School Alliances, with

dedicated support for school authorities and schools in 2027. Going forward the ambition is

to create up to 100 new Alliances yearly, with National and Regional Partnership Plans and

other funding able to support further expansion and long-term sustainability, subject to the

decisions regarding the next MFF.

Beyond the classroom, learners’ school performance is impacted by their well-being, mental

health, online safety, and the support they receive at home and in their wider

community48. Barriers such as disengagement, cyberbullying and limited parental

involvement49 cannot be addressed by schools alone. Without a strong, well-resourced

intermediary level of accessible advisory and support services, schools can struggle to

improve, and effective approaches remain isolated instances of good practice50. The EU can

help education providers and school leaders by strengthening the capacity of advisory and

support services at this level51 to assist schools in building partnerships with parents and

families, businesses, universities, social and health services, and the wider community.

EU Network of Advisory and Support Services

A Network of Advisory and Support Services will strengthen and streamline practical support

for schools, focusing on four critical areas: school leadership and management, socio-

emotional well-being, AI/digital readiness and parent engagement. Assisted by an EU-level

47 School authorities make up 6% of all organisations taking part in Erasmus+ cooperation projects in

school education since 2021. Data extracted from the Erasmus+ operational dashboard, 05.10.2026. 48 Part 1 of the European Commission 2026 staff working document ‘Basic skills improvement measures,

enabling factors and advisory services’ (SWD(2026) 795). 49 OECD (2026), PISA 2025 Results (Volume I): Future-Ready Students, PISA, OECD Publishing, Paris,

https://doi.org/10.1787/73451bc5-en. 50 Yan, Y., Sakata, N., Choi, T., and Bell, S. (forthcoming), Learning from high-performing extra-EU

systems, ENESET report, Luxembourg: Publications Office of the European Union; Tournier; K.

Godwin; E. Cameron; C. Lugaz (2025), Leveraging the potential of the middle tier to improve education

outcomes: The role of a capacity assessment framework. Paris: IIEP-UNESCO,

https://doi.org/10.54673/pmrm1562. 51 Part 3 of the European Commission 2026 staff working document ‘Basic skills improvement measures,

enabling factors and advisory services’ (SWD(2026) 795).

11

service point, this Network will be launched in Q1 2027 to connect national support services

to jointly develop guidance material and resources and build capacity for tailored, evidence-

based advice and support to schools. The Network will pool expertise of its members and

identify shared capacity needs. Additionally, regional support services will be trialled in 30

regions with funding support from Erasmus+ starting under the current MFF.

4.2. A strong teaching profession

Persistent shortages of qualified teachers and trainers52 across many Member States are

concerning. Insufficient recruitment into initial teacher education53 and risk of attrition

especially among teachers under 30 and older than 5054 combined with the overall ageing of

the workforce, further exacerbate these shortages. Furthermore, there is untapped potential of

labour supply, as the teaching profession is highly feminised, especially in earlier grades55.

There is scope to increase the attractiveness of the profession and its societal recognition, as

only 15.4% of teachers feel valued by society.

Teachers are the single most important in-school factor influencing student academic

achievement56. They are essential to facilitating students’ learning, as well as promoting

critical thinking and civic engagement. They also have a key role in preventing early leaving

from education and training, which in turn could result in fewer young people becoming

NEETs (‘not in employment, education or training’): a key aspect of the implementation of

the reinforced Youth Guarantee. Although over recent years, most Member States have

launched initiatives to address teacher shortages, progress has not been sufficient57 and nearly

all EU countries face persistent shortages, varying across subjects, regions, territories, and

school settings.

It is not only the quantity of teachers that matters. The quality of teaching is key to

achieving high learning outcomes, reducing the achievement gaps driven by socio-

economic background and nurturing talents. Systems that cultivate high quality apply entry

requirements that attract talented students to initial teacher education and high-level

52 PISA 2025 data suggest that the share of students whose school head reported that the school's capacity

to provide instruction is hindered by a lack of teaching staff was considerably higher in 2025 (40.2%)

than before the pandemic (28.3% in 2018). For more details on teacher shortages, please see European

Commission / EACEA / Eurydice, 2023, Structural indicators for monitoring education and training

systems in Europe – 2023: The teaching profession. Eurydice report. Publications Office of the European

Union and OECD (2026), Education at a Glance 2026: OECD Indicators, OECD Publishing, Paris,

https://doi.org/10.1787/b4968bbc-en. 53 European Commission: European Education and Culture Executive Agency and Birch, P. (ed.) (2021),

Teachers in Europe – Careers, development and well-being, Publications Office of the European Union,

2021, https://data.europa.eu/doi/10.2797/997402. 54 The risk of attrition is measured by the intention to leave within the next five years, reported in the

Teaching and Learning International Survey (TALIS) 2024. 17.9% of teachers over 50 report they intend

to leave, excluding those who are about to retire. Replacing teachers entails financial costs and has an

impact of students' learning outcomes. 55 Gender imbalances among teachers are most evident at lower levels of education, with an EU average of

95.3% female teachers in pre-primary education compared to 61.7% in upper-secondary education. 56 The literature shows that differences in teacher effectiveness explain a substantial share of the variation

in student achievement, within a country and even within the same schools. European Commission,

Directorate-General for Education, Youth, Sport and Culture (2022), Investing in our future – Quality

investment in education and training. Publications Office of the European Union,

https://data.europa.eu/doi/10.2766/45896. 57 The interim evaluation of the 2021-2030 EEA strategic framework found less progress to enhancing the

competences and motivation in the education profession relative to other strategic priorities. See COM

(2025) 340 final.

12

preparation in both deep subject-matter expertise and pedagogical practice. In addition,as

teachers’professional autonomy acts as a crucial catalyst for their own performance, teachers

should be given more scope to exercise their professional judgment, under respective

national/regional governance arrangements that value trust in the profession. Giving teachers

more agency and responsibility to continuously strengthen the quality of their teaching, and

to improve the learning outcomes of all learners, should go hand in hand with policies

reinforcing teachers’ induction and continuing professional development.

Proposal for a Council Recommendation on an attractive teaching profession

Building on the consultation of social partners in education, the proposal – the “EU Teachers

Agenda” – seeks a commitment from Member States to develop a comprehensive

approach that addresses structural factors influencing the shortage of qualified teachers58. It

focuses on:

▪ creating more attractive working conditions to attract and retain qualified staff,

coupled with proper recognition of teachers’ various roles and responsibility for quality

of teaching and learning outcomes, greater opportunities for career progression,

reduced administrative burdens to free up more of their time for direct engagement with

learners, and measures to attract underrepresented groups into the profession59;

▪ strengthening initial teacher education, induction and continuing professional

development for increasingly complex educational demands such as teaching in

heterogeneous classrooms, fostering individualised learning and supporting students’

social-emotional needs, and, when relevant, reinforcing pathways into the profession60;

▪ strengthening teachers’ and school leaders’ agency to shape the education response

to the AI transformation, involving teachers in the design and evaluation of digital

and AI tools, supporting them in developing digital and AI literacy, and facilitating

ways to effectively leverage digital and AI tools to reduce administrative burdens61.

58 For a state of play and an analysis of key elements of appealing working conditions, teacher preparation

for evolving demands, and teacher’s agency in the age of AI, see the European Commission 2026 Staff

Working Document ‘Elevating the teaching profession: evidence and analysis supporting the EU

Teachers Agenda’ (SWD(2026) 800). 59 European Commission, Directorate-General for Education, Youth, Sport and Culture, 2026, The teaching

profession in the EU – A comparative analysis building upon the TALIS 2024 results. Publications

Office of the European Union, https://data.europa.eu/doi/10.2766/3841850. While about 90% of teachers

in the EU report being satisfied with the profession and with their current work environment, only around

two in five report being satisfied with their salaries. Excluding salaries, the most robust positive

correlations are between job satisfaction and teacher autonomy and between job satisfaction and

supportive leadership. 60 European Commission, Directorate-General for Education, Youth, Sport and Culture, 2026, The teaching

profession in the EU – A comparative analysis building upon the TALIS 2024 results. Publications

Office of the European Union, https://data.europa.eu/doi/10.2766/3841850. For example, only one third

of novice teachers report having participated in a formal induction programme. Teachers generally report

that their formal education prepared them well in subject content, but they lack additional training on

core areas of teaching that address contemporary challenges: 31.3% of teachers feel equipped to teach in

multicultural or multilingual settings, 43.4% to handle social and emotional development, and 45.9% to

use digital resources and tools for teaching, on average. 61 European Commission, Directorate-General for Education, Youth, Sport and Culture, 2026, The teaching

profession in the EU – A comparative analysis building upon the TALIS 2024 results. Publications

Office of the European Union, https://data.europa.eu/doi/10.2766/3841850. In 2024, approximately two

in three teachers reported not having used AI for teaching, and among those, 74.3% reported lack of

knowledge and skills as main barrier.

13

Empowering teachers is critical. As less than 20% of teachers believe that their voice is

heard and that they can influence education policy62, the proposal also calls for a stronger

dialogue with teachers and their representatives to place teachers, as agents of change, at the

centre of shaping the future of education.More structured involvement in education policy of

social partners, both employer organisations and trade unions, will help shape appropriate

policy actions with the support of the profession. The proposal for a Council

Recommendation calls on the Member States to invite the European social partners in

education and other representatives of the teaching profession to a meeting of the High-Level

Group on Education and Training twice a year, to promote a closer and regular European

dialogue with the teaching profession and to discuss key priorities and challenges that need to

be addressed to accelerate progress in human capital development.

EU-level policies, funding and programmes can help Member States to speed up adaptation

of teacher education in both initial and continuous stages and to support teachers in

exercising greater agency in relation to the quality of teaching. Teachers need protected time,

practical relevance, appropriate financial support and opportunities to apply learning. Novice

teachers should receive structured induction and support from prepared mentors, while school

leaders need preparation for instructional leadership and staff development. Fostering the

development of targeted programmes for school leaders is also key in this regard. The

European approach to individual learning accounts and micro-credentials can help

education systems to foster continuing learning and professional development that is flexible,

accessible, high-quality and recognised. The National and Regional Partnership Plans

(NRPPs), that will bring together all EU funds implemented by Member States and regions,

including the European Social Fund+63, can complement national and regional investments

and reforms to swiftly adapt teacher education to emerging challenges and scale up best

practices, including supporting novice teachers.

In addition, to support the above actions, Teacher Academies 2.064 will be revamped and

refocused in 2027 to increase the relevance and quality of initial teacher education in most

needed areas, namely child-centred use of digital technologies and AI, along with teaching in

diverse classrooms (fostering inclusion and support of learners with different backgrounds

and needs). Targeting in particular novice teachers, who are more often exposed to

challenging classroom contexts65, in addition to school leaders, they will support them in

managing complex classroom environments, pursuing collaborative leadership, as well as

supporting democracy and resilience. In addition, the revision of the online Teacher

Dashboard, including a new Early Childhood Education and Care strand could help track

progress towards more attractive and sustainable teacher careers by distilling existing

evidence into more accessible tools, supporting the planning of investments and reforms.

Finally, cross-border teacher mobility can help match supply and demand, provided it does

not deepen shortages in sending Member States. Teacher mobility will benefit from the

improvements proposed in the Skills Portability Act and the revision of the Professional

Qualifications Directive. This is particularly relevant in border regions, where teachers may

live in one Member State and work in another. Targeted incentives to encourage teachers to

relocate to underserved and disadvantaged areas can also help address territorial shortages.

62 TALIS 2024. 63 https://european-social-fund-plus.ec.europa.eu/en. 64 https://education.ec.europa.eu/education-levels/school-education/erasmus-teacher-academies. 65 European Commission: Directorate-General for Education, Youth, Sport and Culture and Gambi, L.

(2026), The teaching profession in the EU – A comparative analysis building upon the TALIS 2024

results, Publications Office of the European Union, 2026, https://data.europa.eu/doi/10.2766/3841850.

14

4.3. Better and safer use of technology for education

Teachers’ limited use of AI in education in the EU points to more than a digital competence

gap66. Effective use of AI in education requires appropriate skills, professional confidence,

pedagogical justification, and trustworthy tools. The EU must address these barriers if digital

technologies are to serve education and training in a way that is safe, inclusive, and human-

centred. Access to safe and reliable AI tools should not depend on what families can afford,

or what individual schools can negotiate with technology providers.

At the same time, much of the current uptake of digital technologies depends on platforms

from outside the EU, raising concerns about sovereignty, contractual lock-in, cyber security

exposure, and commercial use of learners’ data. Currently, three non-EU cloud providers

control over 70% of the European cloud market67, which also affects EdTech providers, who

rely on their cloud storage68.

This is the moment for the EU to shape the future of digital technologies, including AI, on its

own terms, for the benefit of society and industry, as also stated in the EU’s Apply AI

Strategy.69 This effort should happen also in the context of education and training, guided by

public purpose and professional empowerment. Shared European capacity can help

narrow gaps in access to education technology between schools, widen the range of

options open to them, and give public authorities greater control over how learner’s

data is used. Member States are already investing in cloud capacity, learning platforms and

educational content. Pooled, that investment buys what no Member State can buy alone.

European Digital Infrastructure Consortium on Education

For the first time, Member States themselves are jointly building shared digital foundations of

European education, through a European Digital Infrastructure Consortium on Education

(EDU-EDIC), announced in the Tech Sovereignty Package70 and established by the

Commission on3 November 202671.

The work of this alliance of Member States is led and funded by the participating countries,

with the Commission supporting its establishment72. It will deliver:

▪ shared capacity and trusted AI tools for schools for fostering secure and accessible

European AI environments built according to European standards and existing

legislation, so that schools have a real alternative to general-purpose commercial tools;

▪ a route to scale for European EdTech through common requirements, joint testing

and, where Member States so wish, joint procurement, so that European EdTech

providers can serve schools across borders without re-engineering products for each

system and schools can buy European where it exists;

66 European Commission: Directorate-General for Education, Youth, Sport and Culture and Gambi, L.

(2026), The teaching profession in the EU – A comparative analysis building upon the TALIS 2024

results, Publications Office of the European Union, https://data.europa.eu/doi/10.2766/3841850. 67 COM(2026) 502 final. 68 COM(2026) 502 final. The European cloud market has grown, but the market share of European

providers has decreased from 29% in 2017 to 15% in 2022 and has since remained stable. 69 COM(2025) 723 final, Apply AI Strategy | Shaping Europe’s digital future. 70 COM(2026) 503 final. 71 Placeholder for the OJ reference. 72 Including to ensure compliance with EU State aid rules where applicable.

15

▪ strengthened interoperability and protection of learners’ data based on common,

open standards and governance mechanisms, allowing systems to work together across

schools and countries, with learners’ data protected by design and not exploited

commercially. In this context, European School Alliances can be testbeds for innovative

and trustworthy services provided by the EDIC.

Digital and AI literacy have become foundational skills for all learners. In 2025, 63.8%

of young people aged 16-24 in the EU used generative AI tools, including for formal

education73. Education systems must ensure that learners can use AI critically and

responsibly, with an age-appropriate understanding of its capabilities and limitations. This

will help them recognise and confidently manage AI-related risks, such as overreliance,

cognitive offloading, exposure to disinformation, and the uncritical use of AI agents74, and

enable them to make informed decisions on whether and how to use it – including the choice

not to - while retaining individual judgement. At the same time, teachers need the skills to

teach about and, where appropriate, with AI.

AI-ready education

In alignment with the EU KIDS ACT proposal75, the Commission will develop age-

appropriate reference learning outcomes and assessment guidance for AI literacy by mid-

2027, modelled on the EU-OECD AI Literacy Framework for primary and secondary

education76. On this basis, it will pilot an AI Literacy Certificate for learners from the

school year 2027/2028.

This initiative will support further EU education systems in mainstreaming AI literacy across

schools and educational programmes through: (i) capacity building for Member States on the

practical implementation of the AI Literacy Framework; and (ii) development and

dissemination of accessible multilingual learning and training resources for students and

teachers. In addition, EU funding will be provided for longitudinal, comparable and robust

EU-level research on the impact of AI on cognitive development and educational outcomes.

This work also complements the broader activities on AI literacy in the scope of Article 4 of

the AI Act77.

Young people must be empowered to benefit from the digital world. The proposed EU

KIDS Act will protect minors from harmful and exploitative practices and strengthen

platform accountability. Equally important is equipping children to use technology safely and

wisely, through education, prevention and empowerment78. Education systems and children’s

73 https://ec.europa.eu/eurostat/web/products-statistical-reports/w/ks-01-26-009. 74 OECD / European Union (2026). Empowering learners for the age of AI: An AI literacy framework for

primary and secondary education. OECD Publishing, Paris. https://doi.org/10.1787/65cd27d4-en; and

European Commission: Directorate-General for Education, Youth, Sport and Culture, Guidelines on the

ethical use of artificial intelligence and data in teaching and learning for educators – Updated,

Publications Office of the European Union, 2026, https://data.europa.eu/doi/10.2766/7967834. 75 COM(2026) 681. 76 OECD / European Union (2026). Empowering learners for the age of AI: An AI literacy framework for

primary and secondary education. OECD Publishing, Paris. https://doi.org/10.1787/65cd27d4-en. 77 AI talent, skills and literacy | Shaping Europe’s digital future. 78 European Commission (2025), Future needs in digital education, Flash Eurobarometer 564 (fieldwork:

7 to 14 May 2025, 25 781 online interviews with EU citizens, aged 15 and over, in the 27 EU Member

States), https://europa.eu/eurobarometer/surveys/detail/3352: According to the survey, 90% of EU

citizens agreeing that schools should teach young people how to manage the impact of digital

technologies, such as social media, on their mental and physical health.

16

supporting circles have a crucial role in both teaching children about the risks and benefits as

well as in acting as partners in ensuring young people know how to use technology safely and

purposefully in and outside of the school environment. This is also consistent with the

proposed EU KIDS Act, which envisages Member States’ national strategies to support

minors through information, digital literacy and access to support, building on the experience

and expertise of the Safer Internet Centres. Education initiatives can complement these

measures by helping children and families understand age-appropriate access and the

available safeguards. Services operated for educational purposes by schools and public

authorities fall outside the proposed EU KIDS Act; the EDIC’s common requirements can

provide safeguards for children in the use of EdTech.

To underpin this effort, the Commission will, in 2027, propose a European Healthy Screens

Pledge, which will provide a common European engagement model on online child safety

that schools can adapt to their national and local contexts. Building on the 2026

Communication on an EU approach to online child safety, and on the recommendations of the

Special Panel on Child Safety Online79, this initiative will provide concrete tools and

guidance to schools, parents and pupils on how to cope with harmful content and online

safety, how to manage screen time routines, sleep, distraction, and the balance between online

and offline activities, complementing the safeguards for school time foreseen in the proposed

EU KIDS Act. The European Digital Education Hub will help create guidelines for home

and school healthy screens agreements, through which schools, parents and pupils can make

use of a shared set of principles and practical expectations. The action will also leverage and

help promote the extensive resources, tools and expertise already available through the action

plan against cyberbullying80, Better Internet for Kids (BIK+) strategy81, the BIK platform, the

EU co-funded network of Safer Internet Centres82, EU-funded projects and national

initiatives.

At the same time, the EU must invest in alternatives to online activities that are essential for

children’s development. Sport, culture, and outdoor play offer fundamental spaces for

socialisation, resilience, creativity, and well-being. Through Erasmus+ and in the framework

of the European Sport Model83, the Commission will continue to strengthen synergies

between education, sport and physical activity, helping to widen access for young people to

offline alternatives.

4.4. Agile, strategic, open and connected vocational education and training

Vocational education and training has a central role to play in equipping people with

the skills they need in a rapidly changing economy, supporting Europe’s

competitiveness, resilience and social cohesion. People with vocational qualifications are

essential to Europe’s strategic sectors, infrastructure and essential services, while

demographic change will require millions of workers to be replaced in the coming decade.

The VET Strategy accompanying this Communication aims to strengthen the quality and

agility of VET, better mobilise its potential for strategic sectors and labour-market transitions

and create a more open and interconnected VET.

79 Special panel - European Commission; Fegert and Melchior, Protecting and empowering minors in a

digital world: Report by the co-chairs of the Special panel on child safety online. Luxemburg (2026). 80 https://digital-strategy.ec.europa.eu/en/policies/cyberbullying. 81 https://digital-strategy.ec.europa.eu/en/policies/strategy-better-internet-kids. 82 https://digital-strategy.ec.europa.eu/en/policies/safer-internet-centres. 83 https://sport.ec.europa.eu/sport-in-the-eu/the-european-sport-model.

17

In relation to digitalisation, the Commission will continue to explore the evolving effects of

advanced technologies such as AI on VET, while working to disseminate emerging findings

and facilitate policy discussions on how VET can best respond to a rapidly changing

technological landscape. The Commission will also continue to promote efforts to increase

the attractiveness of VET across the EU.

5. Conclusion

The basic skills that children and young people acquire today will shape Europe’s

productivity, competitiveness, preparedness, social and territorial cohesion and democratic

resilience for decades to come. Strengthening them is therefore not only an education

objective, but a core investment in Europe’s human capital and strategic autonomy.

The pace of change has accelerated, while progress towards achieving the agreed targets at

EU level has been too slow. Europe cannot afford a prolonged gap between changing

economic, technological and societal demands and the capacity of education and training

systems to respond. Reform needs to be better targeted and more consistently translated into

practice, with investment following clear priorities and evidence of what works.

This requires education to be firmly anchored in broader strategies for competitiveness,

employment, digital transformation, social cohesion and strategic autonomy. The EU can help

the Member States accelerate this process by connecting European cooperation, evidence and

investment with implementation on the ground, and by helping scale effective approaches

across systems.

The objective is therefore not simply for the Member States to invest more in education and

training, but to strengthen the capacity of education and training systems to faster deliver

better outcomes. This Communication provides the contribution of education and training to

that wider effort: stronger basic skills, an attractive teaching profession, digital technologies

and AI that support learning while strengthening Europe’s capacity to act, and VET that keeps

pace with the changing economy.

Achieving this objective will require sustained commitment and investment at all levels. The

Commission calls on the Member States to deliver on this joint mission and report on

progress in the European Semester and the European Education Area, including the annual

Education and Training Monitor. The Commission also invites EU institutions to support the

efforts and actions set in the Education and Skills Package and calls on all stakeholders –

regional and local authorities, schools, teachers, social partners, civil society, researchers and

the wider education community – to work together in shaping stronger education foundations

for all.

EN EN

EUROPEAN COMMISSION

Brussels, 5.11.2026 SWD(2026) 775 final

COMMISSION STAFF WORKING DOCUMENT

Review of the Digital Education Action Plan (2021-2027) and Outlook on Digital

Education

Accompanying the document

Communication from the Commission to the European Parliament, the Council, the

European Economic and Social Committee and the Committee of the Regions

Stronger education foundations for all in the age of AI

{COM(2026) 770 final}

1

Table of Contents

Introduction and policy context ............................................................................................................... 2

Chapter 1: Governance of Digital Education and Skills.......................................................................... 5

Chapter 2: DEAP Implementation and Impact ........................................................................................ 9

DEAP Actions ..................................................................................................................................... 9

2.1. Strategic Priority (SP) 1: Fostering the development of a high-performing digital education

ecosystem ............................................................................................................................................ 9

Action 1a: Structured Dialogue with Member States on Digital Education and Skills ..................... 10

Action 1b: Council Recommendation on the Key Enabling Factors for Successful Digital Education

and Training ...................................................................................................................................... 12

Action 2: Council Recommendation on Blended Learning Approaches for High-Quality and

Inclusive Primary and Secondary Education ..................................................................................... 14

Action 3: European Digital Education Content Framework ............................................................. 16

Action 4: Connectivity and Digital Equipment for Education and Training ..................................... 20

Action 5: Digital Transformation Plans for Education and Training Institutions ............................. 23

Action 6: Ethical Guidelines on the Use of AI and Data in Teaching and Learning for Educators .. 26

Other Activities contributing to Strategic Priority 1 ......................................................................... 31

2.2. Strategic Priority (SP) 2: Enhancing digital skills and competences for the digital

transformation ................................................................................................................................... 33

Action 7: Common Guidelines for Teachers and Educators to Foster Digital Literacy and Tackle

Disinformation................................................................................................................................... 33

Action 8: Updating the European Digital Competence Framework to Include AI and Data-Related

Skills .................................................................................................................................................. 36

Action 9: European Digital Skills Certificate (EDSC) ...................................................................... 38

Action 10: Council Recommendation on Improving the Provision of Digital Skills in Education and

Training ............................................................................................................................................. 40

Action 11: Cross-National Collection of Data and an EU-Level Target on Student Digital Skills .. 43

Action 12: Digital Opportunity Traineeships .................................................................................... 45

Action 13: Women’s Participation in STEM .................................................................................... 47

European Digital Education Hub....................................................................................................... 49

Digital Education Hackathon (DigiEduHack) ................................................................................... 52

2.3 Communication and International Outreach................................................................................ 54

Chapter 3: Persisting Challenges and Emerging Trends ....................................................................... 60

ANNEX 1: DEAP STAKEHOLDER CONSULTATION SYNOPSIS REPORT............................ 72

ANNEX 2: GLOSSARY AND LIST OF ABBREVIATIONS/ACRONYMS ................................. 81

ANNEX 3: LITERATURE AND SOURCES ................................................................................... 90

2

Introduction and policy context

Digital technologies and competences have become deeply embedded in daily life and are

increasingly intertwined with social and economic participation. Digital education —

encompassing the use of digital technologies, tools, and content to support teaching, training,

learning, and assessment processes — is essential to equipping learners of all ages with the

digital competences needed for life, work, and active citizenship. At the same time, when

properly designed and deployed, it supports teachers, trainers, and institutions in adopting

innovative pedagogical approaches, thereby strengthening the quality, accessibility,

inclusiveness, and resilience of education and training systems across Europe.

Digital skills and competences shape how people access information, use public and private

services, navigate labour markets, communicate with others, and engage in civic and

democratic processes. Their significance extends well beyond the digital sector itself, as they

are needed across all sectors and are increasingly linked to productivity, creativity, innovation

capacity, and the ability to adapt to changing forms of work and learning. Levels of digital

preparedness can influence access to education, employment opportunities, and pathways for

social mobility.

Across EU Member States, digital education has advanced markedly, with most countries now

embedding it in national strategies, school reform plans, and broader digital transformation

agendas. However, implementation remains uneven. Digital competences are increasingly

integrated into curricula, often as cross-curricular skills and, in some systems, as dedicated

subjects, yet the depth of integration, consistency, and assessment approaches still vary widely.

This uneven progress is reflected in outcomes: according to International Computer and

Information Literacy Study (ICILS) 2023, 42.5% of eight-graders in the EU perform below

the basic level of computer and information literacy, far above the EU-level target of less

than 15% of underachievers.1 Among adults, 60% reported having at least a basic level of digital

skills in 20252, which remains below the Digital Decade target of 80% by 2030.3

Teacher training has expanded through national frameworks, professional development

programmes, and support tools, but many educators continue to report insufficient time,

confidence, and pedagogical guidance for effective classroom integration. Infrastructure has

improved in terms of connectivity, devices, and digital platforms, though important gaps persist

between and within countries, particularly in rural, disadvantaged, and under-resourced

schools. These disparities reinforce broader equity challenges affecting access, inclusion, and

meaningful participation in digital learning.

In recent years, this transformation has been further shaped by the accelerating development

and deployment of Artificial Intelligence (AI) across society, the economy, and public life. AI

is no longer confined to specialised technological domains; it is increasingly present in the tools

people use to learn, work, communicate, and create. Its growing integration into educational

1 European Commission (2024). International Computer and Information Literacy Study (ICILS) in Europe, 2023 – Main

findings and educational policy implications. Luxemburg: Publications Office of the European Union. 2 Source: Eurostat [isoc_sk_dskl_i21] Individuals' level of digital skills (from 2021 onwards) 3 European Commission (2026). Report on the State of the Digital Decade 2026. Luxembourg: Publications Office of the

European Union.

3

environments is beginning to influence not only how knowledge is accessed and delivered, but

also how learners engage with information, develop competences, and prepare for rapidly

evolving labour markets and civic realities. As these changes unfold, AI literacy is emerging as

an increasingly important foundation within the broader landscape of basic and future-oriented

competences. Interest in AI in education and training is growing rapidly, with several Member

States beginning to issue guidance, pilot tools, or adapt policies. Overall, however, AI readiness

remains at an early stage and is constrained by uneven capacity, governance uncertainty, and

limited evidence on effective use.

Digital distraction and the uncritical use of AI are increasingly cited as possible contributors

to the underperformance of 15-year-olds in reading, science and mathematics, alongside low

levels of parental engagement and persistent teacher shortages. At EU level, 30.5% of students

report being frequently distracted by their use of digital devices during science lessons. Beyond

the classroom, heavy or passive screen use during leisure time may further undermine

concentration, reading stamina and well-being, while also affecting mental health.4

At the same time, young people are making increasing use of AI tools for educational purposes.

However, their impact depends significantly on who uses AI tools and how they are used.

Recent research suggests that generative AI tools can improve learning outcomes when used in

ways that support productive cognitive struggle.5 However, when used primarily for efficiency

gains, such tools may encourage passive cognitive offloading and more superficial engagement

with knowledge.6

The latest PISA results should be understood not merely as an education concern, but as a

broader strategic challenge. While the EU has recently taken important steps to strengthen

children’s online safety and support healthy relationship with technology, including through

the Commission proposal for an EU KIDS ACT7 calling, these developments underline the

urgent need for a more coherent and ambitious approach to technology in education and

training – one that does not simply permit digital tools in the classroom, but integrates them in

a selective and purposeful manner that strengthens learning outcomes, critical thinking, and

Europe’s long-term competitiveness.

The EU framework for digital education was established in 2018 with the first Digital Education

Action Plan8, as an integral part of the European Education Area (EEA), and was subsequently

renewed in 2020 through the Digital Education Action Plan (2021–2027)9 (hereafter DEAP),

in the context of the recovery plan. The DEAP has provided a shared vision for high-quality,

inclusive, and accessible digital education in Europe, structured around two strategic priorities:

fostering a high-performing digital education ecosystem and strengthening digital skills and

competences for the digital transformation.

4 European Commission: Directorate-General for Education, Youth, Sport and Culture, Flash EU results from PISA 2025,

Publications Office of the European Union, 2026, https://data.europa.eu/doi/10.2766/1115282.5 European Commission (2026a). Friend or foe? Evidence from the use of generative artificial intelligence in learning and

teaching. European Education Policy Papers. Luxembourg: Publication Office of the European Union. 6 OECD (2026b). PISA 2025 Results (Volume I): Future-Ready Students. Paris: OECD Publishing. 7 COM(2026) 681 final 8 COM(2018) 22 final 9 COM(2018) 22 final

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As part of the DEAP, the Commission committed to undertaking a comprehensive review in

2024 to gather the views and experiences of citizens, institutions, and organisations,

highlighting both the progress achieved and the need for more targeted action. The review

period ran from April 2024 to June 2025, beginning and concluding with stakeholder-focused

events, namely a kick-off event in 2024 and the Digital Education Stakeholder Forum in 2025.

Additional consultation activities, including the Youth Dialogue with Executive Vice-President

Roxana Mînzatu, were carried out in the first half of 2026.

This staff working document outlines the progress achieved over the first five years of the

Digital Education Action Plan (2021–2027) and presents the findings of its stakeholder-based

review.

While the DEAP played a central role in supporting Europe’s digital education transition —

helping Member States respond to the pandemic, foster innovation, and strengthen

collaboration — its findings also point to persistent structural challenges. These findings are

consistent with large-scale reviews of the current state of play.

These findings have directly informed the Education and Skills Package and its Chapeau

Communication on Stronger education foundations for all in the age of AI. It sharpens the

DEAP’s legacy by focusing on a smaller number of high-impact priorities: advancing AI

literacy and the effective and safe use of AI in education, developing sovereign cross-border

infrastructure, accelerating European EdTech innovation, and supporting children and young

people in developing healthy online habits. In this way, the Education and Skills Package builds

on the foundations laid by the DEAP, focusing on fewer actions with transformative potential,

with the aim of ensuring that digital education in Europe is inclusive, resilient, and fit for the

challenges ahead. It emphasises that a coordinated policy response is essential to ensure that

education and training systems across the EU maximise the benefits of digital innovation and

contribute to economic growth, social inclusion, and democratic resilience, while mitigating

risks such as overreliance and AI-enhanced disinformation.

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Chapter 1: Governance of Digital Education and Skills

Digital education sits at the intersection of education, skills and digitalisation policies. It

is both an essential element of the EU’s broader education agenda as outlined in the European

Education Area10 and a contributor to the EU’s broader digitalisation agenda as represented

by the 2030 Digital Compass: the European way for the Digital Decade11. On the one hand, it

supports education systems in their digital transformation, with the ultimate objective of

enhancing the quality and inclusiveness of education as a whole and improving the achievement

of learning outcomes in all subjects. On the other hand it aims to strengthen the role that

education plays in supporting the digital transition by equipping citizens, from an early age,

with the digital skills they need to live, learn, work and thrive in the digital era.

These objectives have been reflected in the two strategic priorities of the Digital Education

Action Plan (DEAP) (2021 – 2027): (1) fostering the development of a high-perfoming digital

education ecosystem and (2) enhancing digital skills and competences for the digital

transformation. Together, they presented a common vision of high-quality, inclusive and

accessible digital education in Europe. The DEAP called for greater cooperation at EU level to

address the challenges and opportunities arising from the accelerating digital transformation.

Such a dual role adds complexity to the Action Plan’s implementation, especially as the policy

areas of education and digital transformation are guided by different approaches to EU-

level cooperation. In education, Member States are responsible for the content of teaching and

the organisation of their education systems, while the EU has a supporting competence under

Articles 165 and 166 of the Treaty of the Functioning of the European Union (TFEU)12,

exercised in line with the subsidiarity principle. Cooperation between the EU and the Member

States in education is therefore voluntary and takes place primarily through dissemination of

best practice and mechanisms such as peer learning activities, agreement on common

qualitative and quantitative benchmarks, the use of guidelines, and periodic evaluations of

progress.

By contrast, policies linked to the digital transition are governed by stronger legislative

instruments. These include the Digital Decade Policy Programme (DDPP) 2030, which sets

objectives and targets for the digitalisation of economies and societies on competitiveness,

resilience, sovereignty, (cyber-)security and sustainability. It includes a commitment to

achieve, by 2030, a digitally skilled population, where at least 80 % of those aged 16-74 having

at least basic digital skills, and 20 million employed ICT specialists, with increased women’s

participation.13 The DDPP is supported by legislative acts that are binding on Member States,

10 European Education Area explained | European Education Area (europa.eu) 11 Europe’s Digital Decade: digital targets for 2030 (europa.eu) 12 OJ C 115, 9.5.2008, ELI: http://data.europa.eu/eli/treaty/tfeu_2008/art_165/oj, and OJ C 202, 7.6.2016, ELI:

http://data.europa.eu/eli/treaty/tfeu_2016/art_166/oj 13 Digital Decade Policy programme | Shaping Europe’s digital future

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such as the Data Governance Act14, Data Act15, Artificial Intelligence Act16, Digital Services

Act17 and Digital Markets Act18, as well as the Interoperable Europe Act19.

1.1. Cooperation between the European Commission and Member States on digital

education and skills

The European Commission has a coordinating and supporting role in the development of

digital education and skills in the EU. This complements efforts at national level in each of the

Member States.

The DEAP was implemented through 14 actions (Actions 1a and 1b to 13). Actions 1a and 1b

are presented as distinct but closely connected measures because they translate into practice the

strengthened political commitment made by Member States in 2023 through the adoption

of two Council Recommendations aligned with the two priorities of the Action Plan:

- the Council Recommendation on the key enabling factors for successful digital

education and training20

- the Council Recommendation on improving the provision of digital skills and

competences in education and training21.

In these Recommendations, Member States called for a regular exchange of information and

committed to providing guidance on strategic issues related to digital education and training

and to digital skills and competences.

This reinforced cooperation has been implemented through a combination of established and

innovative mechanisms and methods.

1.1.1. Established cooperation mechanisms

The Council Resolution on a strategic framework for European cooperation in education and

training towards the European Education Area (EEA) and beyond (2021-2030)22 established

that, until 2025, cooperation in the context of the EEA strategic framework would be ensured

through working groups composed of experts nominated by Member States and key

stakeholders. As opposed to other sectors, such as higher education or schools, digital education

and skills represented a relative new field of cooperation without yet established discussion for

at strategic level.

As a result, a new Working Group on Digital Education: Learning, Teaching and

Assessment (DELTA) was established. This group has offered a forum for the exchange of

experiences and practices on digital education, while respecting the principle of subsidiarity

and the diversity of EU Member States. It aimed at promoting mutual learning and sharing

expertise to support countries in the implementation of policy reforms in line with the DEAP,

focusing in particular on fostering high quality and inclusive digital education in the EU.

14 OJ L 152, 3.6.2022, ELI: http://data.europa.eu/eli/reg/2022/868/oj 15 OJ L, 2023/2854, 22.12.2023, ELI: http://data.europa.eu/eli/reg/2023/2854/oj 16 OJ L, 2024/1689, 12.7.2024, ELI: http://data.europa.eu/eli/reg/2024/1689/oj 17 OJ L 277, 27.10.2022, ELI: http://data.europa.eu/eli/reg/2022/2065/oj 18 OJ L 265, 12.10.2022, ELI: http://data.europa.eu/eli/reg/2022/1925/oj 19 OJ L, 2024/903, 22.3.2024, ELI: http://data.europa.eu/eli/reg/2024/903/oj 20 OJ C, C/2024/1115, 24.1.2024, ELI: http://data.europa.eu/eli/C/2024/1115/oj 21 OJ C, C/2024/1030, 23.1.2024, ELI: http://data.europa.eu/eli/C/2024/1030/oj 22 OJ C 66, 26.2.2021, https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32021G0226(01)

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Members have included Ministries of Education from EU Member States, EFTA countries,

candidate countries and education organisations.

Consequently, in the Council Recommendations on digital education and skills adopted in

November 2023, Member States entrusted the High Level Group on Education and Training,

which is part of the EEA governance framework, with the task of providing steering on the key

strategic topics addressed in the Recommendations.

Since the adoption of the Council Recommendations, various High Level Group discussions on

digital learning took place. Two were devoted to digital learning and on the implementation of

DEAP and of the Council recommendation: one was organised during the Danish Presidency

by the then incoming Cypriot Presidency of the Council on 1-2 December 2025. More recently,

on 25 June 2026, the incoming Irish Presidency asked the Commission to present its plans for

advancing next EU digital education plans through supporting the Member States in building

sovereign, interoperable digital infrastructure for education and in fostering a trusted, inclusive

and innovative digital learning ecosystems in the age of AI, including through the uptake of the

EU-OECD AI literacy framework for primary and secondary education23 launched in June

2026.

Discussions showed broad agreement on key priorities, such as the whole-of-government

approach, inclusion, teachers’ digital competence, AI readiness, digital well-being, and stronger

evidence on best practices. Member States also called for further work on assessment and

monitoring, age-appropriate guidance, secure and interoperable infrastructure, quality

assurance for digital tools, and greater support for research, innovation and European

cooperation. There was shared agreement that the next phase should take a more human-

centred, lifelong learning approach, supported by clearer indicators, better data, stronger teacher

support and continued stakeholder cooperation.

1.1.2. Innovative cooperation mechanisms

To address the specific challenges of the digital transformation of education, the European

Commission has also tested a number of innovative cooperation mechanisms, including a

Structured Dialogue on Digital Education and Skills (Action 1a) to support Member States

in developng an integrated, coherent and more ambitious approach to digital education and

skills.

In addition to these direct exchanges at national level, the Commission invested efforts in

building the broader digital education stakeholder community at the European level. As part of

this, the two Digital Education Stakeholder Forums represented key events on the EU digital

education calendar. On 22 March 2022 the Commission organised the first Digital Education

Stakeholder Forum: ‘Making education and training fit for the digital age’, bringing together

high-level EU policy-makers including the then Commissioner for Innovation, Research,

Culture, Education and Youth, Mariya Gabriel, Executive-Vice President of the Commission

for a Europe fit for the Digital Age, Margrethe Vestager, the Presidency trio of the Council of

23 European Union / OECD (2026). Empowering learners for the age of AI: An AI literacy framework for primary and

secondary education. OECD Publishing, Paris. https://doi.org/10.1787/65cd27d4-en

8

the European Union and Members of the European Parliament. A second flagship event was

organised on 24 June 2025, titled ‘Tap into Europe’s digital potential’.

In parallel, as an example of increased sharing and coordination from the side of the Member

States, the Belgian Presidency organised the Digital Education Dialogues in May 2024,

bringing together political and technical-level representatives of Member States for strategic

discussions. The event provided an opportunity for Member States, the European Commission,

and various stakeholders to align on priorities for the future of digital education across Europe.

The Digital Education Dialogues centred on three primary themes: balancing educational

objectives with data privacy, aligning Member States’ digital skill programmes with Council

Recommendations, and exploring the role of AI and extended reality (XR) in education.

Facilitated discussion between educational bodies, local authorities, and private sector

representatives focused on the opportunities and challenges that digital transformation brings

to education. Participants exchanged successful approaches, particularly in teacher professional

development initiatives, which are central to enhancing digital literacy and competence.

The Education and Skills Package marks a new milestone in Member States collaboration

with the Commission Implementing Decision on the establishing of a European Digital

Infrastructure Consortium on Education (EDU-EDIC). The EDU-EDIC will seek to pool

resources, infrastructure and expertise to build digital capabilities that no single European

country could deliver alone.

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Chapter 2: DEAP Implementation and Impact

The introduction of digital technologies in education and training systems requires a whole-of-

government approach and strong coordination between different departments of government.

Reflecting this need at the level of the Commission, the DEAP was implemented with the

Directorate-General for Education, Youth, Sport and Culture (DG EAC) in the lead and other

services co-leading or contributing to its specific actions (Directorate-General for

Communications Networks, Content and Technology – DG CONNECT, Directorate-General

for Employment, Social Affairs and Inclusion – DG EMPL, European Commission Joint

Research Centre – JRC).

The DEAP was implemented with the support of, and in close synergy, with relevant EU

frameworks, funding programmes and instruments, including the European Education Area, the

Digital Decade Policy Programme, Erasmus+, Digital Europe and others. Its funding landscape

was complex, drawing on a wide range of sources. The non-exhaustive list of available EU

instruments included Erasmus+, European Solidarity Corps, Digital Europe, Horizon Europe,

the European Social Funds, the European Regional Development Fund, Recovery and

Resilience Facility and the Technical Support Instrument. The EU support complemented

national funding for digital skills and digital ecosystem development, further increasing the

complexity of the funding landscape for digital education and training in the European

Union.

DEAP Actions

2.1. Strategic Priority (SP) 1: Fostering the development of a high-performing

digital education ecosystem

The digital transformation has the potential to support education and training not only by

making them more resilient in times of crisis but also by enhancing their overall accessibility,

quality and inclusiveness. Effective use of digital technologies for quality and inclusive

education and training needs to be planned in a sustainable way, with sufficient support,

resources and guidance. For this reason, providing infrastructure and digital devices is

fundamental, but a critical and purposeful use of digital technologies for teaching and learning

needs to be underpinned by strong digital capacity.

This was reflected in the first strategic priority of the DEAP, which aimed to foster the

development of a high-performing digital education ecosystem. The reference to “ecosystem”

clearly showed the need for integration of several diverse but inter-related elements which are

at the core of successful digital education. These include infrastructure, teachers’ professional

development, governance arrangements and targeted policies. The European Commission

supported the development of such a high-performing digital education ecosystem through the

first six Actions of the DEAP, whose implementation and impact so far are presented below.

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Action 1a: Structured Dialogue with Member States on Digital Education and

Skills

Accelerating the digital transformation of education systems requires coordinated engagement

across sectors and levels of governance. As digital tools and skills became central to learning,

employability, and civic participation, policy coherence between Member States and the

European Commission was critical. Recognising this, President von der Leyen announced in

the 2021 State of the Union address the launch of a Structured Dialogue with Member States

to support a more integrated, ambitious, and strategic approach to digital education and skills.

The dialogue aimed to raise political visibility and commitment, align efforts with the 2030

Digital Decade targets, and contribute to the delivery of the DEAP.

Implementation state of play

The Structured Dialogue was conducted over the course of 2022 and followed a whole-of-

government approach, involving a wide spectrum of stakeholders including ministries of

education, labour, finance, digitalisation, and industry. It was implemented through a series of

bilateral meetings with all 27 Member States, supported by internal coordination across

Commission services (SG, DG EAC, DG EMPL, DG CNECT) and contributions from the ISSG

(Inter-service steering group) on digital education and skills.

Each Member State nominated high-level representatives to participate in the High-Level

Group of National Coordinators, ensuring cross-sectoral involvement at national level. These

bilateral meetings and group discussions enabled for in-depth exploration of country-specific

priorities, challenges, and reform needs. Topics ranged from digital skills development and

teacher training to infrastructure gaps and public-private partnerships, including the role of

EdTech and digital solution providers.

Stakeholder engagement was an integral part of the dialogue. It included consultations with

civil society, educational institutions, the DELTA Working Group under the EEA governance

structure, and social partners. The dialogue process focused on co-creation and shared

diagnosis, aiming to map the current state of digital education, assess national strategies,

identify best practices, and explore how the EU could further support national efforts.

The results of the Structured Dialogue directly informed the preparation of two Council

Recommendations: one on the key enabling factors for successful digital education and

training24, and another on improving the provision of digital skills and competences in

education and training25, both adopted by the Council in November 2023. The dialogue also

provided input for the Digital Decade Policy Programme and national digital skills

roadmaps. A thematic analysis conducted by the Joint Research Centre (JRC)26

synthesised the outcomes of the discussions.

24 OJ C, C/2024/1115, 24.1.2024, ELI: http://data.europa.eu/eli/C/2024/1115/oj 25 OJ C, C/2024/1030, 23.1.2024, ELI: http://data.europa.eu/eli/C/2024/1030/oj 26 The thematic analysis was prepared by the European Commission’s Joint Research Centre and is based on presentations

prepared by each Member State for the bilateral meetings and the notes of discussions that took place during the meetings.

All findings are presented in a synthesised format reflecting common trends, without identifying any Member State

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Impact and future orientation

Stakeholders, including educators, policymakers, civil society organisations, and educational

institutions, expressed broad support for the Structured Dialogue. It was described as an

“essential step to encourage the adoption of policies at national level”, with many stakeholders

recognising its value in addressing both short- and long-term digital education challenges. Its

inclusive approach and capacity to foster exchange between Member States, EU institutions,

and diverse stakeholder groups were particularly appreciated.

At the same time, several stakeholders raised concerns about the need for more outcome-

oriented processes. Educational networks and NGOs pointed to the gap between discussion

and tangible results and called for better tracking mechanisms and more detailed comparative

analysis of national practices. One education network commented that “strategic dialogue

would be more effective if supported by a thorough analysis, comparison, and reflection of

Member States’ digital education policies, including third countries in Europe.” Stakeholders

also stressed the need to translate dialogue outcomes into actionable follow-up measures and

regularly monitored.

Inclusion and stakeholder diversity were also identified as areas for improvement. Civil society

groups emphasised the need to involve local authorities, marginalised communities, and

smaller education providers more consistently. They noted that inclusive models are crucial

for designing digital education policies that respond to real-world disparities. Stakeholders also

called for greater involvement of private sector actors, particularly in high-demand fields such

as AI, cybersecurity, and data science, to ensure stronger links between education and labour

market needs.

Looking ahead, stakeholders recommend transforming the Structured Dialogue into a

recurring, structured mechanism to support peer learning, facilitate implementation

monitoring, and enable for dynamic policy updates in response to emerging challenges.

Future iterations should place greater emphasis on measurable outcomes, deeper analysis of

national contexts, and stronger alignment between dialogue and funding opportunities.

Overall, the Structured Dialogue demonstrated the value of coordinated, cross-sectoral policy

engagement in shaping digital education and skills strategies. It provided a high-level forum for

policy exchange, strengthening synergies across Member States’ education, labour, and digital

strategies and supporting mutual learning. It also helped align national actions with EU-level

objectives and reinforced collective commitment to achieving Europe’s 2030 digital targets.

Besides providing the basis for developing the two Council Recommendations, the Structured

Dialogue contributed to a more systematic and informed understanding of the enabling

conditions for effective digital transformation, including leadership, infrastructure, teacher

training, data use, and stakeholder collaboration.

individually. The analysis was published as Annex III of the Staff Working Document accompanying the Proposals for

Council Recommendations on the key enabling factors for successful digital education and training, and on improving the

provision of digital skills and competences in education and training.

12

Member States and Commission services generally considered the structured, collaborative

format was useful in building trust and enhancing policy coherence across domains.

Action 1b: Council Recommendation on the Key Enabling Factors for

Successful Digital Education and Training

Despite extensive investment and multiple national initiatives over recent decades, access,

implementation, and outcomes in digital education in the EU remain fragmented. The COVID-

19 pandemic starkly exposed the limitations of existing systems, as many countries relied on

improvised digital solutions to ensure continuity of learning. These included the use of

commercial videoconferencing platforms, the distribution of devices to disadvantaged learners,

and the creation of informal digital training programmes for teachers. While these responses

demonstrated adaptability, they also highlighted a broader need for a more systemic and

sustainable digital transformation in education.

In response, the European Commission proposed a Council Recommendation on the Key

Enabling Factors for Successful Digital Education and Training, adopted in November

2023. The Recommendation builds on the first strategic priority of the DEAP, which calls for

the development of a high-performing digital education ecosystem. It reflects a shared

understanding that effective digital education requires not only access to technology, but also

on coherent governance, sustained investment, professional development for educators, and

inclusive pedagogical practices.

Implementation state of play

The Recommendation was developed through extensive consultations and collaboration with

Member States and stakeholders. It draws from multiple sources: the 2018 Digital Education

Action Plan, the Council Conclusions on digital education in Europe’s knowledge societies,

and the outcomes of the Structured Dialogue held throughout 2022. The process also

incorporated feedback gathered through stakeholder consultations held in the same year.

The Commission adopted the proposal in April 2023, following which the Council formally

endorsed it in November 2023. The Recommendation was adopted as part of a broader package

that also included a complementary Council Recommendation on improving the provision of

digital skills and competences in education and training. Together, these instruments

provide Member States with a clear policy framework to support accessible, high-quality, and

inclusive digital education.

The Recommendation focuses on formal education and training, highlighting the strategic

planning, investment, and cooperation required to harness digital technologies effectively. It

also stresses the need for pedagogically meaningful integration of technology, ensuring digital

tools enhance learning outcomes across all subjects and at all levels of education. The proposal

aligns with broader EU objectives, including those set out in the Digital Decade Policy

Programme, the European Skills Agenda, the European Pillar of Social Rights Action

Plan, and the Union of Equality strategies. It also complements recovery and resilience

initiatives, with Member States allocating EUR 23 billion to digital education and skills under

the Recovery and Resilience Facility.

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Impact and future orientation

Stakeholders broadly welcomed the adoption of the Council Recommendation and

acknowledged its contribution to strengthening Europe’s digital education systems. It has been

described as a necessary step to integrate digital skills and infrastructure planning into national

education reforms. According to a civil society platform, “the Council Recommendation

recognises the importance of coherent strategies specifically addressing digital education and

skills,”, while noting that non-formal learning remains underdeveloped.

Multiple organisations, including DAAD and ALL DIGITAL, have called for more inclusive

consultation and implementation mechanisms, noting that continuous engagement with a

wider range of actors—such as cities, civil society, digital training organisations, and education

trade unions—would strengthen both the scope and relevance of the Recommendation.

Some stakeholders expressed concern over the limited focus on non-formal and informal

learning environments. While these are acknowledged in the text, they are not supported by

specific implementation guidance. Others, such as the European Association for the Education

of Adults, warned of over-reliance on commercial digital platforms and called for more

emphasis on data protection, accessibility, and public-sector digital tools.

At national level, stakeholders stressed the need for a strong follow-up strategy. The Lifelong

Learning Platform highlighted that the Recommendation has already shaped national digital

education policies but stressed the importance of continued support for capacity building,

particularly in schools and among teachers. A submission from Spain’s Ministry of Education

called for further reflection on the use of physical learning environments and the role of

technology in reshaping them.

Overall, the Council Recommendation represents a critical milestone in establishing a shared

vision for high-quality and inclusive digital education. It provides Member States with a policy

compass to guide reform efforts and supports the implementation of existing EU strategies

related to skills, digital transition, and social inclusion.

The Recommendation has helped to consolidate efforts across Member States by identifying

common challenges and policy gaps. These include lack of a systemic whole-of-government

approach, insufficient investment in infrastructure and digital content, limited teacher training

in digital pedagogy, and weak monitoring and evaluation frameworks.

The Recommendation has further supported the alignment of national strategies with the EU’s

broader digital transformation goals. It reinforces the need for long-term capacity building and

investment in education and training systems, particularly in the digital readiness of schools

and teachers.

Going forward, successful implementation will depend on strengthening cooperation based on

common standards for trusted, inclusive and innovative digital education infrastructure in

Europe. The European Commission has committed to reviewing progress of the Council

recommendation within five years, with further opportunities for alignment and updates

expected as part of the evolving Digital Decade agenda.

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Action 2: Council Recommendation on Blended Learning Approaches for

High-Quality and Inclusive Primary and Secondary Education

Blended learning refers to the use of more than one approach in the learning process, combining

various physical environments such as schools, training centres, or cultural sites and a mix of

both digital and non-digital tools. This flexibility enables more inclusive education, particularly

for learners in remote or rural areas, those in hospitals or care centres, or those from traveller

communities. The COVID-19 pandemic accelerated the large-scale adoption of digital learning

practices, highlighting the need for effective, inclusive, and engaging approaches to distance,

online, and blended learning.

In response, the European Commission proposed a Council Recommendation27, adopted in

November 2021, aimed at supporting learners, teachers, and schools in navigating this

transition. While fully recognising the value of face-to-face learning, the Recommendation

states that learning in different ways and in different environments -- including at school, at

home, outdoors, in cultural sites, workplaces, and digital environments -- can motivate children

and young people to enhance their broad competence development. It can also help them to

understand the relevance of formal education and training to their lives in society and encourage

more active engagement with local and global challenges, for instance those related to

sustainability, the environment, and climate change.

The Recommendation provides strategic guidance to help Member States incorporate blended

learning into school education systems, drawing on lessons learned during the pandemic. Its

overarching goal is to support Member States in adapting their school education systems to be

more flexible, inclusive, and better able to respond to a broad range of learner needs, changing

circumstances, and pedagogical approaches. It is therefore both a response to specific lessons

learned from the COVID-19 pandemic and an opportunity to work positively towards the

longer-term preparedness of education systems.

Implementation state of play

Following the adoption of the Recommendation, the EEA Working Group Schools – Pathways

to School Success made blended learning for inclusion a priority focus area throughout 2022.

This resulted in the publication of the report Blended Learning for Inclusion28, which outlined

key messages and provided practical examples. The report was accompanied by a webinar and

an expert video to further disseminate the findings.

To complement these efforts, the European Commission made a wide range of resources and

training available on the European School Education Platform (ESEP)29. For example, six

MOOCs focused on digital competence, aligned with the European Digital Competence

Framework for Educators30 and Selfie for Teachers31, reached over 7,000 participants in 2024

27 Proposal for a council recommendation on blended learning for high quality and inclusive primary and secondary

education, COM (2021) 455 final. 28 Working group on schools (2021-25) “pathways to school success” - Publications Office of the EU 29 European School Education Platform | European School Education Platform 30 DigCompEdu - Joint Research Centre - European Commission 31 SELFIE for TEACHERS - European Education Area

15

alone. These courses remain available for self-paced learning and form part of a European

recognition scheme for teachers’ digital competences, available to the eTwinning community

since summer 2025.32 In addition, between 2021 and 2024, other courses were delivered via the

EU Academy33, and more than 200 resources, including webinar recordings, articles, and case

studies, were made available to support schools in implementing blended learning34.

In August 2024, the European Expert Network on Economics of Education (EENEE)35

published a report on Digital Transformation in Blended Learning Environments36. The report

supported the implementation of the Council Recommendation by analysing how the digital

dimension of blended learning had evolved across Member States and by identifying both the

strengths and limitations of these approaches. It also explores the extent to which digital

innovations had been integrated into educational practices and presented recommendations for

further research on outcomes, satisfaction, teacher effectiveness, and the long-term impacts of

blended learning.

Impact and future orientation

Stakeholders across the education, civil society, and policy sectors expressed broad support for

the Council Recommendation’s emphasis on blended learning, which is widely regarded as an

effective means of enhancing accessibility, inclusion, and adaptability in education. One

European academic network referred to blended learning as a “flexible model that provides a

richer learning experience and supports inclusivity, diversity, and equity in education.”

Civil society groups particularly underlined how blended learning can support personalised

education for students from varied backgrounds, including those with special educational needs.

Policymakers and education leaders also highlighted the value of enhanced EU collaboration to

exchange effective practices and develop robust evaluation frameworks.

At the same time, stakeholders pointed to the need for targeted professional development so

that teachers are equipped to use digital tools effectively and to manage the pedagogical

shifts that blended learning requires. A European vocational education and training (VET)

initiative noted that “it is essential that teachers are trained in both using digital technologies

and effectively implementing blended learning in their teaching practices.” Without this

preparation, there is a risk that digital tools may not be used to their full potential.

Concerns were also raised about persistent inequalities in access to reliable internet and digital

devices. As one civil society organisation observed, “digital tools can enable students with

special education needs to keep up with their peers and fully participate in the educational

process.”

32 Unlocking the power of digital competencies: a course series for teachers | European School Education Platform 33 EU Academy 34 Discover | European School Education Platform 35 European Expert Network on Economics of Education 36 European Commission, Directorate-General for Education, Youth, Sport and Culture (2024). Caplanova, A., Dunajeva, J.

and Rodriguez, P., Digital transformation in blended learning environments – EENEE analytical report, Luxembourg:

Publications Office of the European Union.

16

As such, stakeholders strongly advocate for sustained investment in teacher training,

digital capacity-building, and infrastructure to ensure blended learning contributes

meaningfully to inclusive, high-quality education across the EU.

Looking ahead, stakeholders stressed that further efforts are needed to establish blended

learning as a core element of mainstream education policy. This includes embedding it more

systematically in national strategies, with implications for teaching, learning and assessment,

quality assurance processes, and school development plans. Continued investment in digital

infrastructure, teacher professional development, and monitoring tools will be critical to support

implementation and to ensure equity across regions.

Consultations also point to the need to build a stronger evidence base on the long-term

impacts of blended learning. This would require more systematic data collection, longitudinal

research, and collaboration across Member States to evaluate effectiveness and inform future

adjustments, and more targeted support to schools facing the greatest barriers to adopting

blended learning practices.

Positioning blended learning within the broader priorities of the Union of Skills and the

Preparedness Union will help align education policy with the demands of digital transformation,

future labour market needs, population preparedness and societal resilience. By reinforcing

collaboration, sharing of good practices, and continuous evaluation, blended learning can

become a catalyst for more resilient, inclusive, and future-ready school systems.

Action 3: European Digital Education Content Framework

A) European Digital Education Content Framework / Guidelines

Digital education content (DEC) has long been used in education but came under more

scrutiny during the shift to emergency online learning during the COVID-19 pandemic. DEC

refers to learning, teaching and assessment materials – ranging from interactive videos or

quizzes to structured digital textbooks – designed or created by educational publishers, teachers

and other creators (including learners) to achieve educational objectives, and made available in

various formats using digital tools and platforms. Alongside the ongoing digital transformation,

the production and use of DEC have increased rapidly.

While this action was initially designed to provide a European framework for digital

educational content, implementation showed that practical guidelines would be more

effective and easily adaptable to the different contexts and education systems across the EU.

The original objectives nevertheless remained unchanged: to harness Europe’s cultural and

creative diversity, to ensure that digital resources meet high instructional design standards, and

to address key challenges such as accessibility, multilingualism, verification, and ethical

considerations.

Implementation state of play

The development of the European Guidelines on Digital Education Content was structured

around three core objectives:

17

• Providing structured support primarily to teachers and school leaders in their day-to-

day efforts to select, create, acquire, use and assess high-quality digital education

content, while remaining sufficiently flexible to adapt to local contexts and different

education systems.

• Improving understanding and clarity for all stakeholders in day-to-day decisions

on the selection, creation, use, and evaluation of digital education content, thereby

facilitating decision-making at all levels on investing in, acquiring, using, and

improving such content.

• Supporting the convergence and coherence needed to reduce fragmentation in

supply, barriers to adoption and confident use of DEC, while ensuring its quality and

diversity.

The exploratory study37, published by the European Commission in October 2023, provided

an analysis of the supply and demand of DEC and proposed a common definition based on

extensive research and stakeholder consultations. The study identifies pedagogical,

technological, legal, and organisational challenges in the development of a unified digital

education content framework.

Input educators, content creators, and policymakers revealed a high degree of fragmentation

in existing DEC standards, leading to inconsistencies in how Member States incorporate

digital education content into their national strategies and action plans. The lack of a

common quality benchmark had further hindered confidence in DEC adoption and

development.

The Council Recommendation on key enabling factors for successful digital education and

training38, adopted in November 2023, welcomed the Commission’s commitment to

developing guidelines and quality standards for accessible and well-designed DEC. The overall

aim is to help Member States' education and training systems to systematically assess the

quality, safety, trustworthiness, reliability, utility, and inclusiveness of DEC.

To advance this work, the Commission Expert Group (EG) on Digital Education Content39

was set-up in July 2024 for a 14-month mandate. The 24-member group, consisting of

educators, public authorities, researchers, and digital content providers, was tasked with:

• Establishing a common vocabulary and terminology to facilitate a shared understanding

and transparency regarding DEC across stakeholders and Member States.

• Developing criteria and key considerations to help primarily teachers and school leaders

systematically assess the quality of DEC.

• Developing guidelines to help educators and stakeholders apply quality criteria in the

creation, selection, use and evaluation of DEC, and promote digital literacy and skills

for DEC design and use.

37 Digital Education Content in the EU: state of play and policy options – Final report COM (2023);

Technical report COM(2023) ; Executive Summary (COM 2023) 38 Council Recommendation on the key enabling factors for successful digital education and training, 2023 (C/2024/1115). 39 Commission Expert group for Digital Education Content (E03942)

18

The publication Making informed choices on digital education content: EU guidelines for

teachers and educators40 was published in English in December 2025 and in all EU languages

on 12 June 2026. It has so far recorded 1,754 downloads.

In addition, the 2026 Erasmus+ Programme launched a call for European policy

experimentations on “Digital Education Content: success factors in decision making and use by

teachers, trainers and school/institution leaders”. The objective is to support the use and

implementation of the DEC guidelines in real contexts and provide capacity building to teachers

and school leaders in their day-to-day practice.

Impact and future orientation

The development of European Guidelines on Digital Education Content has been widely

endorsed by stakeholders in education, civil society, and industry. It is regarded as a critical

tool for standardising quality and accessibility in digital education content. One Ministry of

Education noted, “referencing digital content with respective curricula has facilitated the

integration of digital content into everyday teaching practices, making education more

adaptable and responsive to the needs of modern learners.”

A key benefit highlighted by stakeholders was the potential to reduce disparities in digital

education across Member States by recognising DEC as a key part of the educational

ecosystem. A more cohesive and structured approach is expected to improve content

alignment with national curricula, making digital education more inclusive and responsive

to diverse learner needs.

Some stakeholders stressed the importance of adapting content to local educational

contexts, with a creative industry sector organisation cautioning, “one size does not fit all.”

Civil society groups emphasise the need for inclusivity, particularly for learners with special

needs and disadvantaged backgrounds. It was also pointed out that similar guidelines are

required for higher education, in addition for primary and second levels.

Another issue raised was the fragmentation of digital education frameworks across the EU,

which creates inconsistencies in DEC evaluation and implementation. EdTech companies

advocate for a standardised metadata tagging system to streamline content assessment and

ensure compatibility across national education systems. The DEAP review also highlighted

need formeasurable impact assessments to ensure that DEC investment and uptake lead to

tangible learning improvements.

Following the guidelines publications, a focus has been put on deepening collaboration with

Member States to support national uptake of the guidelines. In parallel, consideration has been

given to expanding the framework’s application to higher education, ensuring continuity and

coherence across all levels of education.

B) Working Group on European Higher Education Interoperability Framework

The European Higher Education Interoperability Working Group was established to

address the growing need for seamless digital integration across teaching, learning and

40 Making informed choices on digital education content: EU guidelines for teachers and educators - Publications Office of

the EU

19

administrative systems in European higher education institutions. As universities increasingly

rely on complex, and often custom-developed ICT systems, interoperability has become

essential for enabling transnational collaboration, joint education provision, and efficient

digital learning environments.

Implementation state of play

Developing the European Higher Education Interoperability Framework (HEIF)

Launched in July 2023 under the European Digital Education Hub (EDEH)41, the Working

Group developed a comprehensive European Higher Education Interoperability

Framework (HEIF) through a collaborative and iterative process. The framework builds on

the European Interoperability Framework (EIF)42, which provided the methodological basis

for achieving interoperability across legal, organisational, semantic, and technical dimensions,

while also supporting broader system-level change.

The Working Group brought together over 300 members from higher education institutions,

European University Alliances, public and private sector bodies, European institutions (DG

DIGIT, DG CNECT, DG EMPL, DG RTD, and JRC), standardisation organisations, and

national research and education networks (NRENs). It also drew on the experiences, input and

steering of more than 55 European University Alliances43 and engaged a wide range of

stakeholders through intensive collaboration.

The group organised regular online and in-person workshops, webinars, and brainstorming

sessions, producing a series of technical and strategic outputs. These included a Manifesto

Paper44, articulating a shared vision for interoperability in higher education; a preliminary

high-level technology plan45 mapping current systems and identifying gaps; and a synthesis

report offering targeted solutions. Practical implementation guidelines were also developed to

support HEIs in connecting systems such as learning environments, identity and access

management, and dashboarding platforms.

In March 2025, the HEIF was delivered in the form of comprehensive reports, practical

guidelines, technical tools, and a proposal for a governance model. Together, these

resources support institutions in connecting their systems in standardised ways and contribute

to the broader goals of digital transformation and integration in higher education.

Impact and future orientation

Stakeholders welcomed the development of the Interoperability Framework in enabling

seamless collaboration and data exchange, especially in areas such as virtual mobility,

student records, micro-credentials, and joint programme delivery. Higher education

institutions and alliances reported increased alignment of their digital infrastructure with

41 European Digital Education Hub - European Education Area 42 The European Interoperability Framework | ISA² 43 European Universities initiative - European Education Area 44 European higher education interoperability framework - Publications Office of the EU 45 A technology plan is a strategic document that outlines how one or more organisations will use and manage technology to

achieve its goals.

20

European objectives and the enhancement institutional readiness for cross-border

cooperation. The European EdTech Alliance welcomed the HEIF as “a call to action for

systemic change in education”46. EU NRENs47 and Member States48 recommended to the HEIF

to HEIs and European Universities alliances that want to achieve interoperability. The HEIF

was also featured on the Interoperable Europe Platform as one of the first specialised

versions of the EIF49, as well as an interoperability success story50 and best practice51.

Participants have noted that the co-creation process has facilitated mutual learning and shared

innovation across sectors. One university alliance representative observed that interoperability

is essential to support "cross-institutional collaboration and student mobility across borders”.

The framework is seen as instrumental in helping institutions adopt common standards and

shared protocols, reducing fragmentation in system architecture and increasing trust in data

flows across institutions.

The Higher Education Interoperability Working Group will continue to collaborate within the

EDEH to work on specific pilot projects and use cases to achieve interoperable European higher

education infrastructures. To support the update, the HEIF is promoted in the Higher Education

Interoperability Channel of the EDEH by an Early Adopters programme. Through this

initiative, around 35 European Universities Alliances are implementing the HEIF as they

develop shared learning and teaching systems. This work is supported by regular

interoperability clinics and seminars. In addition, a multistakeholder governance group,

(consisting of leading stakeholder and technology organisations from across Europe, including

representatives from 1EdTech, EUNIS, EMREX, EUA, EUF, and GÉANT) supports further

development and implementation of the HEIF. Three annual Task Forces help ensure the

Framework remains relevant and up to date.

Action 4: Connectivity and Digital Equipment for Education and Training

High-speed internet access is a fundamental enabler of modern education as it provides schools

with access to digital resources, collaborative platforms, and innovative pedagogical tools.

Recognising the strategic importance of digital connectivity, the EU has set ambitious targets

under the Digital Decade Policy Programme. By 2030, all EU households should have access

to gigabit connectivity, and all populated areas should be covered by 5G.

To help achieve these goals, the Connecting Europe Facility (CEF Digital)52 is supporting

the rollout of Gigabit and 5G networks, with a dedicated budget of €2.1 billion over the period

2021–2027. This initiative prioritises 5G infrastructure deployment for smart communities,

46 https://www.edtecheurope.org/news/the-launch-of-the-higher-education-interoperability-framework

47 For example, https://csc.fi/en/blog/common-guidelines-for-smooth-european-cooperation-for-finnish-higher-education-

institutions/

48

https://wiki.eduuni.fi/spaces/CSCKOOTUKI/pages/666272298/Policy+Recommendations+for+European+University+Allian

ces

49 https://interoperable-europe.ec.europa.eu/collection/iopeu-monitoring/european-interoperability-framework-eif

50 https://interoperable-europe.ec.europa.eu/collection/european-interoperability-reference-architecture-eira/news/dg-eac-

and-digit-strengthen-interoperability-education

51 https://interoperable-europe.ec.europa.eu/collection/digital-ready-policymaking/news/drpm-practice-heif-case 52 The Connecting Europe Facility - European Climate, Infrastructure and Environment Executive Agency

21

including the education sector. A key objective is to accelerate 5G deployment in underserved

regions, ensuring that schools and educational institutions benefit from enhanced connectivity.

In addition to reducing the digital divide, this investment aims to improve essential services,

foster innovation, and strengthen local competitiveness.

Reforms and investments to boost digital skills and infrastructure are furthermore rolled out in

all EU Member States with the support of the Recovery and Resilience Facility (RRF), with

a total allocation of around €29 billion. Under the RRF regulation, each Recovery and

Resilience Plan (RRP) must allocate at least 20% of its total funding to digital objectives. In the

context of education most countries invest in the digital infrastructure and connectivity of

schools (e.g. BE, BG, CY, CZ, DE, ES, FR, HR, IE, NL, PL, PT, RO, SK), often with a focus

on disadvantaged schools to close the digital divide. Investments in digital infrastructure go

hand in hand with measures to develop the digital competences of teachers (e.g. AT, BE, CY,

PL, PT, LT, RO, SK), adaptation of the school curricula, and the development of digital

resources and content (e.g. SI, CZ, EL, PT.). Member States also initiated measures to equip

learners with digital competences, building on the DigComp (e.g. CZ, HU, PT, SK).

In close cooperation with ESF+ investments, ERDF supports the provision of digital education

through access to internet, infrastructure, equipment, and digital education platforms. All

education and training levels are targeted (with a high concentration of support in primary and

secondary education and VET). Examples of relevant interventions included digital classroom

equipment; STEAM learning environments that enable digital education pedagogies;

specialised technological devices that facilitate social inclusion of students with special

education needs; digital education platforms and applications that facilitate the digitisation of

educational content; and digitalisation of management of education systems, personalised

devices for staff and students, and internet connectivity.

Implementation state of play

Since its launch, the Commission has initiated four calls for proposals under the 5G for

Smart Communities53 framework. Notable selected projects include:

• 5G4ASSAC (Italy)54: This initiative establishes a 5G Private Mobile Network (MPN)

to enhance education and training in universities and hospitals, supporting new

functional approaches to learning.

• Flanders Smart Fields (Belgium)55: By deploying standalone 5G in the Westhoek

region, this project enables innovative applications in education and healthcare.

Notably, it allows children experiencing prolonged illnesses to attend classes remotely,

ensuring uninterrupted learning.

• Hi5: High Connectivity via 5G (France)56: Aiming to roll out 5G in the Toulouse

metropolitan area by 2025, this project builds on existing fibre-optic networks to

improve public services, including education.

53 5G for smart communities | Shaping Europe’s digital future 54 Available at: EU Funding & Tenders Portal 55 Available at: EU Funding & Tenders Portal 56 Available at: EU Funding & Tenders Portal

22

• 5GENIUS (Belgium)57: At the University College of Ghent, this project is developing

a high-speed 5G network to address the growing demand for digital connectivity on

campus, facilitating cutting-edge learning experiences.

• 5G.RURAL (Portugal)58: This project pilots Smart Community business models

leveraging 5G in rural municipalities. One key education-focused use case integrates

augmented and virtual reality (AR/VR) into classroom learning, enhancing student

engagement.

Under the RRF, Member States have exceeded requirements, with around 24% of the total

allocation of the plans supporting the digital transformation. Moreover, two third of this funding

focused on digital skills development. Examples of measures supported by RRF funds to

enhance digital education include:

• Czechia introduced a curricular reform that makes digital competence a horizontal

competence in primary and secondary schools, alongside a new ‘Informatics’ subject

centred on computational thinking. Over 4,000 schools received funding for digital

devices to support distance learning. Schools also benefit from methodological and

technical support, including a network of IT counsellors (“IT gurus”) that provides

tailored guidance to about one-fifth of all schools.

• France invested in the development of digital and hybrid education in primary and

secondary schools. More than 45,000 classrooms were equipped with digital tools, and

teachers received training in new digital education tools and services.

• Germany established competence centres for digital education, operating as a network

to develop innovative solutions and content for initial teacher education, in-service

training institutions, universities, and research institutes.

In Romania, 61 universities used digitalisation grants to strengthen the digital

ecosystem, facilitate curricular revision and improve digital skills among staff and

students. RRF funding also supported the installation of at least 1,100 smart labs in

schools.

Impact and future orientation

The expansion of high-speed access and investment in digital infrastructure are widely

acknowledged as a key enabler of modern education. Stakeholders consistently acknowledged

their importance in ensuring equitable access to technology. However, during stakeholder

consultations, civil society organisations and educational institutions stressed that, despite EU

initiatives, such as Connecting Europe, significant connectivity discrepancies persist,

particularly in rural and marginalised areas. These disparities limit the ability of students and

educators to fully benefit from digital learning opportunities.

In regions where infrastructure is already well-developed, stakeholders advocated for

additional investments in advanced educational technologies, such as AI-powered learning

tools and immersive digital environments. At the same time, they cautioned that these

57 Available at: EU Funding & Tenders Portal 58 Available at: EU Funding & Tenders Portal

23

innovations must be guided by equity considerations, so that less-resourced schools are not left

further behind.

While EU funding plays a critical role in facilitating procurement and deployment, stakeholders

highlight that sustainable digital transformation requires more than infrastructure. Investments

in technical support and long-term maintenance are essential to maximise the benefits of high-

speed connectivity. The review also highlighted the importance of teacher training, with

stakeholders emphasising that without sufficient educator support, even the most advanced

digital tools may fail to achieve their intended impact.

EU initiatives have made significant progress in expanding digital connectivity. According to

the ICILS 2023 survey, 65% of teachers reported that their school has good connectivity, with

fast and stable internet, while 68% of teachers agreed or strongly agreed that their school has

enough ICT equipment (e.g., computers and peripheral devices).59

A key concern among stakeholders is the long-term sustainability of digital infrastructure which

addresses usability and inclusion, and translates into meaningful educational outcomes.

Continued investment from local and national governments, along with public-private

partnerships, will be required to maintain and upgrade digital access. A particular focus is

required to prevent resource-constrained schools from falling behind in technological

advancements. Moving forward, stakeholders believe that the success of Action 4 will depend

on an integrated approach and stronger alignment between infrastructure investment and

broader digital education strategies. This includes targeted support for underserved regions,

long-term funding and sustainability models that involve national governments and private

sector partners, enhanced digital literacy and teacher training, and a focus on equitable

access to emerging technologies.

Action 5: Digital Transformation Plans for Education and Training

Institutions

To support education and training institutions in adapting to the demands of the digital age,

Action 5 promotes the systematic development of digital transformation plans. Central to this

action are the SELFIE tools, namely SELFIE60 and SELFIE for TEACHERS61, which help

institutions and educators assess their digital maturity and identify areas for improvement.

These tools support a whole-institution approach to embedding digital technologies effectively

in teaching, learning, and assessment.

Implementation state of play

SELFIE: (Self-reflection on Effective Learning by Fostering the use of Innovative Educational

Technologies) is a free, research-based tool developed by the European Commission, in

collaboration with key partners such as the European Training Foundation (ETF)62,

59 ICILS 2023 NOTE: Data is based on Croatia, Czech Republic, Finland, Greece, Hungary, Italy, Latvia, Portugal, Romania,

Slovenia, Spain. The rest of the EU countries participating in ICILS did not meet the sample participation requirements 60 SELFIE for schools 61 SELFIEforTEACHERS 62 European Training Foundation

24

CEDEFOP63, and UNESCO’s Institute for Information Technologies in Education64. It is

designed to help schools reflect on how they use digital technologies and to create a snapshot

of their strengths and areas for development. Since its launch in 2018, SELFIE has grown

rapidly, now used by over 7.5 million users in 90 countries, across more than 46,000 schools.65

The tool adopts a whole-school approach, collecting anonymous feedback from students,

teachers, and school leaders using structured questionnaires. This input is transformed into a

personalised report to support planning and professional dialogue. SELFIE is distinct from

SELFIEforTEACHERS, as it focuses on institutional practices rather than individual educator

competence. The tool’s development included collaboration with ministries of education,

researchers, and schools across Europe, and has been integrated into several national digital

education strategies, particularly in Portugal and Spain66.

Pilot and scale-up projects supported by ETF have expanded SELFIE’s use in neighbouring

partner countries. Additionally, interest from public authorities beyond the EU, including in the

Western Balkans and Georgia, has further promoted SELFIE as an instrument for supporting

and monitoring digital education policies. The Commission has also encouraged integration of

SELFIE into Erasmus+ and Horizon-funded initiatives such as SHERPA and the Digital

Schools Award, which promote structured use of the tool in school development planning.

SELFIE has inspired wider engagement in the form of hackathons and a SELFIE Forum, where

policymakers, teachers, school leaders, students, and researchers exchange experiences and

good practices. In some projects, such as the Digital Schools Award, SELFIE is used to

benchmark schools before and after project implementation.

An example of thematic expansion is SELFIE for Work-Based Learning (WBL)67, launched

in 2021 following a piloting phase in nine European countries. It adapts the original SELFIE

tool to support VET schools and companies by including in-company trainers as a core user

group. SELFIE WBL has now been used by over 44,700 users in 18 countries.

The tool has also evolved to support schools in responding to topical issues. During the

pandemic, a module on blended learning was introduced to assist schools in the rapid transition

to remote and hybrid models. A recent Science for Policy report68 published by the JRC on

provides a Model of Emerging Practices for well-being in digital education (WBDE) and a set

of optional SELFIE questions on digital well-being.

Despite the steady growth in users, the uptake of SELFIE remains uneven across the EU.

According to a 2023 European Court of Auditors report69, many schools remain unaware of the

tool or have not adopted it due to lack of integration in national digital strategies. Spain and

63 CEDEFOP | European Centre for the Development of Vocational Training 64 UNESCO IITE – UNESCO Institute for Information Technologies in Education 65 The number of users accounts for new and repeated SELFIE assessments. 66 Castaño M. J., Weikert G. L. and Herrero R. C. (2021). Analysing the digital capacity of Spanish schools using SELFIE.

Publications Office of the European Union: Luxembourg. 67 SELFIE for work-based learning 68 Centeno, C., Leipute, B., Langham, E., Kampylis, P., Monge Roffarello, A. et al., Promoting Well-being in Digital

Education, Proposal for a Model of Emerging Practices, Publications Office of the European Union, Luxembourg, 2025,

https://data.europa.eu/doi/10.2760/4054846, JRC144412.

69 European Court of Auditors (2023) Special report 11/2023: EU support for the digitalisation of schools: Significant

investments, but a lack of strategic focus in the use of EU financing by member states,

https://www.eca.europa.eu/en/publications/SR-2023-11

25

Portugal continue to lead in implementation with some Member States (Slovakia, Poland)

slowly increasing their adoption of the tool as well. However, uptake in the Member States

remains a point of attention. The report recommends further promotion and clearer

differentiation between SELFIE and SELFIE for TEACHERS.

SELFIE for TEACHERS: Launched in all EU languages, SELFIE for TEACHERS is aligned

with the European Framework for the Digital Competence of Educators (DigCompEdu)70. The

tool offers early years, primary and secondary school educators personalised feedback and

professional development suggestions based on teachers’ self-reflections. It supports both

individual and group use, and over 350,000 teachers have registered up to date. The tool is

available in 34 languages, including all official EU languages. The version for early childhood

educators71 was released in October 2024.

SELFIE for TEACHERS is embedded in several national digital education strategies, including

those of Ireland, Spain, Greece, Cyprus, Luxembourg, and Belgium (Flanders). It is also

used in the Western Balkans, where recent exercises in Albania and North Macedonia

identified digital skills levels and informed professional development planning. These exercises

found that while teachers feel confident using digital tools for communication and information

search, they need more support in areas like emerging technologies and computational thinking.

The Ministry of Education and Science and the Ministry of Digital Transformation of Ukraine,

in collaboration with the European Commission and the EU agency’s European Training

Foundation, launched a study in June 2025 on the digital competence of teachers in Ukraine.

The study is using the tool to collect anonymised data on teachers’ digital competences to help

the Ukrainian ministries make evidence-based decisions on digital competences training needs,

design targeted professional development and strengthen digital education practices across the

secondary and vocational education sectors.

Feedback gathered via exit surveys, expert networks, and user testing confirms the value of

SELFIE for TEACHERS as a mechanism for supporting teacher agency and continuous

professional learning. Many educators find group use particularly effective, with results used

to identify training needs and facilitate digital pedagogy discussions. There is also growing

interest in using anonymised data from the tool to support policy decisions.

Teachers were also supported through the Erasmus+ Teacher Academies, which help with

their professional development through partnerships between initial and in-service teacher

education providers. Since 2021, 61 Teacher Academy projects have been launched, offering

joint courses, online and in-person training, and virtual learning environments.

Impact and future orientation

Stakeholders across the education, civil society, and EdTech sectors consistently highlight the

importance of SELFIE and SELFIE for TEACHERS in supporting digital transformation. They

are recognised as practical tools that help institutions and educators evaluate their digital

readiness and take informed steps towards improvement. One EU-wide NGO noted, “we

commend the Erasmus+ Teacher Academies and the SELFIE for TEACHERS tools under

70 DigCompEdu - European Commission 71 SELFIEforTEACHERS for early childhood educators

26

Action 5…, as they have significantly supported the digital upskilling of educators, fostering a

collaborative environment for professional development.”

The tools are valued not only for raising awareness but also for generating data to inform policy,

resource allocation, and professional development planning. However, challenges remain.

Stakeholders have emphasised the need for clearer guidance on interpreting results, translating

findings into actionable strategies, and enhancing usability for different levels of digital

competence.

A recent Joint Research Centre report72 found that teachers appreciate the tool’s role in

benchmarking and reflection but require further support to act on their assessments. Teachers

expressed the need for better alignment with local contexts, access to resources, and integration

into training programmes. Ministries of Education also noted the need for enhanced monitoring

mechanisms and greater access to anonymised data.

Action 5 has contributed significantly to equipping schools and educators with tools to reflect

on and improve digital practices. SELFIE and SELFIE for TEACHERS are now firmly

embedded in national and international strategies and supported through the Erasmus+

programme. However, wider adoption and sustained impact require greater integration into

professional development systems, enhanced promotion, and clearer communication of the

tools’ purposes and differences.

Next steps will include updating the SELFIE and DigCompEdu frameworks to reflect emerging

technologies, including AI and digital wellbeing. The Commission also aims to improve

awareness of the tools, development more support and guidance materials for users and to create

a Community of Practice (CoP) to share and exchange experience of using the tools. The tools

will also be further improved, for example, by enhancing personalisation features, and

exploring the possibility of extending the tools to additional education sectors. Building a

compendium of Erasmus+ projects using SELFIE will further highlight its value and support

replication.

At the same time, Erasmus+ Teacher Academies will continue to serve as a strategic vehicle

for strengthening digital competence across Europe’s teaching workforce, contributing to

building inclusive and future-ready education systems in tandem with expanded calls and

diversified focus areas.

Action 6: Ethical Guidelines on the Use of AI and Data in Teaching and

Learning for Educators

AI is increasingly influencing various aspects of human activity, including education. As AI-

driven tools become more prevalent in teaching and learning environments, it is essential that

educators across the European Union (EU) are equipped with the necessary knowledge to use

these technologies ethically.

72 Economou, A., Kyza, E., Georgiou, Y., Kapsalis, G., Gallagher, S., Galvin, C., Gonida, E., Hernandez-Leo, D., Ilomaki,

L., Lakkala, M., Moustakas, D., Papadopoulos, P. and Ruiz- Garcia, A., Using self-reflection to support teacher professional

learning and development of their digital competence: A multi-case study using SELFIEforTEACHERS, Publications Office

of the European Union, Luxembourg, 2024

27

In response, the European Commission has developed Ethical Guidelines on the Use of AI and

Data in Teaching and Learning for Educators73. These guidelines aim to support teachers and

educational staff in understanding the opportunities and risks associated with AI and data use

and promote responsible AI implementation in schools while safeguarding students’ rights and

educational integrity.

The Guidelines primarily target teachers and educational personnel in primary and secondary

education, particularly those with limited or no prior experience in using AI-driven tools. They

also serve as a resource for a broader audience, including students, parents, policymakers, and

other stakeholders involved in digital education. Using generic examples, the Guidelines

explain AI applications in educational settings, their potential to support learning and

administrative functions, and the ethical considerations necessary for responsible usage.

Implementation state of play

To develop the Guidelines, an Expert Group was established in June 2021. The Expert Group

comprised of 25 experts from diverse fields, including AI and education researchers, legal

professionals, educators, non-profit organisations, and representatives from international

institutions. The Expert Group convened four times between June 2021 and June 2022, with

additional intermediary workshops to refine content and ensure its relevance to educators.

The Guidelines and a summary of accompanying Report were officially published on 25

October 2022. This was supplemented by additional resources, including a factsheet,

infographics, and an explanatory video, to enhance accessibility and understanding. The

Guidelines were translated into all EU official languages by the end of 2022. In alignment with

the Commission’s enlargement objectives, the Guidelines were further translated into Western

Balkan languages and introduced at the 2024 Western Balkans Ministerial. At the request of

some EU Delegations, a Georgian translation was also made available.

Building on Action 6), the Commission has also intensified efforts to support Member States

and education and training stakeholders in addressing the opportunities and challenges posed

by AI in education. With the rapid emergence of generative AI in November 2022 and the

entry into force of the AI Act74 in August 2024, these efforts have gained renewed urgency.

The objectives of this work have been to enhance the capacity of education and training systems

to integrate AI safely and effectively, develop the skills necessary to navigate AI’s disruption,

encourage innovative pedagogies, facilitate the exchange of best practices, and raise awareness

of AI’s broader implications for education and training.

Impact and future orientations

The Guidelines have been widely acknowledged within the education and training community.

In May and October 2025, they were the most downloaded publication and ranked among the

top 3 publications from the Publication Office of the European Union. As of September

73 European Commission: Directorate-General for Education, Youth, Sport and Culture, Ethical guidelines on the use of

artificial intelligence and data in teaching and learning for educators, Publications Office of the European Union, 2022 74 OJ L, 2024/1689, 12.7.2024, ELI: http://data.europa.eu/eli/reg/2024/1689/oj

28

2026, the publication has been downloaded more than 62,500 times and has stimulated further

discussions on the role of education in AI awareness and the ethical considerations necessary

when integrating AI solutions in schools. This has been reflected in strong engagement across

social media platforms and active participation in over 30 events at both EU and international

levels, including the 2023 European Education Summit75, as well as high-profile forums

organised by UNESCO and the Council of Europe.

Stakeholders, including members of the expert group, have independently promoted the

Guidelines through seminars, workshops, teacher training programmes, and national-level

initiatives in France, Greece, Sweden, and Denmark. Additionally, Spain’s National Institute

of Educational Technologies and Teacher Training (INTEF) referenced the Guidelines in its

Guide on the Use of AI in Education76, published in June 2024.

Stakeholders widely recognise the increasing significance of AI and data in education, with

many viewing the Guidelines as a critical step in promoting ethical AI use. One ICT

organisation emphasised, “while developing AI and data solutions, attention must be paid to

their ethical use and to ensuring that individual learners always have the right to determine

how their data is used.” Many stakeholders, including EdTech companies and educators, stress

that AI-powered tools should be embraced rather than restricted, provided that strong

ethical safeguards are in place. The Guidelines are seen as a necessary resource for encouraging

their thoughtful use and protecting students, teachers, and schools from potential risks

associated with AI and data-driven technologies.

Several concerns have been raised regarding their practical implementation. Educators are

concerned about the lack of transparency in AI decision-making processes, particularly

regarding how AI systems (including generative AI) assess and adapt to students’ learning.

Emphasis has been placed on algorithmic bias and discrimination, which is especially critical

for vulnerable groups or those from disadvantaged backgrounds.

Educators and school leaders highlight the need for greater investment in professional

development and AI literacy training to support teachers to effectively navigate ethical and

legal complexities. Teacher representatives advocate for contextualising the Guidelines to

account for varying levels of technological readiness across different regions. This includes

calls for use-case examples and flexible guidance that can adapt to the rapid evolution of AI

technologies. One educator remarked, “there is a pressing need for more comprehensive ethical

guidance on the use of AI in schools and higher education. Given the rapid pace of

technological advancements, these guidelines must also be regularly updated to stay relevant.”

Industry stakeholders and data protection experts stress the importance of adaptable ethical

frameworks that evolve alongside AI advancements. While there is broad support for robust

ethical standards, some stakeholders caution that overly rigid regulations could stifle

innovation in classrooms and want to see a balanced approach that ensures ethical AI use

without hindering AI adoption in schools. Drafted prior to the adoption of the AI Act77 and

before the rapid uptake of generative AI by an increasing number of students and teachers,

75 https://education.ec.europa.eu/news/insights-from-the-sixth-european-education-summit 76 https://intef.es/Noticias/guidelines-on-the-use-of-ai-in-education/ 77 OJ L, 2024/1689, 12.7.2024, ELI: http://data.europa.eu/eli/reg/2024/1689/oj

29

these guidelines remain a foundational resource for education and training stakeholders in

Europe.

Following recurrent requests by various stakeholders the Guidelines have been revised by a

dedicated multi-stakeholder Working Group in the European Digital Education Hub,

ensuring that the guidelines remain in step with evolving AI capabilities, the increased use by

educators and students, and the regulatory frameworks (i.e. including the AI Act) and provide

further practical guidance to educators. Offering ethical considerations and practical

requirements for teachers both at an individual level and within the school community,

including through concrete educational objectives and examples, the guidelines highlight the

crucial role of securing pedagogically driven use of AI in education and developing digital

skills, including in the field of AI. The updated Guidelines were published78 in English on 5

March 2026 and in all EU official languages on 12 June 2026, currently with 8,523 downloads.

AI in education has been at the centre of policy dialogues and strategic discussions at both

the EU and Member State levels. It featured prominently in the Structured Dialogue on Digital

Education and Skills (see Action 1) and was recognised as a strategic priority in the two

Council Recommendations on Digital Education and Skills, adopted in November 2023. In

May 2024, Ministers of Education held a dedicated Policy Dialogue on AI in Education,

emphasising the need for closer cooperation and structured exchanges at the EU level. This call

was further reinforced during the Digital Education Dialogues hosted by the Belgian

Presidency of the Council of the EU. Additionally, the EEA Working Group on Digital

Education (DELTA) facilitated discussions on AI across multiple sessions, including a peer-

learning activities and a joint meeting with the EEA Working Group on Schools. The 2026

Council Conclusions on Teachers in the era of AI called for ethical, safe and human-centred

approach to AI in education that focuses on strengthening digital skills and AI literacy,

promoting inclusion and fairness, empowering teachers, and supporting teachers’ and learners’

well-being.

Against the backdrop of increased use of AI among young people and in response to the Council

Recommendations on Digital Education and Skills, the abovementioned requests for greater

cooperation on AI in education at EU level and the increased recognition of AI skills and talent

as a driver for Europe’s democratic and competitiveness goals in the age of AI, in June 2026

the Commission presented an AI literacy framework for primary and secondary education.

The framework is developed in cooperating with the OECD and with international expertise

and it aims at offering a common understanding of the competences young people need to

understand AI, how it works and how to use it responsibly, as well as at supporting education

and training systems in integrating AI literacy in primary and secondary education. The

framework will also inform the 2029 PISA innovative component on Media and AI Literacy.

The framework, available in all EU 24 official languages is informed by an extensive

stakeholder consultation, reaching around 2000 stakeholders across more than 100 countries

via events, an online survey and written input.

78 European Commission: Directorate-General for Education, Youth, Sport and Culture, Guidelines on the ethical use of

artificial intelligence and data in teaching and learning for educators, Publications Office of the European Union, 2026

30

Beyond policy discussions, AI in education has been a key theme in high-level events organised

by the Commission, including the 2023 European Education Summit, the 2024 Digital

Education Action Plan Review launch event, the Digital Education Hackathon Main Stage

Event 2024, the 2024 EU-Japan Seminar on Digital Education and the 2022, 2025 Digital

Education Stakeholder Forum and the 2026 European Digital Education Hub event

‘Collaborate for Impact’. Further exchanges were also organised with Research labs focusing

on AI in education. These engagements have reinforced the need for strategic, coordinated,

and evidence-based approaches to integrating AI in education and training systems.

The Erasmus+ programme has also played a pivotal role in advancing AI-related initiatives.

In 2022, AI in education was designated a priority under the Forward-Looking Projects

action, leading to the selection of seven projects with a combined budget of €5.58 million.

Following this, the 2025 Erasmus+ Call provides funding for large-scale projects focusing on

the ethical and effective use of generative AI in education and training. Furthermore, two

policy experimentation calls from the 2026 Erasmus+ Annual Work Programme will fund

respectively public private partnerships for ethical design, development and use of AI tools in

education and training and AI-powered personalised Learning pathways for basic skills.

To build preparedness for the AI-driven skills transformation, the Commission updated

DigComp 2.2 in March 2022 and then further to DigComp 3.0 in November 2025,

incorporating AI-related competencies across all the 21 competence areas of the framework

(see Action 8). Further initiatives include the launch of a dedicated public channel on AI in

education within the European Digital Education Hub. Multi-stakeholder squads also

produced a series of reports on AI in education79 in 2023, on Explainable AI80 in 2025,

before carrying out practical work on main drivers at the EU level for the effective adoption

of AI in education in 2025-2026. The Community also supported the practical implementation

of the updated guidelines on the ethical use of AI and data for educators (Q2–Q3 2026).

In June 2024, a workshop with teachers gathered insights on classroom AI usage which

highlighting the need for practical guidance and professional development. Additionally, with

a view to developing an overview of the ethical and responsible use of AI in education in the

EU and informing further policy initiatives, a mapping exercise of AI initiatives in education

was carried out between January and October 2025 and published via the EDEH in April 2026.

This mapping exercise identified 10 good practices from among 209 identified practices,

relating to the use of AI at different levels of education, as well as the support mechanisms put

in place by Member States to foster it.

Additionally, in July 2026, the Commission published a policy brief on the implications of six

flagship EU digital legislations on education and training stakeholders(Digital Services Act,

79 European Commission: European Education and Culture Executive Agency, AI report – By the European Digital

Education Hub’s Squad on artificial intelligence in education, Publications Office of the European Union, 2023. 80 European Commission: European Education and Culture Executive Agency, Explainable AI in education – Fostering

human oversight and shared responsibility – By the European Digital Education Hub’s Squad on artificial intelligence in

education, Publications Office of the European Union, 2025.

31

Digital Markets Act, Data Act, Data Governance Act, Cybersecurity Act and Cyber Resilience

Act)81. Further research on the implications on the AI Act is underway.

Other Activities contributing to Strategic Priority 1

Engagement with the Education Technology (EdTech) Sector

Although not a stand-alone action within the Digital Education Action Plan (DEAP) 2021–

2027, engagement with the Education Technology (EdTech) sector has been an important part

of the strategic implementation of the plan. The EdTech sector is playing an increasingly

important role in Europe’s digital education landscape, providing platforms, tools, and digital

content solutions that support teaching and learning. With over EUR 54 billion worth and 0.75

billion investments in European EdTech82 , the region is one of the fastest-growing globally.

However, the sector remains highly fragmented, comprising primarily micro-enterprises and

SMEs, many of which face challenges scaling across borders and establishing effective

partnerships with public education systems.

To better understand the evolving EdTech landscape and strengthen its role in digital education,

the European Commission has pursued a series of structured activities since 2021. These

initiatives have aimed to build dialogue between the public and private sectors, foster visibility

and quality standards, and ensure that EdTech solutions align with European values, priorities,

and pedagogical needs.

Implementation state of play

From mid-2021 to mid-2023, four high-level roundtables were hosted by the then

Commissioner for Innovation, Research, Culture, Education and Youth, Mariya Gabriel,

bringing together representatives from approximately 12 leading European EdTech

organisations. These discussions culminated in the development of a common vision

document outlining the role of EdTech within Europe’s digital education landscape. The

outcomes of these roundtables were publicised through a series of op-eds and communications,

such as "Commissioner Mariya Gabriel hosts a Roundtable discussion on digital education

with European Education Technology" (July 2021), "European Commission supports

European EdTech to come of age" (November 2022), and "Making EdTech into Europe’s next

success story" (May 2023).

Subsequently, on 15 April 2026, Executive Vice-Presidents Roxana Mînzatu and Henna

Virkkunen hosted a High-level European EdTech Dialogue, gathering 14 EdTech founders

and CEOs and a representative of the European EdTech Alliance to discuss how to strengthen

EU EdTech sovereignty, scale, and global competitiveness, helping to inform digital education

actions under the Education and Skills Package.

81 VILLAR ONRUBIA, D., BROWN, I., COLONNA, L., CRONIN, C., DE MARTIN, J.C. et al., EU Digital Legislation’s

Implications for Education and Training - Insights into the Digital Services Act, Digital Markets Act, Cybersecurity Act,

Cyber Resilience Act, Data Governance Act and Data Act, CACHIA, R. and LOPEZ COBO, M. (eds.), Publications Office

of the European Union, Luxembourg, 2026 82 Havinga, B., Clary, A., Lindroos Cermakova, A., Jeppesen, J. (2025). European EdTech Startup Innovation Ecosystem.

European EdTech Alliance. Bielefeld. Germany

32

Building on this momentum, the first EIT EdTech Conference was held in January 2024 in

Brussels, organised by the EIT Community. The event gathered around 100 high-level

representatives from EdTech companies, education institutions, EU institutions, and national

governments. Participants explored the current state of EdTech in Europe and discussed how to

boost cooperation, address fragmentation, and position Europe as a global leader in education

technology. A second conference is planned for October 2025.

The recognition of EdTech’s strategic importance was also reflected in the 2023 Erasmus+

Forward-Looking Projects call, which prioritised public-private partnerships and quality

assurance in the EdTech sector. The call, focused on scaling EU-based EdTech solutions,

received 25 proposals. Four projects were selected and launched in 2024, signalling increasing

support for innovation and cross-border collaboration in the field.

EdTech providers have also contributed to EU-level policy development. During the

stakeholder consultation for the Preparatory Study on Digital Education Content in the EU

(supporting DEAP Action 3), EdTech companies participated through a dedicated Stakeholder

Consultation Group. Their input helped map current trends and challenges in content

development, delivery, and management.

In addition, the Commission’s commitment to leveraging EdTech solutions was reflected in its

response to the war in Ukraine. As part of the Communication "Welcoming those fleeing war

in Ukraine" (March 2022), the Commission supported the launch of the New Ukrainian School

Hub, a platform co-developed with European and Ukrainian EdTech providers to provide

displaced learners with access to supplementary education resources.

The Council Recommendation on the Key Enabling Factors for Successful Digital

Education and Training further highlighted the role of EdTech. It encouraged Member States

to promote multi-stakeholder approaches and sustainable cooperation with technology

providers. It called for the structural involvement of the private sector in the co-development

and evaluation of digital education policies and standards.

Impact and future orientation

The Commission’s sustained engagement with the EdTech sector has helped increase its

visibility and recognition as a key actor in the digital education ecosystem. These initiatives

have laid the groundwork for enhanced cooperation between EdTech companies and public

institutions and have encouraged alignment with EU values, such as inclusion, accessibility,

and data protection. The recognition of EdTech in Erasmus+, its involvement in policy

consultations, and participation in crisis response efforts have all contributed to positioning the

sector as a legitimate partner in shaping Europe’s digital education future.

Stakeholders widely acknowledge the growing importance of EdTech but continue to highlight

barriers to its full integration into national education systems. They point to significant obstacles

in scaling EdTech solutions, including inconsistent procurement models, short-term funding

cycles, and limited alignment with national curricula. Public sector representatives and

educators often struggle to evaluate the quality and relevance of EdTech products, citing a lack

of evidence and standardisation. Civil society groups highlight concerns about data privacy,

commercial influence, and the risk of misalignment between private-sector innovation and

educational needs.

33

Many emphasise the importance of greater collaboration between EdTech developers and

educators to co-create tools that are pedagogically sound and contextually appropriate. There

is strong support for the creation of dedicated initiatives to stimulate EdTech start-ups and

scale-ups, facilitate cross-border cooperation, and promote quality assurance mechanisms.

The strategic engagement with EdTech has shown that the sector has considerable potential to

support Europe’s digital education goals and technological sovereignty. However, structural

challenges remain, particularly around scalability, quality assurance, and integration with

public education systems. Stakeholders see a role for the EU in fostering innovation by

supporting cross-border collaboration, offering targeted funding for EdTech development, and

creating spaces for structured dialogue and knowledge exchange.

2.2. Strategic Priority (SP) 2: Enhancing digital skills and competences for the

digital transformation

Action 7: Common Guidelines for Teachers and Educators to Foster Digital

Literacy and Tackle Disinformation

The increasing volume of digital content, the rise of social media, and the widespread use of

algorithms in shaping online information have heightened the need for digital literacy. To

navigate this evolving landscape, individuals must develop critical thinking skills that enable

them to assess information, recognise bias, and make informed decisions. Education and

training systems play a vital role in fostering these skills, equipping students with the

competencies necessary to engage responsibly in the digital world.

Recognising the urgency of this challenge, the European Commission developed Guidelines

for Teachers and Educators on tackling disinformation and promoting digital literacy

through education and training 83, providing structured support to educators in addressing

these issues in classrooms. The Guidelines aim to:

• Strengthen the role of education and training in promoting digital literacy and resilience

against disinformation.

• Equip teachers and educators with practical resources, including activity plans and

materials for classroom use.

• Encourage responsible and safe digital engagement by increasing public awareness of

disinformation and misinformation.

Implementation state of play

To develop the Guidelines, the Commission launched an informal expert group in May 2021,

bringing together 24 specialists from diverse fields, including education, journalism, social

83 European Commission, Directorate-General for Education, Youth, Sport and Culture (2022). Guidelines for teachers and

educators on tackling disinformation and promoting digital literacy through education and training. Luxembourg:

Publications Office of the European Union.

34

media, and academia. The group met five times between October 2021 and July 2022 to

exchange best practices, exchange expertise compile evidence-based recommendations.

Following extensive consultations, the Guidelinesand anaccompanying Report84 were

published on 11 October 2022, accompanied by a factsheet, infographics, and an explanatory

video85. To ensure accessibility, the Guidelines were translated into all EU official languages

by the end of 2022. Later, the Guidelines were further translated into the Western Balkans

languages and opened to the region during the 2024 Western Balkans Ministerial. The

Guidelines were translated into Georgian as well.

The Commission also promoted the Guidelines through a social media campaign, participation

in EU and stakeholder-led events, and outreach initiatives such as webinars with eTwinning

teachers. The Guidelines were further spotlighted during the EU elections awareness

campaign and a dedicated two-year anniversary campaign in October 2024.

In addition to the Guidelines launch, the following activities were carried out to promote

digital literacyand build resilience towards disinformation:

• In 2023, one of the priorities of the Erasmus+ Forward-Looking project call focused

on ‘Teacher training and curriculum development in tackling disinformation and

promoting digital literacy’ to encourage development of new disinformation supports.

• The Council Recommendation on improving the provision of digital skills and

competences in education and training that supports Member States in their common

challenges related to the level of digital skills.

• The work of the eTwinning community and the European School Education Portal

supports teachers and educators across the EU daily.

• Erasmus+, alongside other programmes such as European Solidarity Corps, Creative

Europe and CERV (Citizens, Equality, Rights and Values (CERV) also offer continuous

digital and media literacy projects in formal and non-formal education. Since 2021,

Erasmus+ has provided funding for more than 670 grass-root projects in the field (total

budget of EUR 48.3 million). In addition, in 2024 six large-scale Forward-looking

projects on teacher training and curriculum development kicked off with a total budget

of EUR 8 million.

Impact and future orientation

Since their launch, the Guidelines have received strong endorsement from the education and

training community. As of September 2026, they had been downloaded over 18,000 times from

the Commission’s Publication Office. They have also contributed to policy discussions and

educational initiatives, featuring in events such as Safer Internet Day 2023 and EU Youth

Week 2024, as well as stakeholder-led conferences organised by the Lisbon Council and the

City of Namur.

84 European Commission, Directorate-General for Education, Youth, Sport and Culture (2022). Final report of the

Commission expert group on tackling disinformation and promoting digital literacy through education and training.

Luxembourg: Publications Office of the European Union. 85 Available at: Digital Education Action Plan – Action 7 - European Education Area

35

Beyond institutional engagement, members of the expert group and other stakeholders have

independently promoted the Guidelines through seminars, teacher training programs, and

journalist workshops across EU Member States. A European youth advocacy organisation

remarked about the importance of the Guidelines, “In the face of information overload and

rapid technological advancements, students need to develop critical thinking skills to evaluate

information effectively, identify biases, and solve problems creatively.”

Despite this success, challenges remain in broadening adoption across Member States. Since

implementation is voluntary, ensuring systemic curriculum integration and widespread

teacher training remains a priority. One education organisation highlighted the need for

ongoing updates, stating, “Given the growing importance and urgent need for properly training

and supporting teachers, these Guidelines must continue to evolve with emerging digital

challenges.”

During consultations, stakeholders expressed wide support for the Guidelines as an important

tool for equipping young people with critical digital skills. However, many emphasised the

need for stronger implementation strategies to ensure long-term impact. Some civil society

organisations argued that digital literacy must be embedded across multiple subjects, enabling

students to apply critical thinking in all areas of learning.

In addition to education sector engagement, stakeholders stressed the importance of

collaborating with families and communities to reinforce responsible digital practices

beyond the classroom.

On 5 March 2026 the Commission published an update of the Guidelines86 to address

emerging challenges such as generative AI, prebunking, social media influencers and social

media platforms, including the challenge of foreign information manipulation and interference

(FIMI). Contributing also to the European Democracy Shield, the Guidelines offer enhanced

practical support for teachers via a series of hands-on activities ready for use in the classroom,

while a dedicated chapter for policymakers will promote broader systemic impact.

The Update was implemented through a dedicated Working Group under the European Digital

Education Hub, bringing a diversity of expertise. Member States may require further

encouragement and support to integrate the updated Guidelines into teacher training

programmes and broader digital literacy strategies. In June 2026 the Guidelines were made

available in all EU official languages with over 3,438 downloads. In parallel, the Commission

will continue to monitor their adoption and effectiveness so that the Guidelines remain a

relevant and practical resource for educators across Europe.

Finally, the topic of digital and media literacy and their contribution to resilience to

disinformation was also highlighted by the European Citizen’s Panel on Preparedness (May

2026), which identified the recognise disinformation and fact-check information among its 20

recommendations.87 In addition, the European Citizens' Panel on Democratic Resilience, to

be held in the autumn of 2026 (September-November), will also address media literacy

86 European Commission: Directorate-General for Education, Youth, Sport and Culture, Guidelines for teachers and

educators on tackling disinformation and promoting digital literacy through education and training – Updated, Publications

Office of the European Union, 2026, https://data.europa.eu/doi/10.2766/5220136 87 https://citizens.ec.europa.eu/european-citizens-panels/citizens-panel-preparedness_en

36

among its topics.88 These issues are also being discussed d in the context of the EU Youth

Dialogue in the period of 1 July 2026 – 31 December 2027, engaging young people on the topic

at national level.89

Action 8: Updating the European Digital Competence Framework to Include

AI and Data-Related Skills

As emerging technologies such as artificial intelligence (AI) and big data increasingly shape

European society and economy, digital competence has become essential for all citizens—

including students, jobseekers, workers, and educators. Education and training professionals

must be equipped with the necessary skills and confidence to use these technologies effectively

and responsibly. To support this, the European Commission updated the Digital Competence

Framework (DigComp)90 in March 2022 to better reflect AI and data-related skills, promoting

critical, confident, responsible, and ethical engagement with new technologies.

This update, known as DigComp 2.2, was funded through the Erasmus+ programme and

produced in consultation with a wide range of stakeholders, including members of the DigComp

community of practice. The revision aligns with the broader objective of empowering citizens

to navigate a rapidly changing digital landscape, particularly considering increased reliance on

autonomous systems and data-driven decision-making.

Implementation

DigComp 2.2 introduces more than 250 new examples of digital knowledge, skills, and

attitudes. These updates were designed to help users understand the relevance of the 21

DigComp competences, including those relating to AI and data in their everyday lives. An

appendix provides over 70 examples illustrating where individuals might encounter AI

systems, alongside practical applications of emerging technologies. The aim was to ensure that

all citizens can meaningfully engage with these tools

Research conducted in late 2023 by the JRC on the usage of DigComp in digital skills or digital

education policies and in formal, non-formal and informal education and training shows that

DigComp is used for these purposes in at least 22 Member States and in many regions.91

DigComp is referenced in the Council Recommendation on improving the provision of

digital skills and competences in education and training, adopted in November 2023. It is

also cited by international organisations such as UNESCO and the International

Telecommunication Union (ITU)92 and underpins the Digital Skills Indicator of Eurostat93,

used to track progress toward the Digital Decade’s basic and above-basic digital skills targets.

88 https://citizens.ec.europa.eu/citizens-panel-democratic-resilience_en 89 https://youth.europa.eu/strategy/euyouthdialogue_en 90 Vuorikari, R., Kluzer, S. and Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new

examples of knowledge, skills and attitudes. Publications Office of the European Union: Luxembourg.

91 Centeno, C., Cosgrove, J., Cachia, R., Mora, T., Di Legge, A., Vivarelli, S., Bulian, G., Moyes Prellezo, N., Piña De

Santisteban, P., Schulz, C., Hüsing, T., Cuartas-Acosta, A., and Troia, S., European Digital Skills Certificate (EDSC)

Feasibility Study: Annexes to the report. Publications Office of the European Union, Luxembourg, 2024,

doi:10.2760/3966202, JRC138344 92 International Telecommunication Union (ITU) 93 Vuorikari, R., Jerzak, N., Karpinski, Z., Pokropek, A. and Tudek, J., Measuring Digital Skills across the EU: Digital Skills

Indicator 2.0, Publications Office of the European Union, Luxembourg, 2022, doi:10.2760/897803, JRC130341.

37

Furthermore, DigComp is referenced as a key resource in the Commission’s overarching Union

of Skills strategy (Action Plan on Basic Skills).

DigComp has been translated into 20 EU official languages, as well as into other languages,

including Arabic or Ukrainian.94 Since its publication until September 2026, DigComp 2.2

received over 219,000 views, 80,000 downloads95.. Recent work has involved reviewing the

application of DigComp in education and training initiatives across Member States, and

documenting use cases at international, European and Member State levels of how DigComp

supports various stages of policies and initiatives in education, training and employment

contexts96.

At the end of 2025, DigComp’s fifth iteration (DigComp 3.0) was published. Enhancements

cover four aspects: updates to the wording of competence areas and competences; further

integration of AI (including generative AI); updates to the proficiency levels; and the

development of new learning outcomes, which provide concrete descriptions of knowledge,

skills and attitudes for each proficiency level. Another significant novelty was the development

of learning outcomes for DigComp, which was a key recommendation from the European

Digital Skills Certificate (EDSC) feasibility study (see Action 9, below). This aligned to

DigComp users’ desire for further clarity in the application of DigComp for granular

implementations, such as assessment.

The development of DigComp 3.0 included extensive consultation and engagement with a

diversity of over 300 experts and stakeholders. As of September 2026 (10 months after

publication), DigComp 3.0 has been viewed over 61,000 times and downloaded over 34,000

times. It has been translated into Dutch, German, Greek, Italian, Latvian, Polish, Portuguese,

Spanish and Basque97.

Impact and future orientation

Stakeholders across the education, policy, and civil society sectors consulted during the DEAP

review strongly supported the inclusion of AI and data-related skills in DigComp 2.2. These

skills are increasingly viewed as critical for career readiness and civic participation in a data-

driven society. Many argue that school curricula must include these topics—accompanied by

appropriate professional development for educators.

Stakeholders welcomed the 2022 update but have also called for continued responsiveness. One

EU-wide digital inclusion network noted, “it is crucial to implement frequent updates that

promptly incorporate the latest innovations…to ensure that DigComp remains a relevant and

effective tool,” highlighting the lack of specific reference to generative AI as a gap in the

94 CENTENO, C. and COSGROVE, J., Ten Years of DigComp: A Framework more essential than ever, European

Commission, Seville, 2025, JRC143430. 95 JRC Publications Repository 96 Centeno, C., Cosgrove, J., Cachia, R., Mora, T., Di Legge, A., Vivarelli, S., Bulian, G., Moyes Prellezo, N., Piña De

Santisteban, P., Schulz, C., Hüsing, T., Cuartas-Acosta, A., and Troia, S., European Digital Skills Certificate (EDSC)

Feasibility Study: Annexes to the report. Publications Office of the European Union, Luxembourg, 2024,

doi:10.2760/3966202, JRC138344

Centeno, C. and Cosgrove, J., Ten Years of DigComp: A Framework more essential than ever, European Commission,

Seville, 2025, JRC143430. 97 COSGROVE, J. and CACHIA, R., DigComp 3.0: European Digital Competence Framework - Fifth Edition, Publications

Office of the European Union, Luxembourg, 2025, https://data.europa.eu/doi/10.2760/0001149, JRC144121.

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previous version. Others emphasised the importance of ensuring that citizens are not only

technically proficient, but also critically aware of the ethical implications of AI, including

algorithmic bias and data privacy.

Education organisations, social justice groups, and regional authorities raised concerns about

the challenges of implementing these updates in contexts with lower digital maturity or limited

resources. Calls were made for targeted support, particularly in rural and underserved areas, to

ensure equity of access to emerging technologies and professional development. As one EU

agency put it, “as AI systems continue to evolve rapidly and the datafication of education

increases, there is a growing need for schools, educators and students to have a proper

understanding of these technologies to use them responsibly and harness their full potential.”

Feedback also stressed the need to complement technical AI literacy with critical thinking and

information evaluation skills. One European student organisation stated, “as artificial

intelligence becomes more prevalent in education and society, students need to understand its

basics, potential applications, and ethical implications…equipping students with essential

digital skills is no longer optional but fundamental,” adding that education must “go beyond

technical proficiency and cultivate essential competencies.”

The 2022 update of DigComp marked a critical step forward in aligning digital competence

frameworks with fast-moving technological trends. Its widespread adoption across Europe and

international recognition affirm its central role in supporting digital upskilling. However, the

rapidly evolving nature of AI and digital innovation requires a continuous and responsive

approach.

The publication of DigComp 3.0 has been guided by literature and policy review, expert input,

stakeholder consultation, and consultation with the relevant Policy Directorates of the

Commission. The update builds on five priority themes which reflect a combination of digital

technological developments, policy priorities, and stakeholders’ views: AI (and generative AI)

competence; Citizen cybersecurity competence; Rights, choice and responsibility; Wellbeing

in digital environments; and Competence to tackle misinformation and disinformation. The

development of DigComp 3.0 also acknowledges the importance of lifelong learning; pre-

requisites for the acquisition of basic digital skills; differences in digital skills needs across

people and over time; and flexible, agile and adaptable applications of the framework.

Furthermore, DigComp 3.0 is aligned to the European Declaration on Digital Rights and

Principles for the Digital Decade (2023).

Equally, implementation support remains key. Bridging the gap between strategic frameworks

and classroom realities will require investment in educator training, tailored resources, and

accessible tools. The continued relevance and impact of DigComp in the years ahead will

depend on its inclusivity, adaptability, and grounding in real-world practice.

Action 9: European Digital Skills Certificate (EDSC)

Digital skills are fundamental to learning, employment, and participation in society. Yet, the

recognition of digital competences remains fragmented across Europe, with diverse frameworks

and certification schemes making it difficult for individuals to demonstrate their abilities in a

clear and consistent manner across Europe. To address this challenge, between 2022 and 2024,

39

the European Commission explored the development of a European Digital Skills Certificate

(EDSC). The certificate would help people have their digital skills quickly and easily

recognised by employers, training providers and more. This initiative was meant to offer a

quality label for existing or future digital skills certifications across Europe, based on the

DigComp and a set of agreed minimum quality requirements to support the recognition of

digital competences across the EU.

Implementation state of play

The development of the EDSC centred on two core activities: a feasibility study and a Member

States pilot. The feasibility study98, led by the JRC in close collaboration with DG EMPL and

a dedicated inter-service Task Force, was carried out from September 2022 to January 2024,

involved a consortium led by NTT Data99, empirica100, and All Digital101, and engaged over

650 stakeholders and a community of practice on Digital Skills Certification102(1,000+

participants). It aimed to map the existing landscape of digital skills certification schemes across

Europe, identify implementation gaps, and explore the added value and the feasibility of a

European-level certificate. The study adopted a participatory approach through surveys,

interviews, working groups, desk research, and consultation events.

Key findings from the feasibility study revealed that there are at least 27 different digital skills

certification schemes in use in the EU, showing some alignment to DigComp, with variations

in many aspects: their geographical scope, alignment to DigComp, the sector of the issuing

organisation, the provision of training material, provisions for inclusion and accessibility,

assessment processes, and quality assurance processes and standards.

The feasibility study concluded as follows:

• The demand for an EDSC in the EU is limited.

• Digital skills certificates should be better adapted to labour market needs.

• There is a moderate level of readiness for an EDSC across EU countries indicating that

substantial effort would be needed to implement and reap the benefits from an EDSC.

• An EDSC would entail significant implementation and permanent operational costs.

A complementary report on the landscape of Digital Skills Certification Schemes in the EU

– A perspective from the European Digital Skills Certificate103, was published in early 2025.

In parallel, a pilot involving national authorities from five Member States, Spain, France,

Austria, Romania, and Finland, was conducted between May 2023 and December 2023.

National authorities discussed the design of an EDSC quality label and explored common

98 Centeno, C., Cosgrove, J., Cachia, R., Mora, T., Di Legge, A., Vivarelli, S., Bulian, G., Moyes Prellezo, N., Piña De

Santisteban, P., Schulz, C., Hüsing, T., Cuartas-Acosta, A. And Troia, S. (2024). European Digital Skills Certificate (EDSC)

Feasibility Study. Publications Office of the European Union: Luxembourg. 99 Home | NTT DATA Group 100 empirica 101 ALL DIGITAL • Enhancing Digital Skills Across Europe 102 Digital Competence Certification Community of Practice • ALL DIGITAL 103 CENTENO, C., COSGROVE, J., SCHULZ, C., HÜSING, T. and CUARTAS-ACOSTA, A., Landscape of digital skills

certification schemes in the EU: An analysis from the perspective of the Digital Competence Framework (DigComp),

Publications Office of the European Union, Luxembourg, 2025, https://data.europa.eu/doi/10.2760/8324498, JRC139548)

40

challenges in the certification landscape. These discussions culminated in a final stakeholder

event in December 2023 with over 270 participants.

Overall, the pilot showed diverging views on digital skills certification, namely:

• supporting digital skills development is of greater need than certifying them.

• the focus should be on comparability and transparency of digital skills rather than on

the mutual recognition of their certification.

Impact and future orientation

Based on the outcomes of both the study and the pilot project, the European Commission

concluded that, based on the gathered evidence, such a quality label would not bring enough

added value to European citizens and that, at this stage, the costs of putting in place an EDSC

quality label would outweigh its benefits. Rather, it was recommended to extend the DigComp

framework with new learning outcomes to provide a greater level of clarity in implementation.

In response to this recommendation, the European Commission’s Joint Research Centre (JRC)

developed a set of indicative learning outcomes, which have been published in DigComp 3.0

(described above under Action 8).

Action 10: Council Recommendation on Improving the Provision of Digital

Skills in Education and Training

As digital technologies continue to reshape economies, workplaces, and societies, the demand

for digital skills has grown exponentially. However, only 60% of the EU population (aged 16-

74) possesses basic digital skills104, such as downloading or installing software or apps, or

participating in social networks. This gap presents a major barrier to inclusion and

competitiveness across the EU.

To address this challenge, the European Commission proposed a Council Recommendation

on Improving the Provision of Digital Skills in Education and Training, adopted in

November 2023. This initiative builds on the Digital Compass 2030 and the Council Resolution

on a Strategic Framework for European Cooperation in Education and Training. It sets out a

strategic approach to empower all learners—across ages and educational levels—to acquire

basic, intermediate, and advanced digital skills, while supporting national and regional

policy reform.

Implementation state of play

The Recommendation was informed by the Structured Dialogue with Member States and

stakeholder consultations conducted throughout 2022. Following these exchanges, the

Commission presented its proposal in April 2023, with formal adoption by the Council in

November 2023. It aims to support Member States in reinforcing their digital skills strategies

by outlining a clear framework for inclusive and high-quality provision of digital competences.

A key focus of the Recommendation is to promote digital skills development from early

childhood through to adult learning, ensuring that all learners are prepared for digital demands

104European Commission (2026). Report on the State of the Digital Decade 2026. Luxembourg: Publications Office of the

European Union.

41

in various sectors. It encourages the embedding of digital literacy across all subjects and

supports the development of national strategies that address learners’ needs at different levels.

Professional development for educators is another major priority, with EU tools and funding

mechanisms identified as essential to equipping teachers with the skills and resources they need.

The Recommendation further promotes collaboration with civil society and industry,

recognising the need for education systems to remain responsive to evolving labour market

demands. It supports improved gender balance in ICT careers and highlights the importance of

high-quality informatics education at all levels of education.

As a key deliverable, the Commission launched an Expert Group in 2024 to develop EU-level

guidelines on high-quality informatics education. The group’s mandate includes articulating a

shared understanding of informatics, identifying implementation challenges, and providing

pedagogical guidance. Composed of 26 members from diverse professional backgrounds, the

group has drafted guidelines through a collaborative process that includes teacher workshops

and expert consultations. The mandate of the group ended in July 2025. The Guidelines for

teaching informatics105 have been published on 5 March 2026, followed by the translations in

all EU languages in June 2026, currently with 2,200 downloads.

In the Council Recommendation, Member States are recommended to support cross-curricular

development of digital skills across all levels and types of education and training, to promote

the cross-curricular assessment of digital skills, with a means and frequency comparable to

those used for other core skills in order to monitor progress.

Assessment of digital skills serves several interconnected purposes. It helps measure learners’

digital competence, identify strengths and gaps, and provide feedback that supports more

effective teaching and learning. At a broader level, assessment enables schools, education

authorities, and policymakers to monitor the quality of digital education, evaluate progress, and

inform curriculum development, policy decisions, and resource allocation. It also supports

international benchmarking and the sharing of good practices.

To bring this action forward, in 2026 the Commission launched a working group tasked with

developing a practical guidance on digital skills assessment. The working group’s mandate

includes providing a coherent understanding of digital skills assessment, outlining current

practices, highlighting experiences and best practice examples, and providing practical

guidance and pedagogical expertise for future developments in this area.

The working group is composed of 26 members from diverse fields, including teachers, experts

on assessment and digital competences, educational technologies, teacher training, and

representatives from UNESCO and Ministry of Education. The group will meet five times

between April 2026 and January 2027 to exchange best practices, expertise and compile

evidence-based recommendations. As part of the development of the guidance, consultations

with teachers and policymakers and public authorities are planned to take place in Q4 of 2026.

To ensure accessibility across all EU Member States, the practical guidance will be translated

into all EU official languages in 2027.

105 European Commission: Directorate-General for Education, Youth, Sport and Culture, Guidelines for teaching informatics

– Practical strategies for European classrooms, Publications Office of the European Union, 2026

42

The Recommendation has reinvigorated discussions across the EU about the centrality of digital

skills in education systems. It directly contributes to the EU’s broader goals under the Digital

Compass 2030, the European Education Area (EEA), and the Digital Decade Policy

Programme. The policy momentum has led to renewed national efforts to integrate digital skills

more systematically into curricula and to improve the digital competence of teachers and

learners.

The Recommendation has begun to influence the design of national policies and action plans.

The emphasis on informatics and teacher training has helped set a direction for long-term

reform and capacity-building.

Impact and future orientation

Stakeholders from across education, civil society, and industry have welcomed the

Recommendation. Educators, in particular, value its emphasis on professional development and

the creation of digital learning content. Many called for the use of blended learning models to

expand accessibility and enrich training experiences. Ministries of education praised the focus

on inclusive policy frameworks and the alignment with digital transition goals.

However, stakeholders also raised concerns about persistent inequalities in access to technology

and digital infrastructure. Civil society organisations highlighted the challenges faced by low-

income households and rural communities, warning that without targeted investment in

affordable devices and internet connectivity, the digital divide will continue to undermine

learning equity. There is also a growing call for stronger consideration of digital wellbeing and

ethical technology use in policy implementation.

Additionally, several organisations noted that non-formal and informal learning providers are

insufficiently addressed in the Recommendation. While the importance of these actors is

acknowledged, there is a lack of concrete guidance or support mechanisms to help them

contribute meaningfully to digital skills provision.

The Council Recommendation marks a significant step forward in embedding digital skills at

the heart of education and training in Europe. It offers Member States a roadmap to reform their

systems in a way that meets the needs of both learners and labour markets. The launch of the

Expert Group on Informatics provided a concrete channel for advancing this agenda, and the

guidelines will help operationalise the Recommendation’s objectives.

To ensure sustained progress, stakeholders highlight that Member States will need to maintain

momentum through consistent policy development, investment, and monitoring. This includes

expanding teacher training, scaling support for underserved communities, and ensuring that

digital skills are delivered through inclusive and pedagogically sound methods. Feedback from

consultations emphasise that future actions should also strengthen the role of non-formal

education, address digital wellbeing, and ensure that ethical, inclusive, and safe use of

technology remains central to digital education reform.

As stated in the Council Recommendation, the Commission will review implementation

progress within five years and will continue supporting Member States with practical tools, peer

learning opportunities, and evidence-based guidance.

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Action 11: Cross-National Collection of Data and an EU-Level Target on

Student Digital Skills

Compared to other core competencies such as literacy, mathematics, and science, cross-national

data on students’ digital skills has historically been limited within the EU. This lack of robust,

comparable evidence has constrained policy efforts to understand and address disparities in

digital competence across Member States. Recognising this gap, the European Commission has

prioritised the systematic collection and analysis of digital skills data, particularly among young

people. In line with the 2021 Council Resolution on the Strategic Framework for European

Cooperation in Education and Training, the Council set a new EU-level target: to reduce the

proportion of low-achieving eighth-grade students (ages 13–14) in computer and information

literacy (CIL) to below 15% by 2030.

The target is monitored through the International Computer and Information Literacy

Study (ICILS), a global assessment conducted by the International Association for the

Evaluation of Educational Achievement (IEA). ICILS measures students' ability to navigate

and apply digital technologies critically and effectively, evaluating not just basic ICT

proficiency but also digital problem-solving, critical thinking, and contextual knowledge.

Implementation state of play

The ICILS study collects data on students’ achievement in computer and information literacy

and contextual information on their learning environments, including teacher practices and

access to digital infrastructure. This enables meaningful cross-country comparisons and

provides evidence for the development of national and EU-wide digital education policies.

Initial EU participation in ICILS was limited, with a small number of countries taking part in

the 2013 and 2018 cycles106. To enhance participation and comparability, the Commission

provided financial support for Member States’ involvement in the 2023 ICILS cycle, resulting

in a significant increase in participation to 22 countries107. This broad participation enabled the

collection of more comprehensive data and supported Member States in evaluating the impact

of their digital education strategies and investments.

The findings from ICILS 2023 were published in a dedicated Commission report108, offering

the first EU-wide assessment of school-aged students’ digital literacy. The results revealed

major disparities in digital skills performance across Member States, with notable gaps linked

to gender, socioeconomic status, and migrant background. On average, 42.5% of students

in participating countries did not meet the basic CIL proficiency level. These findings

106 Only seven EU countries participated in the 2018 round (Denmark, Germany, France, Italy, Luxembourg, Portugal, and

Finland), and eight countries in the 2013 round (Czechia, Denmark, Poland, the Netherlands, Germany, Slovakia, Hungary,

and Slovenia). 107 The survey collected information on thirty-six education systems worldwide. The European Commission co-financed the

participation of 22 EU countries, including Austria, Belgium (Flanders), Croatia, Cyprus, Czechia, Denmark, Finland,

France, Germany (North Rhine Westphalia), Greece, Hungary, Italy, Latvia, Luxembourg, Malta, the Netherlands, Portugal,

Romania, Slovakia, Slovenia, Spain, and Sweden. This broad participation marks a significant step forward with respect to

previous cycles of the study, offering a much more comprehensive view of EU students' digital skills proficiency. 108 European Commission/ Directorate-General for Education, Youth, Sport and Culture (2024). International Computer and

Information Literacy Study (ICILS) in Europe, 2023 – Main findings and educational policy implications. Publications

Office of the European Union: Luxembourg.

44

underscore the urgency of closing the digital skills gap to achieve the 2030 target, particularly

as digital competence becomes increasingly central to lifelong learning and workforce

readiness.

The Commission continues to support Member States and Western Balkan countries in

preparing for the 2028 ICILS study, which will place greater emphasis on emerging

technologies such as artificial intelligence (AI), alongside traditional areas of CIL and

computational thinking. ICILS results are also contextualised further as part of the

Commission’s annual reporting on digital skills in the Education and Training Monitor109.

Impact and future orientation

The expansion of cross-national data collection on digital skills is widely recognised as a critical

step in informing and improving digital education policy across Europe. Stakeholders from

ministries of education, schools, EdTech organisations, and civil society emphasise the

importance of data to identify weaknesses, monitor progress, and ensure targeted investments.

As one EU education agency noted, “Digital competences are assessed … only in half of the

education systems in Europe,” highlighting the persistent lack of standardised approaches

across Member States.

The 2023 ICILS results provided a much-needed evidence base for national and EU

policymakers, while also validating the rationale behind the EU-level target. Stakeholders agree

that the data facilitates a clearer understanding of which regions, schools, and populations are

most at risk of digital exclusion. The systematic approach to assessment is viewed as an

essential tool to ensure that all students gain the digital competences necessary for their

academic, personal, and professional development.

However, the results also point to the scale of the challenge ahead. With 42.5% of students

falling below the basic level, significant investment in teacher training, school infrastructure,

and inclusive pedagogies is needed to close the gap and ensure progress toward the 2030 target.

Despite the notable progress made in expanding data collection through ICILS, stakeholders

continue to raise concerns about the practicality and consistency of gathering comparable data

across Member States. Differences in curricula, digital infrastructure, and local assessment

frameworks pose challenges to full alignment. Civil society organisations emphasised the need

for standardised methodologies and data disaggregation to reflect the diversity of student

experiences. As one stakeholder observed, “There is a need to understand that education

provision varies greatly across Europe, with further variation also in the level of digital skills,

literacy, and technology.”

There are also persistent concerns about data protection and the need to ensure full GDPR

compliance when collecting student information. A ministry from a digitally advanced

Member State warned that, “GDPR compliance is still a challenge for many big tech companies

delivering digital solutions to European school systems,” underlining the need for robust

safeguards in future study cycles.

109 Education and Training Monitor - European Education Area

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In addition, while the EU-level target is welcomed in principle, stakeholders caution that it may

be overly ambitious for regions still building their digital capacity. Ensuring that the target is

achievable and meaningful for all Member States will require a flexible, context-sensitive

approach. Equity must be a guiding principle, ensuring that the push for improved digital skills

does not exacerbate existing regional or socio-economic disparities.

Action 12: Digital Opportunity Traineeships

Digital skills are essential for employment and social inclusion in an increasingly technology-

driven society. Yet, in 2025, only 60% of adults in the EU report having at least basic digital

skills110, despite the growing demand for such competences across all sectors, particularly in

non-ICT roles111. In response, the Digital Opportunity Traineeships (DOTs)112 initiative was

launched by the European Commission in 2018 as a pilot project to provide higher education

students and recent graduates with practical experience in digital fields. The initiative was

extended in 2021 and 2022 to include vocational education and training (VET) learners,

recent graduates, and education staff from the higher education, school, and adult learning

sectors.

DOTs are part of the Mobility Action (Key Action 1) of the Erasmus+ Programme (2021–

2027) and support the objectives of DEAP. The programme enables participants to strengthen

advanced digital competences through international mobility in areas such as cybersecurity, big

data, digital marketing, software development, and AI-related fields.

Implementation state of play

The DOTs initiative facilitates short-term mobility opportunities for students, recent graduates,

and education staff to enhance their digital skills through job shadowing, work placements,

study visits, and teaching assignments. These opportunities span both academic and non-

academic sectors and are designed to bridge the gap between education and labour market

needs.

Since the launch of the extended action under Erasmus+, participation in DOTs has steadily

increased. Since 2018 to date, the programme has reached over 161,000 participants. Among

them, more than 118,000 learners have benefited from digital traineeships or staff training

periods. In the current programming period, this includes close to 74 300 student traineeships

and 34,200 training periods for higher education staff. An additional 8,670 education staff

from other sectors (VET, adult learning, school education) have taken part to improve their

digital competence. Erasmus+ 2024 Annual Report additionally states that 72% of participants

in mobility activities have improved their digital competences.113

The DOTs mobility formats are designed to be flexible and practical, accommodating a wide

range of digital skill levels and needs. Activities are implemented through the Erasmus+ general

110 European Commission (2026). Report on the State of the Digital Decade 2026. Luxembourg: Publications Office of the

European Union. 111 CEDEFOP (2021). Challenging digital myths. First findings from Cedefop’s second European skills and jobs survey. 112 Digital opportunity traineeships - European Education Area 113 Erasmus+ annual report 2024 - Publications Office of the EU

46

call, offering funding to support travel, subsistence, and participation costs. The expansion of

the DOTs scheme aligns closely with the growing demand for workplace-ready digital

competences, particularly in fields undergoing rapid digital transformation.

Impact and future orientation

The Digital Opportunity Traineeships are recognised by stakeholders as an effective instrument

for promoting hands-on digital learning, workforce preparedness, and cross-border

collaboration. Participants gain relevant digital competences while fostering innovation and

exchange between education and industry. Stakeholders from the education sector have praised

DOTs for bridging the gap between academic learning and real-world digital skills, noting

their contribution to the digital transformation of education systems.

Stakeholders also highlight the initiative’s value in strengthening collaboration between

public and private actors and in promoting digital upskilling across sectors. For example,

EdTech companies and industry associations view DOTs as an opportunity to build stronger

links between training systems and the evolving demands of the digital economy. There is

general agreement that these placements help equip participants with practical knowledge

in areas such as AI, data science, and cybersecurity, which are increasingly sought after in

the labour market.

Nonetheless, equity remains a persistent concern. Civil society organisations and education

authorities have raised issues regarding access to DOTs for underrepresented and

economically disadvantaged groups, particularly in rural or remote areas. Stakeholders

advocate for additional mobility funding and greater outreach and promotion of the action to

ensure that all learners can benefit equally from the programme. There is also growing interest

in expanding the thematic scope of DOTs to ensure continued relevance as technologies evolve.

While the DOTs initiative has made notable progress in scaling up digital skills development,

challenges remain in terms of ensuring equitable access and adapting to emerging labour

market needs. Moving forward, stakeholders encourage the Commission and Member States

to prioritise strategies that promote inclusion, such as targeted funding schemes and outreach

to marginalised communities, especially in regions with limited digital infrastructure.

To ensure the continued success of DOTs, stakeholders suggest enhancing partnerships with

industry, SMEs, and the public sector to better align traineeship placements with market

needs. Greater engagement with employers will help guarantee that the skills developed through

DOTs are relevant and transferable.

In parallel, stakeholders point to needs of updating the scope of DOTs to more explicitly address

fast-growing fields such as AI, quantum computing, and green digital technologies. This

would enhance the long-term relevance of the initiative and ensure that it continues to contribute

meaningfully to the EU’s broader digital transition.

Looking ahead, the ongoing expansion of DOTs under the Erasmus+ framework provides an

opportunity to scale impact, close digital skills gaps, and foster a digitally capable

workforce equipped for the challenges of the future economy.

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Action 13: Women’s Participation in STEM

Women remain underrepresented in the digital sector across education, employment, and

entrepreneurship. Despite comparable early interest in science-related careers, girls are less

likely than boys to pursue STEM (Science, Technology, Engineering, and Mathematics) and

ICT subjects as they progress through their education. According to a 2021 European

Commission study114, women account for only 20% of ICT graduates and 17% of the tech

sector workforce. More recent data from 2024115 showed only limited progress, as: women

still accounted for 21% of ICT graduates and 25% of the self-employed among scientists,

engineers and ICT professionals. In response, the European Commission is working to increase

women’s participation in STEM studies and careers by supporting targeted interventions that

equip young women with digital and entrepreneurial skills, particularly in high-demand

fields such as AI, cybersecurity, engineering and sustainability.

The Commission’s Analytical Report on the Gender Gap in STEM Education116identifies

digital skills as an enabler for girls and women to pursue STEM careers and calls for

coordinated efforts across formal, non-formal, and informal education sectors. This aligns with

the political priorities set out in the 2024–2029 Political Guidelines of the President of the

European Commission, which underscore the importance of fully integrating women into the

digital and innovation economy. A key outcome of this renewed political focus is the

development of a STEM Education Strategic Plan117.

Implementation state of play

The Commission has advanced several initiatives to foster women’s participation in STEM.

Girls Go STEM (formerly Girls Go Circular)118,led by the EIT 119, provides digital and

entrepreneurial training for girls aged 14–19. Building on the success of Girls Go Circular,

which has trained 80,000 girls across 36 countries, Girls Go STEM has set the target to train

100,000 girls by 2028. Through its online learning platform, Circular Learning Space, which

now has over 100,000 users, learners can explore topics such as AI, robotics, climate change,

rethinking plastics, e-waste and urban mobility.

ESTEAM Fests72 (Entrepreneurship, Science, Technology, Engineering, Arts and

Mathematics) offer interactive events designed to boost girls' and women’s confidence in their

digital and entrepreneurship competences. These workshops focus on creative problem-solving

and networking. Since launch, 23 ESTEAM Fests have been organised across 14 EU countries,

reaching 2,720 participants, with an extended online community of over 2,444 girls and women

from 38 countries.

114 European Commission /Directorate-General for Research and Innovation (2021). She figures 2021 – Gender in research

and innovation – Statistics and indicators. Luxembourg: Publications Office of the European Union. 115 European Commission /Directorate-General for Research and Innovation (2025). She figures 2024 – Gender in research

and innovation – Statistics and indicators. Luxembourg: Publications Office of the European Union. 116 European Commission /Directorate-General for Education, Youth, Sport and Culture (2024). Addressing the gender gap in

STEM education across educational levels – Analytical report. Luxembourg: Publications Office of the European Union.

117 COM(2025) 89 final 118 Girls Go STEM | Digital and Entrepreneurial Skills for the Circular Economy 119 Home | EIT RawMaterials - Developing raw materials into a major strength for Europe

48

The Commission has also supported the creation of interdisciplinary higher education

programmes in engineering and ICT, based on a STEAM approach120. These efforts build on

the EU STEM Coalition, which aims to foster national STEM platforms and share best practices

developed under Erasmus+.

These interventions are complemented by initiatives under Erasmus+ that promote gender

balance in STEM, such as STEAM+121 and ArtIST122, which integrate entrepreneurship and

the arts into technical education, encouraging more inclusive and diversified learning

environments. Horizon Europe also contributed to fund research on STE(A)M education with

project as STEAMbrace,123 the ST(R)E(A)M IT project124, SENSE125, Road-STEAMer126, and

the SEER127. For example, the ST(R)E(A)M IT project128 supported the development of a

manifesto on gender-inclusive STE(A)M education and careers by working with STEM-

oriented high schools, academia, public authorities, and industry stakeholders.

Impact and future orientation

Initiatives under Action 13 have made significant progress in reaching young women and girls

across Europe. The Girls Go Circular programme met its 2027 target of training 40.000

girls three years ahead of schedule. Similarly, ESTEAM Fests haveoffered interactive

learning formats that are widely appreciated for their capacity to build confidence and digital

competence.

At the Digital Education Action Plan in Review event (April 2024), participants shared how

these initiatives shaped their learning and aspirations. One teenage participant in Girls Go

Circular spoke of developing a wildfire-predicting drone robot, stating that "teenagers like me

are capable of proposing solutions to real-world problems." Another advocate, active in the

Women in Tech initiative and a contributor to ESTEAM Fests, highlighted the importance of

bringing entrepreneurship and art perspectives into STEM. She underlined the value of a

"safe environment where different age groups could collaborate and learn from one another,"

noting that ESTEAM created space for "attraction, retention and growth of women" in tech

fields. She emphasised the importance of visible role models and engaging parents to

inspire confidence and ambition among girls.

120 STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as

access points for guiding student inquiry, dialogue and critical thinking. 121 About – steamtalent.eu 122 ArtIST and Innovation | Erasmus+ 123 European coordination network and activities to embrace a sustainable and inclusive STEAM educational system: the

blend of artistic and creative approaches in STEM education, research & innovation | STEAMbrace | Project | Fact Sheet |

HORIZON | CORDIS | European Commission 124 ST(R)E(A)M IT/STREAMING GIRLS AND WOMEN INTO STEAM EDUCATION, INNOVATION AND

RESEARCH | STREAM IT | Project | Fact Sheet | HORIZON | CORDIS | European Commission 125 SENSE. The New European Roadmap to STEAM Education | SENSE. | Project | Fact Sheet | HORIZON | CORDIS |

European Commission 126 Developing a STEAM Roadmap for Science Education in Horizon Europe | Road-STEAMer | Project | Fact Sheet |

HORIZON | CORDIS | European Commission 127 The STE(A)M Education European Roadmap | The SEER | Project | Fact Sheet | HORIZON | CORDIS | European

Commission 128 ST(R)E(A)M IT/STREAMING GIRLS AND WOMEN INTO STEAM EDUCATION, INNOVATION AND

RESEARCH | STREAM IT | Project | Fact Sheet | HORIZON | CORDIS | European Commission

49

Although formal evaluations of impact remain limited, the growth in participation and personal

testimonials indicate the perceived value of these programmes. The scale of uptake and

qualitative feedback from beneficiaries support the case for further investment and expansion.

While initiatives like Girls Go Circular and ESTEAM Fests have produced promising results,

scaling their impact will require a more coordinated and systemic approach. Stakeholders

recommend expanding successful models such as EUSTEAM – Towards a European STE(A)M

Platform, which promotes collaboration between public authorities, education institutions, and

the private sector. Developing country-specific strategies and disseminating best practices

across Member States will be essential to tailoring interventions to diverse national contexts.

Stakeholders emphasise that future priorities should include deepening Erasmus+ support for

transdisciplinary STEM projects, such as STEAM+ and ArtIST, and exploring joint degrees

and technical university partnerships under the European Universities alliances. Stakeholders

also advocate for stronger links between STEM education and labour market needs, particularly

in fast-evolving sectors like AI and green tech.

European Digital Education Hub

The European Digital Education Hub (EDEH)129 is a cross-cutting initiative under the

Digital Education Action Plan, addressing its strategic priorities. It aims to overcome

fragmentation in digital education by fostering collaboration between policymakers,

researchers, educators, and innovators across sectors and countries. The Hub acts as a

Community of Practice, promoting peer learning, sharing of best practices, collaboration and

access to data and research.

Since its launch in June 2022, the Hub focussed on four main areas of activity: community

engagement; monthly knowledge-building activities; data gathering and curation of

information; and the acceleration and upscaling of innovative solutions. Over the last four

years, the Hub has established a dynamic and growing community, attracting over 7,400 users

from 146 countries. Its members cover the entire spectrum of education and training, from

early childhood education and care to adult education. Their professional background is diverse,

from policy makers to researchers and practitioners, from the public to the private sector.

Implementation state of play

A key strength of the Hub lies in its community-building efforts. Over 40% of members actively

engage in activities such as online meetings, moderated discussions, and collaborative

initiatives. An annual innovation funnel invites members to propose and vote on emerging

topics of interest, many of which evolve into working groups known as “squads”, webinars,

articles or inspiring practices. To date, 31 squads have been launched on topics ranging from

AI in education to digital wellbeing and inclusion, digital skills, immersive learning, safety and

security, and digital citizenship education. These groups have produced widely consulted

outputs such as the Digital skills playbook for educators 130, an artificial intelligence in

129 European Digital Education Hub 130 European Commission/ EACEA (2024). Digital skills playbook for educators. Luxembourg: Publications Office of the

European Union. Digital skills playbook for educators - Publications Office of the EU

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education report131, and a European maturity model for micro-credentials in higher education 132.

The Hub also hosted the Higher Education Interoperability Working Group133, with over

300 members contributing to the development of a European interoperability framework134 (see

Action 3). Other support activities included online clinics and mentorship programmes, where

members received guidance on challenges such as integrating AI, developing micro-credentials,

or assessing digital tools for teaching and learning.

In 2025, two working groups were established with the task of updating the Ethical Guidelines

on the Use of AI and Data in Teaching and Learning for Educators (see Action 6) and the

Common Guidelines for Teachers and Educators to Foster Digital Literacy and Tackle

Disinformation (see Action 7).

In 2026, another working group was launched under the Hub with the aim of developing

practical guidance on digital skills assessment for schools across the EU. The practical guidance

is developed in the context of the 2023 Council Recommendation on improving the provision

of digital skills and competences in education and training (see Action 10).

About 80 monthly webinars and hands-on workshops have been instrumental in building

capacity across the community, exploring themes such as immersive learning, AI in education,

data and security, disinformation, and inclusion. These interactive sessions offer valuable

opportunities for educators to find inspiration, share good practices, and address common

challenges. Knowledge dissemination is further supported by over 150 publications, including

long reads, best practices, and thematic reports. Members stay informed with upcoming

activities through the monthly newsletter and regular updates on the European Education Area

portal.

The Digital Education Accelerator135, the Hub’s innovation strand, has played a vital role in

supporting the development and scaling of forward-looking digital education solutions. From

2022 to 2024, the Accelerator supported 21 pioneering solutions, selected for their innovative

potential, educational value, and technological readiness through an intensive six-month

programme. Participating teams benefitted from mentoring, field testing, and networking

opportunities designed to upscale promising digital solutions.

To ensure responsiveness and continuous improvement, feedback mechanisms have been

integrated into the Hub’s operations. Member surveys are conducted three times per year.

They have been complemented by targeted consultations to inform the review of the Digital

Education Action Plan.

131 European Commission/ EACEA (2023). AI report – By the European Digital Education Hub’s Squad on artificial

intelligence in education. Luxembourg: Publications Office of the European Union. AI report - Publications Office of the EU 132 European Commission/ EACEA (2024). Den Hertog, P., Wylie, N., Widger, L., Brande, L. et al. A European maturity

model for micro-credentials in higher education – Whitepapers and guidelines for a strategy workshop. Luxembourg:

Publications Office of the European Union. A European maturity model for micro-credentials in higher education -

Publications Office of the EU 133 European Higher Education Interoperability

134 European Commission/ EACEA (2024). European higher education interoperability framework. Luxembourg:

Publications Office of the European Union. European higher education interoperability framework - Publications Office of

the EU 135 Accelerator programme: unlocking innovation in digital education

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Flagship event ‘Collaborate for Impact: Advancing European Digital Education and

Skills’

For the Hub’s four-year anniversary, the first major gathering of the EDEH community took

place on 18 June in Brussels which hosted 150 digital education representatives on-site and

more than 300 participants joining online. The event’s objectives were to bring together selected

digital education experts from the European Digital Education Hub and to showcase the Hub’s

achievements to date, to identify concrete ways for the community to support the successful

delivery and implementation of the Education and Skills Package, focussing on topics such as

AI in education, European Ed-tech and digital education infrastructure, digital literacy and

wellbeing.

The event also marked the launch of the EU-OECD AI Literacy Framework for primary

and secondary education and the DigiEduHack Awards Ceremony, where the 2025 Global

Winners presented their most innovative solutions in digital education.

Impact and future orientation

Members surveys and consultations confirm the Hub’s role in enabling members to expand

their networks, co-create solutions, transfer knowledge, and address shared challenges.

Community structures such as squads and expert groups are widely valued, though suggestions

for improvement include increasing opportunities for joint projects, better engaging national

authorities, and ensuring continued relevance and inclusivity.

The Hub has become a trusted space for cross-sectoral exchange, policy dialogue, and

innovation. As one advocacy organisation noted, “the European Digital Education Hub is now

in place to support a vibrant community of practice and cross-sectoral exchange.” The Hub is

seen as a bridge between research and practice, public and private sectors, and national and

European levels.

Overall, the European Digital Education Hub is proving to be an effective enabler of the EU’s

digital education goals. By continuing to expand its reach, diversify participation, and promote

innovation, it can further strengthen its role as a driver of systemic digital transformation in

education across Europe.

As a dynamic community of practice, the Hub has demonstrated its value in fostering

collaboration, innovation, and knowledge sharing across sectors and education levels. The

diversity of its activities and stakeholders has helped bridge gaps between policy, practice, and

research, while promoting the digital transformation of education across Europe.

Since its establishment in 2022, digital education priorities have shifted from post-pandemic

discussions to increasing emphasis on new thematic priorities such as AI, foreign information

manipulation and interference and disinformation or interoperability. In such a fast-paced and

competing ecosystem, benefitting from the Hub as a “sandbox” for knowledge-sharing and

piloting activities that flexibly evolves and adapts over time is invaluable. Within it, the power

of the CoP, its mutually reinforcing thematic and cross-sectoral expertise and its strong potential

to serve as multiplier within and outside the Hub are rather unique. This will be preserved and

nurtured moving forward.

Over the years, the Hub evolved from a mostly bottom-up community towards piloting new

activities aimed at supporting EC initiatives in digital education and related policy areas.

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Leveraging the Hub for the first time ever in supporting the revision of the two existing EU

Guidelines on Disinformation and Ethical AI is a tangible example in the area and a

development that was welcomed by the CoP. Beyond its potential for strengthening the

credibility and exposure of the Hub, this paves the way to new avenues for leveraging the Hub

to inform and support Commission actions, notably in the remit of the Education and Skills

Package.

Going forward, the richness of this CoP, the diversity of views and breadth of knowledge it

offers through bottom-up and top-down activities will be deepened and maximised, to be

mutually reinforced.

The Hub will equally focus on deepening engagement with underrepresented education sectors

and countries and ensuring that its outputs remain practically relevant to educators and decision-

makers.

Education professionals are increasingly engaging with a growing wealth of materials, projects,

and tools in the field of digital education. While this abundance reflects strong momentum and

innovation, it also highlights the need for greater clarity and guidance. The Hub is uniquely

positioned to serve as a trusted space where these resources are carefully mapped and made

easily accessible, helping users find what they need quickly and confidently, regardless of their

time constraints or level of digital expertise. Continued emphasis on user-driven content,

inclusive participation, and co-creation will be key to maintaining momentum and achieving

broader systemic impact across the European Education Area.

Digital Education Hackathon (DigiEduHack)

The Digital Education Hackathon (DigiEduHack) is a cross-cutting initiative under the

Digital Education Action Plan. Since its launch in 2019, DigiEduHack has established itself as

one of the EU flagship grass-root initiatives on digital education, encouraging user-driven

innovation and providing insights on trends for education and training in the digital age. This

action was part of the first Digital Education Action Plan 2018-2020 and continued with

increased ambition under the Digital Education Action Plan 2021-2027. The final edition took

place in 2025.

DigiEduHack consists of a series of 24-hour grass-root hackathons (in-person, online and

hybrid) organised by education and training institutions at different levels and other digital

education stakeholders. The objective is to identify key challenges and co-create solutions for

the future of education in the digital age. The contest is open to participants of all ages and

backgrounds, regardless of their technical knowledge.

Following the hackathon days, local winners are selected and their solutions submitted to the

DigiEduHack Steering Group for evaluation. Out of this evaluation process, 12 finalists are

identified, whose solutions are then voted upon publicly through an online voting period. Out

of this public voting, four Global winners are announced based on two main categories, each

offering two different levels of experience and expertise:

2) Disruptive technology (solutions that introduce novel tools or technologies,

challenging the existing practices and incorporating cutting-edge technology) – levels:

‘Beginners’ and ‘Experienced’.

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2) Social impact (solutions aiming to benefit society and the community by promoting

inclusion and diversity) – levels: ‘Beginners’ and ‘Experienced’.

A range of different prizes (i.e., mentorship, coaching, software subscription) are offered to the

winning teams, to support their further growth and capacity building.

Implementation state of play

DigiEduHack is an all-year-round initiative: recruitment of hosts starts in spring and continues

until one month before the hackathon days. In the summer, the recruitment of participants

begins. This period is constellated by so-called “learning opportunities” meant to promote

knowledge building among the DigiEduHack community on topics of common interest. After

the hackathon days (which take place in November) a Main Stage Event is organised to wrap-

up the experience and reflect on its achievements. In December, the evaluation period starts and

ends at the beginning of March, when the winners are publicly announced. Follow-up with the

finalists and winners is ensured via regular check-in sessions on their progress and addressing

emerging needs during the year. With the announcement of the winners, the new edition is

officially kicked off, the annual theme announced, and the new recruitment phase begins.

Throughout the year, three networking opportunities are organised to further promote

engagement with the initiative.

Learning opportunities and community building

Addressing the needs of the community, and especially newcomers, to provide guidance and

support in preparation of the local Digital Education Hackathons, the initiative proposes

learning opportunities and community building activities to ensure a year-long engagement and

a comprehensive learning journey.

The webinar series in the months leading to the DigiEduHack Days consists of six interactive

sessions, in which previous hosts or participants will share their experience and explain how to

run a local hackathon, motivating future participation. Each webinar is followed by an Ask me

Anything (AMA) session allowing the audience to engage further and have their questions

addressed.

Communication

Throughout the year, the DigiEduHack rollout is supported by a targeted communication

campaign. Several communication channels are leveraged to promote and raise the visibility of

the initiative throughout the year.

Social media is a central pillar of the communication strategy, reaching out and engaging

audiences from different ages and backgrounds. The initiative has own channels that are

managed by the consortium in charge and supported by relevant EAC social media. The

involvement of a limited number of micro influencers ensures the further engagement of the

younger audiences. Organic content is complemented by paid promotion on selected channels

to raise further awareness and promote engagement around key milestones for the initiative,

such as recruitment, the DigiEduHack Days, the finalists and winners’ identification.

Furthermore, the DigiEduHack podcast offers another channel for communicating on the

initiative and reaching new audiences. This is complemented by a promotional video with

footage from the previous editions to attract further participation through storytelling. The

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website continues being the single gathering point, sharing latest news on the initiative, offering

registration for hosts and participants, submission of local solutions, as well as voting.

Impact

Since its launch, the DigiEduHack ran for six successful editions between 2019 and 2025,

engaging more than 12.600 participants across 56 countries globally. 303 hackathons have

been organised over the six years of the initiative.

2023 marked the fourth edition of the DigiEduHack and the first one DG EAC implemented

through a service contract funded by Erasmus+. The initiative took place between 6 and 13

November 2023 under the annual theme ‘Putting people at the centre of digital education’,

resulting in 39 local grass-root events organised across 22 countries in the EU and beyond. Over

the eight days of hacking, almost 1700 people from different ages and background were

engaged in the creation of 225 innovative solutions.

2024 marked the fifth edition of DigiEduHack and the second one DG EAC implemented

through a service contract funded by Erasmus+. The initiative took place between 8 and 17

November 2024 under the annual theme ‘Imagining the digital education of the future’,

resulting in 51 local grass-root events organised across 27 countries in the EU and beyond. Over

ten days of hacking, more than 1700 people from different ages and background were engaged

in the creation of 455 innovative solutions.

2025 marked the sixth edition of DigiEduHack and the third DG EAC implemented through a

service contract funded by Erasmus+. The initiative took place between 7 and 16 November

2025 under the annual theme ‘Rethinking education in the age of digital skills’, resulting in 74

hackathons organised across 31 countries in the EU and beyond. Over ten days of hacking,

almost 2,500 people from different ages and background were engaged in the creation of 792

innovative solutions.

2.3 Communication and International Outreach

2.3.1 Communication activities

Communication and outreach activities were central to the implementation of DEAP,

facilitating the exchange of good practices, deepening engagement with stakeholder

communities, and promoting closer cooperation across the EU at European, national, regional,

and local levels. At EU level, cooperation was maintained through established channels,

including regular exchanges with the Education Committee of the European Union as well as

the Working Group on Digital Education: Learning, Teaching and Assessment (DELTA) and

other services of the Commission, EU delegations and the Artificial Intelligence and

Disinformation expert groups. Broader outreach was reinforced through a targeted

communication campaign designed to raise awareness among end beneficiaries, in particular

teachers and educators, of practical resources developed under the DEAP.

Dissemination activities included the production and distribution of articles, infographics, and

accessible explanatory audiovisual materials. These materials were shared through organic

channels, notably the Commission websites, such as the European Education Area portal,

eTwinning, European School Education Platform, as well as social media, newsletters, and the

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local network of Commission’s Representations. Paid promotion included partnership with

online influencers through campaigns addressing teachers and the use of AI in classrooms, as

well as initiatives showcasing the achievements of young women pursuing studies and careers

in STEM. These efforts were further supported by several multi-week media buying campaigns

in selected EU countries, each of which reached an average of 20 million users.

2.3.2 Stakeholder engagement

Outreach also played a significant role in involving stakeholders in both policy implementation

and development, with the stakeholder forum serving as the flagship engagement tool. The

first Digital Education Stakeholder Forum, Making education and training fit for the digital

age, was held as a hybrid event on 22 March 2022, attracting 800 viewers and reaching 4,500

people on social media. The second stakeholder forum, Tap into Europe’s Digital Potential,

took place on 24 June 2025 as a full-day event in Brussels, bringing together over 220

participants on site and further 1,400 online attendees.

The forum convened policymakers, industry, researchers, educators, and civil society to review

progress, shape future policy directions, and strengthen a shared sense of ownership. These

events also highlighted the Commission’s political leadership on digital education and its

support for Member State’s policies and activities at national, regional and local level. In this

context, outreach activities also supported the kick-off event for the DEAP Review in April

2024 and the online launch of the draft EU-OECD AI literacy framework in May 2025 and

its official launch by the Executive Vice-President Roxana Mînzatu on 18 June 2026 in

Brussels.

2.3.2 International outreach

International dimension of the Digital Education Action Plan 2021-2027

High-quality international cooperation in digital education has an essential role in addressing

existing and emerging global challenges as relates to the strengthening of digital skills and

competences, sharing of knowledge and promoting best practices in what is a quickly evolving

digital landscape.

The Digital Education Action Plan has an international dimension which reflects the global

nature of the digital challenge. It aims to promote international cross-sectoral cooperation in

digital education and underscores the notion that digital education initiatives have the potential

to strengthen relations between international partners and help promote a true global

partnership in digital education. It aims to foster the development of high-performing digital

education ecosystem and boost the digital skills and competences of all citizens, while also

addressing new skills gaps and forms of exclusion.

The Action Plan focuses on the Western Balkans, Southern Mediterranean, Eastern Partnerships

and Africa as priority regions, building on the success of initiatives already in place (i.e. such

as the Digital Agenda for the Western Balkans, SELFIE or the Digital Education Hackathon)

and contributing to policy initiatives, such as the Western Balkans agenda.

Likewise, the Action Plan addresses some of the most pressing societal challenges linked to

the digital transformation, such as tackling FIMI disinformation through issuing guidelines on

promoting digital literacy in education and training, as well as ethical guidelines on AI and data

use for educators. Given the international dimension of the digital eco-system, such initiatives

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have the potential to deliver real expertise across borders, support a safer experience online,

and promote further the European values of democracy, ethics and privacy.

Initiatives such as Digital Education Hackathon provide a platform to bring together

participants from across the globe as they work together to propose solutions to challenges in

digital education. The European Digital Education Hub brings together experts and

enthusiasts in digital education from outside of Europe and promotes dialogue on innovative

digital learning and teaching. Likewise, Working Group DELTA (Digital Education,

Learning, Teaching and Assessment) facilitates mutual learning and the sharing of best

practices both inside and outside of Europe. Lastly, hands-on assessment tool such as SELFIE

currently account for around 6 million users worldwide and have been translated into 31

languages.

Lastly, due to the shift to distance and online learning across the globe in 2020, the Council

Recommendation on blended learning in primary and secondary educationprovided an

overview of lessons learned and best ways forward for educators, teachers and learners. And,

as such, offered valuable insight for Europe’s international partners. Likewise, the

international dimension of Erasmus+ will continue to provide for the sharing and scaling up

of good digital education practice with Europe’s international partners.

International Cooperation

International cooperation in digital education is key as it can help address shared challenges,

improve learning outcomes, and promote more equitable access to digital education.

Cooperation is central to the EU’s Global Gateway strategy and the “Team Europe”

A snapshot -- Digital Education Action Plan

The International Dimension

✓ Digital Education Hackathon: Since 2019, 12,676 participants took part in Digital

Education Hackathons across 56 countries.

✓ Guidelines for Teachers and educators on Tackling Disinformation and promoting

digital literacy: Translated into all EU languages as well as the languages of the

Western Balkans and Georgian

✓ Ethical Guidelines on the use of AI and data in teaching and learning: Translated into

all EU languages as well as the languages of the Western Balkans and Georgian

✓ SELFIE: SELFIE with over 7 million users worldwide, SELFIE for Work-based

learning with around 44 000 users worldwide and SELFIE for Teachers with around

324 000 users worldwide

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approach136, which promotes mutual learning and knowledge exchange within and beyond

Europe.

International dimension of the Council Recommendations on digital education and skills

The Council Recommendation on improving the provision of digital skills and

competences in education and training is based on and complements work at international

level. It contributes to actions supporting the UN 2030 Sustainable Development Goals

(SDGs)137 , in particular SDG 4, quality education, and partially SDG 5, gender equality, and

SDG 8, decent work and economic growth.

The initiative is consistent with and complements ongoing work of the United Nations

Secretary-General’s Roadmap for Digital Cooperation138 which aims at strengthening digital

capacities and skills to meet the demands of the digital world. The initiative also resonates with

the importance that UNESCO attaches to supportingdigital education and skills mainly through

three different lines of work: digital competences of teachers and educators139, media and

information literacy140, and youth coding and digital skills for entrepreneurship141. The results

of the OECD Programme for International Student Assessment (PISA) and the OECD Digital

Skills Toolkit and Outlook contribute to inform the proposal. The proposal considers the work

of UNICEF on digital skills142. Moreover, the target on low-achieving eight-graders is based

on the ICILS study which allows for international comparability.

The initiative acknowledges the interconnected nature of efforts on digital education and skills

development and the importance of working together across the global education and training

community to ensure that no one is left behind and that every person has the right to high quality

and inclusive digital education.

The Council Recommendation on the key enabling factors for successful digital education

and training is based on and complements work at international level. It contributes to actions

supporting the UN 2030 Sustainable Development Goals (SDGs) , in particular SDG 4, quality

education. The initiative is consistent with ongoing work of the United Nations Office of the

Secretary General Envoy on Technology and its aims of promoting holistic and inclusive

approaches to digital capacity development. The initiative also resonates with the work of

UNICEF and the “Gateways to Public Digital Learning”143 which aims to ensure that everyone

can access high-quality digital education content to advance their learning. Likewise, the

proposal considers the ongoing effort of UNESCO144 in strengthening digital policy and digital

governance in an inclusive manner.

136

https://international-partnerships.ec.europa.eu/policies/team-europe-initiatives_en 137 https://sdgs.un.org/ 138 https://www.un.org/techenvoy/content/digital-capacity-building 139 https://unesdoc.unesco.org/ark:/48223/pf0000265721 140 https://www.unesco.org/en/communication-information/media-information-literacy 141 https://en.unesco.org/youthmobile 142 See https://www.unicef.org/lac/en/digital-skills-development and in particular, F. Nascimbeni and S. Vosloo, 2019,

Digital literacy for children: exploring definitions and frameworks,

https://www.unicef.org/globalinsight/media/1271/file/%20UNICEF-Global-Insight-digital-literacy-scoping-paper-2020.pdf 143 Gateways to Public Digital Learning | United Nations 144 https://www.unesco.org/en/communication-information/digital-policy-capacities-inclusion

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Furthermore, the initiative takes into account the Declaration of G20 Ministers on Leveraging

Research, Higher Education and Digitalisation for a Strong, Sustainable, Resilient and

Inclusive Recovery145 which focuses on the importance of working to achieve a common

understanding of digital spaces and, more specifically, maintaining and strengthening this

diverse ecosystem of national and international digital infrastructures.

Lastly, this proposal notes the added value of working across borders to exchange expertise,

inspire and cooperate in building accessible and inclusive digital education ecosystems that

reflect the EU’s democratic values and principles.

Moreover, as agreed at the EU Japan Policy Dialogue meeting (April 2024), the European

Commission hosted an online EU-Japan Seminar on Digital Education (October 2024) bringing

together policymakers, educators, teachers and practitioners in Europe and Japan with a view

to promote further cooperation and exchanges of practices in this area, considering the growing

impact of digital tools on teaching and learning, as well as on the governance of education

systems.

Cooperation with international organisations

International cooperation in digital education helps shape the EU’s relationship with other

countries and regions and is key to helping address global challenges such as tackling

disinformation, the ethical use of AI and the need to work together across borders to find

solutions to the digital divide. The Commission has worked closely with international

organisations with a view to strengthen the evidence-base, share what works, exchange best

practices and propose solutions to emerging challenges.

As relates to cooperation with the G20, the Commission contributed to the G20 Toolkit for

Designing and Introducing Digital Upskilling and Reskilling Programs in 2023 under the

Indian Presidency, which aims to guide the design and implementation of digital upskilling and

reskilling programmes at a global scale146.

With regards to the G7, the Commission contributed to the Draft Ministerial Declaration put

forth by the G7 Science and Technology Ministers’ Meeting in July 2024 which highlights the

role science, technology, innovation and higher education play in building a sustainable future

for all147. Also, the Issue Note on the Future Tech Forum in 2021 brought to light how best the

digital revolution can empower citizens and drive forward innovation and growth.148

Under UN and UNESCO cooperation, the Commission participated in the UN-EU Dialogue on

Digital Skills through panel discussions in 2024 which focused on digital skills and education.

Moreover, the Commission is represented regularly at the EU-UNESCO Senior Officials

Meeting to discuss digital aspects such as AI and tackling disinformation.

Lastly, the Commission contributed to the Ministerial Declaration of the Union for the

Mediterranean (UfM) Ministers in charge of Employment and Labour in 2022.149 As relates to

145 https://www.g20.org/wp-content/uploads/2021/08/G20-Ministerial-Declaration.pdf 146 G20 Digital Economy Ministers Meeting Annex 3 - Toolkit for Designing and Introducing Digital Upskilling and

Reskilling Programs - Roadmap to Facilitate Cross Country Comparison of Digital Skills (19/08/2023) - G7/G20 Documents

Database 147 G7 Ministerial Declaration: 11 July 2024 - GOV.UK 148 Future Tech Forum Chair’s report - GOV.UK 149 Final-UfM-Ministerial-Declaration-EN.pdf

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digitalisation, the Declaration emphasises the need to tackle the digital skills and accessibility

gap between and within the shore of the Mediterranean region.

Expansion of initiatives to the Western Balkans

In this context, there are plenty of opportunities for the region, as the Commission is expanding

initiatives such as Girls Go Circular or the Digital Education Hackathon, leveraging the

DigiEduHack National Ambassadors Network to broaden geographical coverage. The

initiative, piloted with 12 members, aims to cover all 27 EU Member States, the Western

Balkans, Ukraine, Moldova, and Georgia by 2025.

Moreover, the Community of Practice of the Digital Education Hub has opened its doors for

stakeholders from the region.

Also, SELFIE for schools and SELFIE for teachers are key for the Western Balkans as they

help schools and teachers assess and improve their digital readiness. By providing insights into

strengths and areas for growth, SELFIE supports the region's digital education efforts, ensuring

that both educators and students are better prepared for the digital future.

The participation by many Western Balkans partners in international tests, such as PISA and

PIRLS is welcomed as these comparative tools are essentials to track progress and to align

education system with a view to EU accession.

Lastly, the Guidelines for teachers and educators on tackling disinformation and promoting

digital literacy through education and training as well as the Ethical Guidelines on the use of

AI in education and training originally published in 2022 are available (as of October 2024) in

all Western Balkan languages.

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Chapter 3: Persisting Challenges and Emerging Trends

The review of the Digital Education Action Plan (DEAP) has highlighted key themes and

challenges that will be critical in shaping digital education across Europe in the future. While

there is a shared vision for digital education, priorities vary: some focus on basic frameworks

and local challenges such as infrastructure gaps and low digital skills, while others are

progressing in the consolidation phase, concentrating on sustaining and refining their digital

infrastructures and educator development programmes. At the same time, some Member States

are reassessing the role of technology in education, questioning its scale, added value and

impact. Across these different stages, there is a collective endeavour to ensure equitable access

and development, aligning each Member State’s objectives with the overarching DEAP vision.

Chapter 3 aims to highlight persisting challenges and key themes for future actions as

highlighted by stakeholders consulted during the DEAP review. These insights and takeaways

are further backed by additional evidence and research data.

3.1. Strengthening Digital Skills for a Changing Society and Economy

3.1.1 Digital skills for all

Digital skills emerged as a key priority throughout the consultations, with stakeholders

highlighting the importance of equipping individuals of every age with the competencies

needed for personal and professional advancement. Many also stressed that digital competence

should be viewed as a lifelong objective, that continuously evolves to meet new technological

advances as well as shifting workplace and everyday realities.

Respondents in the Future needs in digital education study share similar views. 92% agree that

digital skills should be taught to everyone at all levels of education. At the same time, most

citizens believe that digital skills should receive the same amount of attention at school as

reading, mathematics, and science (78%).150

However, recent evidence shows that improving the digital competences of students and

adults remains a major challenge across Europe. Current data indicate that 42.5% of 13–

14-year-olds in the EU have none or limited basic digital skills, meaning the EU is still far

from its target of reducing underachievement to below 15% by 2030.151 The development of

digital skills among adults is also progressing slowly. The EU has set a target of ensuring that

at least 80% of adults have at least basic digital skills by 2030. However, in 2025, only 60%

of those aged 16-74 reported having at least basic digital skills, up from 56% in 2023.152

Significant disparities also persist across socio-demographic groups, particularly by age and

educational attainment.

150 Flash Eurobarometer 564 –Future needs in digital education Fieldwork: 7.5.2025-14.5.2025 / (%) Base: n=25 781 –All

respondents 151 European Commission (2024). International Computer and Information Literacy Study (ICILS) in Europe, 2023 – Main

findings and educational policy implications. Luxemburg: Publications Office of the European Union 152 European Commission (2026). Report on the State of the Digital Decade 2026. Luxembourg: Publications Office of the

European Union.

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Beyond technical competencies, digital literacy and media literacy are becoming increasingly

important in an era of growing disinformation. In the context of the DEAP review,

representatives from lifelong learning platforms and professional development networks

emphasised that digital literacy must remain a focal point in education policy, reflecting

society’s broader need for adaptability in a rapidly evolving, techno-centric landscape.

Stakeholders would like to see more comprehensive strategies to combat disinformation and

FIMI, particularly as digital and social media platforms play an ever-growing role in education

and society. Stakeholders suggest that the ability to critically assess online content needs be

embedded into digital skills assessment frameworks to ensure that individuals are not only

proficient users of technology but also informed and responsible digital citizens.

Contributors to the 2026 Call for Evidence153 stress that digital skills and literacy must extend

beyond operational skills and include critical thinking, media literacy, data awareness, and

an understanding of how AI systems work and where their limits lie. Many stakeholders

underlined the importance of linking digital education to real-world challenges and practical

learning, supporting the development of STEM and citizenship skills.

The gender gap in digital skills remains a persistent issue, particularly in STEM fields and

emerging technologies, where women and girls continue to be underrepresented. Stakeholders

identify several contributing factors, including cultural stereotypes, the lack of visible role

models, and unequal access to digital tools and education opportunities. As digital skills become

increasingly essential in the labour market, there is a strong call for targeted initiatives and

gender-sensitive approaches to encourage greater female participation in digital education and

careers. This includes mentorship programmes, inclusive curriculum design, and policies that

address structural barriers to participation.

3.1.2 Assessment and Certification of Digital Skills

Ensuring a robust and standardised approach to assessing and certifying digital skills remains a

key challenge, according to stakeholders. Micro-credentials offer a flexible way to recognise

digital competencies, but stakeholders highlight the absence of a universally recognised system,

leading to inconsistencies in the value and applicability of various certifications. Without clear,

standardised frameworks, learners and employers face difficulties in understanding and trusting

these credentials. The need for comprehensive assessment systems is also evident, as current

approaches lack consistency across regions and education levels. Stakeholders call for more

data-driven and standardised evaluation methods to ensure that digital competencies are

assessed in a reliable and comparable manner. Tracking progress and evaluating impact

remains a challenge, and more robust mechanisms will be required to monitor the long-term

personal, social and economic impact of digital skills development across different education

systems and workforce sectors.

153 https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/18873-Quality-education-for-all-a-2040-

roadmap_en

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3.2 Digital Education Infrastructure

3.2.1 Digital infrastructure: access, interoperability and the capacity to use it

Unequal access to digital tools continues to persist in many regions, particularly in rural and

underserved areas and places with less-developed infrastructure, contributing to a significant

digital divide. These disparities reduce the effectiveness of digital learning initiatives and

highlight the need for comprehensive strategies that go beyond hardware provision alone.

Stakeholders stress the importance of ensuring that every teacher and student has access to

essential technologies, including devices, fast and reliable internet, high-quality digital

education content, and the support services needed to use them effectively. At the same time,

infrastructure challenges in schools continue to hinder implementation. Sufficient funding and

robust technical support are therefore crucial to ensuring that digital education content, tools,

and practices can reach their full potential in all communities.

The 2026 Eurydice report Digital Education at School in Europe: Bridging gaps in access,

teaching and learning maps different governance arrangements for connectivity, hardware,

software and interoperability, often involving responsibilities shared across governance levels

(see Chapter 1, Section 1.1, European Commission / EACEA / Eurydice, 2026).154 The study

highlights a consistent pattern: ‘policy development has advanced rapidly, but the

implementation of policies in schools is complex and the outcomes are variable’.155 Evidence

from the ICILS 2023 indicates that although access to digital infrastructure is widespread,

the conditions for its effective use remain uneven.156

Furthermore, effective digital education relies on seamless integration among various tools,

platforms, and systems. However, stakeholders’ testimonials point to the fact that differences

in technology standards and policies across Member States continue to limit the potential for

collaboration, resource-sharing and knowledge transfer. Streamlined interoperability is

essential for cohesive digital ecosystems that can adapt and scale. Differences in how

responsibilities for digital infrastructure and interoperability are shared across governance

levels highlight the importance of aligning technical interoperability with national governance

arrangements (see Chapter 1, Section 1.1, European Commission / EACEA / Eurydice, 2026).

Feedback received via the 2026 Call for Evidence sheds further light on stakeholders’ views

regarding greatest, as well as challenges, for European-scale, digitally sovereign and accessible

solutions. They broadly support the development of secure, interoperable and accessible

European digital infrastructure. Many called for open standards, interoperability, data

portability and EU safeguards as basic conditions for trustworthy educational technology.

The most common view is that the digital transition succeeds only when investment in

infrastructure is matched by investment in people, pedagogical capacity and sustained

implementation support. In this context, several respondents argued that schools and local

authorities often lack the expertise to assess technical services and platforms properly. They

154 European Commission / EACEA / Eurydice (2026), Digital Education at School in Europe 2026: Bridging gaps in access,

teaching and learning. Eurydice Report. Luxembourg: Publications Office of the European Union. 155 European Commission / EACEA / Eurydice (2026), Digital Education at School in Europe 2026: Bridging gaps in access,

teaching and learning. Eurydice Report. Luxembourg: Publications Office of the European Union. 156 ICILS 2023

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therefore called for European reference checklists, certification schemes or procurement criteria

covering hosting, model transparency, exit conditions, accessibility, privacy, interoperability as

well as pedagogical suitability. At the same time, some respondents argued that digital literacy

and AI literacy training should extend beyond teachers and students to school leaders and school

authorities to ensure informed procurement decisions.

3.2.2 Growing pressure on data protection, transparency and cyber resilience

The increasing use of digital tools in educationhas amplified concerns about data privacy and

security, particularly with the rise of AI and data-driven technologies. Stakeholders highlight

the ongoing need for robust data protection frameworks and procedures to safeguard

student information and prevent misuse of personal data. However, schools require support in

implementingregulations governing data collection and usage so that student data is handled

ethically, securely, and in compliance with existing laws. Educators are finding it increasingly

difficult to discern when and where personal and learning data is being used in AI powered

digital tools and learning management systems. Stakeholders highlight the importance of

alignment with GDPR and the AI Act and advocate stronger coordination across Member States

to uphold privacy protections at all levels of digital education.

Transparency and accountability in data use remain key priorities. Stakeholders stress that

students, parents, and educators must have clear and accessible informationonwhat data is

being collected, how it is used, and how it is protected.

Further strengthening of privacy safeguards, enhanced user awareness, and ethical data

management are highlighted as essential in building trust in digital education and fostering

a secure and responsible learning ecosystem. Educational institutions have been targeted by

cyber-attacks, which pose significant risks to sensitive student and institutional data.

Stakeholders emphasise the urgent need for strengthened security measures, ensuring that

digital education platforms are equipped with robust protections against potential threats. In a

recent Eurobarometer study, 88% of respondents agree that schools need more support to

safeguard students’ privacy and prevent cybersecurity threats. 157

EdTech companies and educational institutions will need to increase transparency in their

data practices so that users have control over their personal information. Civil society

organisations emphasise the need for stronger oversight and regulatory enforcement,

particularly as digital tools become more embedded in learning environments.

Training for educators and students is seen as a critical component of improving

cybersecurity in education. Stakeholders stress that awareness and preparedness are essential to

preventing security breaches and data misuse. Many advocate for integrating cybersecurity

education into school curricula, ensuring that both students and teachers develop basic cyber

hygiene skills and can recognise potential threats, such as phishing, malware, and data privacy

risks. By embedding cybersecurity awareness into digital literacy programs, institutions can

foster a culture of security that protects learners and educators in an increasingly connected

learning environment.

157 Flash Eurobarometer 564 –Future needs in digital education Fieldwork: 7.5.2025-14.5.2025 / (%) Base: n=25 781 –All

respondents

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There is also a strong push for collaboration on cybersecurity standards at the EU level to

ensure consistent and effective security practices across Member States. Stakeholders advocate

for a unified framework that strengthens the resilience of digital education tools and promotes

coordinated efforts between governments, educational institutions, and technology providers.

Establishing shared security protocols will help mitigate risks and enhance trust in digital

learning environments. A collective approach to cybersecurity is seen as necessary in ensuring

the long-term safety and sustainability of digital education across Europe.

3.3 Ensuring Human-Centred and Effective AI Transformation in Education

The integration of Generative AI (GenAI) in education is progressing rapidly, with

applications ranging from AI-driven content creation and adaptive learning platforms to tools

that support personalised learning. Stakeholders, particularly from EdTech companies and

higher education institutions, recognise the potential of AI and learning data analytics to

enhance educational experiences and tailor instruction to individual student needs. However,

they also highlight critical concerns regarding the lack of clear policy guidelines and the

ethical implications of AI adoption in classrooms.

3.3.1 AI literacy

As AI adoption in education expands, there is also a growing emphasis on AI literacy training

not only for students but also for educators and citizens in general. More than six in ten

respondents (63%) in the Eurobarometer study on Future need in Digital Education agree that,

in 2030, everyone will need to be AI-literate (know how to use and work with AI). While many

initiatives focus on equipping students with AI-related skills, stakeholders stress the need to

upskill teachers so they can effectively integrate AI tools into their pedagogy while remaining

aware of their limitations and risks, particularly in the context of declining basic skills. Training

programmes should help educators understand how AI functions, where it can add value, and

what ethical challenges it presents. The risk that stakeholders point to is that without sufficient

professional development opportunities, teachers may struggle to harness AI’s full potential

while ensuring responsible and fair use within and beyond the classroom. The EU-OECD AI

Literacy framework for primary and secondary education developed between the Commission

and the OECD and presented in June 2026 has been welcomed by stakeholders who emphasised

the need for further support in practical implementation and rollout.

3.3.2 Institutional readiness

The ethical use of AI in education has emerged as a primary concern among stakeholders,

particularly in relation to assessment, grading, and personalised learning. While many

acknowledge that AI and data-driven tools can significantly enhance learning experiences, they

also emphasise the importance of responsible and transparent implementation. This perspective

underscores the need for ethical frameworks that offer clear guidelines for AI usage in

educational contexts and are regularly updated to keep pace with swift technological

advancements.

Equally pressing is the potential impact of AI on educators and students. Some stakeholders

fear that AI could undermine the teacher’s role by promoting automation over human

interaction, potentially leading to a more impersonal learning environment. Although AI-

powered tools can effectively support instruction, over-reliance on automation risks

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diminishing the vital interpersonal element of education. Consequently, stakeholders advocate

for guidelines and policies which stress the use of AI and technology as an enhancement

that supports teacher expertise and guidance rather than a standalone substitute. Stakeholders

generally welcome the Ethical Guidelines on the Use of AI and Data in Teaching and

Learning for Educators as a valuable starting point, but further measures will be needed to

address the continuous evolution of Generative AI.

These needs are further underpinned by the results of the Eurobarometer study on Future needs

in Digital Education. Respondents were asked what, in their view, would be necessary to ensure

that AI (including generative AI) is used appropriately in education. The two most frequently

mentioned necessities, each cited by about four in ten respondents (41%), are that schools and

universities should have clear guidance on how and when to use AI, and that teachers should

be given support to know how and when to use AI tools.

The needs for clear guidance emerge also in the context of the 2026 Call for Evidence where

stakeholders stress that the use of AI in education should remain human-centred. They

argued that AI can support lesson planning, feedback, differentiation, accessibility and

administration, but should not replace teacher judgement, the intellectual effort required from

students in throughout the learning process, or the educational relationship between teachers

and learners. Respondents also raised concerns about privacy, data protection, bias,

transparency, over-reliance on automated systems, and possible negative effects on students’

autonomy, creativity and social development. Many therefore called for clear guidance, ethical

safeguards and age-appropriate rules for the use of AI in education, as well as stronger public

oversight of the tools introduced into schools.

3.3.3 Educational AI tools for equitable education

Ensuring AI systems remain aligned with fundamental educational values, fairness, and ethical

considerations is widely regarded by stakeholders as an urgent priority. They continue to

emphasise the importance of preventing AI integration from worsening existing educational

disparities.

This risk is particularly pronounced for students from diverse socio-economic, cultural, or

linguistic backgrounds. To address these concerns, stakeholders call for transparent and fair AI

models that actively promote inclusivity, diversity, and accessibility. Suggested strategies

include rigorous bias-detection mechanisms and increased human oversight of AI decision-

making so that education technology can continue to deliver more equitable opportunities for

all learners. Civil society organisations also highlighted the need for robust data privacy

regulations to protect both students and teachers, particularly as AI-powered digital content

and assessment tools become increasingly embedded in classroom settings.

Continuous support, training and guidance will be required to align the use of new and emerging

technologies with transparent, ethical, and equitable practices, so that education systems can

continue to safeguard core educational values.

3.4 Teachers’ Digital Competences and Professional Development in the Digital Era

A rapidly evolving digital environment requires educators to continuously update their skills.

While DigCompEdu, SELFIE and SELFIEforTEACHERS are recognised by stakeholders as

providing solid frameworks for digital competence development, there are persistent challenges

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in ensuring that teachers acquire and maintain those competences essential for 21st century

teaching and assessment practices. Stakeholders consulted in the DEAP review highlight that

professional development programmes must be ongoing and robust, so that educators can

leverage emerging technologies and integrate them seamlessly into classroom instruction. They

point to a growing need to reimagine how teacher support and training is delivered, to provide

just-in-time professional development that directly addresses immediate classroom challenges.

In line with these takeaways, nearly one in two respondents (47%) in the 2025 Eurobarometer

on Future needs in digital education attribute the lack of basic digital skills among 8th graders

mainly to schools not being well equipped (e.g. they do not have enough computers/tablets, or

the internet connection at school is very slow). About four in ten respondents (41%) report as a

main reason that teachers are not adequately prepared to teach digital skills.

At the same time, DEAP consultations point to a notable gap between available digital tools

and effective pedagogical approaches. While technology has the potential to enrich

instruction, stakeholders have called for greater efforts to provide teacher guidance and well-

aligned methodologies to achieving meaningful integration. Concerns persist that existing

teacher learning opportunities are not preparing educators for the unique demands of

increasingly digital classrooms which can lead to inconsistencies in implementation and

achievement of learning outcomes.

A Eurydice study highlights that nearly two thirds of the education systems define digital

competences for in-service teachers and their professional development. This is typically done

through guidance or suggested competence frameworks rather than binding requirements. The

frameworks aimed at continuing professional development (CPD) generally cover a wider

range of areas than those for initial teacher education (ITE), addressing most of the main

domains. Of all the topics covered, the responsible and ethical use of AI receives the least

attention.158

European citizens assign an important role for teachers when it comes to addressing recent

challenges of using AI for education and equipping students with skills to recognise

disinformation. 81% believe that teachers should be equipped with the skills to use and

understand AI, including Generative AI. About nine in ten respondents (89%) ‘strongly’ or

‘somewhat’ agree that all teachers should be equipped with the skills to help students in

recognising various forms of disinformation online (i.e. fake online content, AI-generated false

text/videos/images).159

At the same time, the 2024 TALIS study shows that about one in three teachers in the EU report

having used AI in their teaching or to support student learning, primarily for preparatory work

and planning. Among teachers who do not use AI in teaching, the main obstacle is a lack of

knowledge and skills (74.3%). At the same time, participation in training on AI for teaching

158 European Commission / EACEA / Eurydice (2026), Digital Education at School in Europe 2026: Bridging gaps in access,

teaching and learning. Eurydice Report. Luxembourg: Publications Office of the European Union. 159 Flash Eurobarometer 564 –Future needs in digital education Fieldwork: 7.5.2025-14.5.2025 / (%) Base: n=25 781 –All

respondents

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remains relatively low across the EU, while 25.2% report professional development needs in

this area the highest share across all content areas surveyed. 160

In the context of the 2026 Call for Evidence, teachers were repeatedly described as central

to an effective digital transformation of European schools as professionals who need the

autonomy, confidence and support to integrate it meaningfully into classroom practice. Many

stakeholders, including individual teachers, called for sustainable and accessible investment in

teachers’ digital competence and continuous professional development, which should cover not

only technical digital skills, but also the critical, pedagogical and ethical aspects of using these

tools for teaching and administrative tasks.

In this same consultation many respondents noted that teachers lack training together with

dedicated time to learn how to use digital technologies effectively, and that this challenge has

become even greater with the emergence of generative AI. They argued that one-off courses

are not enough and that effective professional learning should combine training, classroom

application, mentoring, peer exchange and follow-up over time. Others pointed to active

approaches, such as hackathons, co-design sessions and peer-to-peer support formats as more

effective methods than top-down awareness training in engaging teachers.

3.5 Increasing Focus on Digital Well-being

The impact of technology on mental health has been an increasing concern among DEAP

stakeholders as digital learning tools become more prevalent in education. Recent data shows

that European adolescents averaging 4.5 hours of screen time on school days and 6.1 hours on

weekends161 and evidence links high screen time - specifically, more than three hours daily on

social media - with poorer mental health among adolescents, particularly girls162.

Extended screen time, the pressures of social media platforms, and the expectations of constant

connectivity on the one hand, and the risks young people can encounter online on the other,

have raised questions about the use of digital technologies and the impact on well-being, safety

and mental health. Education stakeholders highlight the need for supportive measures and

balanced approaches so that the increased reliance on digital technology for learning does not

come at the expense of learner well-being and emotional health.

Some stakeholders stress the need for a more comprehensive approach to digital well-being

that considers not only students but also teachers and parents. Eurobarometer data shows

that 92% of citizens agree that schools should teach their students how to manage the impact of

digital technologies (including social media) on their mental and physical health. Most of

respondents agree that teachers (88%) and parents and families (87%) also play a key role in

teaching and supporting children in developing skills needed for interacting safely and

responsibility with technology.

160 European Commission: Directorate-General for Education, Youth, Sport and Culture and Gambi, L., The teaching

profession in the EU – A comparative analysis building upon the TALIS 2024 results, Publications Office of the European

Union, 2026, 161 Flash Eurobarometer 579 – Impact of excessive screen time and social media on young people’s mental health 162 Bertoni, E., Centeno, C. and Cachia, R., Social media usage and adolescents’ mental health in the EU, European

Commission, Ispra, 2025, JRC141047.

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Maintaining a balance between technology and human interaction is a key priority for DEAP

stakeholders. Rather than relying solely on asynchronous learning, well-designed online and

blended approaches should integrate teacher-led instruction where educators guide discussions,

provide real-time feedback, and create opportunities for collaboration and peer interaction and

meaningful engagement.

Contributions to the 2026 Call for Evidence mention digital well-being, online safety, conflict

resolution, self-regulation and emotional resilience as necessary complements to digital

skills. These contributions argued that schools should not be left to address digital risks alone

and that cooperation with families, civil society and youth organisations can help create

safer and more meaningful learning environments.

3.6 Scaling and Long-Term Impact through Collaboration

The consultations highlighted scalability and sustainability as essential priorities for digital

education initiatives. Today’s school systems have to be capable of adapting and quickly

responding to evolving technological demands and educational needs. Discussions revealed that

achieving long-term impact requires more than short-term project success; sustained planning,

investment, and collaboration are fundamental to advancing digital education across

Europe. The role of public-private partnerships in driving innovation and offering

sustainable models was a focal point, as was the importance of continuous evaluation to ensure

digital education policies remain responsive to future challenges. The 2026 Eurydice report

Digital Education at School in Europe: Bridging gaps in access, teaching and learning

identifies a gap between school-level digital planning and systematic quality assurance. While

digital planning is widely addressed through top-level frameworks, mandatory quality

assurance of digital education is reported in only 13 education systems.163

Collaboration with EdTech was consistently identified during consultations as instrumental

in scaling digital education initiatives, with examples of collaborations with Member States to

provide critical infrastructure and digital education content for schools. While these

partnerships present opportunities for innovation, civil society participants raised concerns

about potential risks, citing issues related to over-commercialisation, data privacy, and the

importance of public accountability to prevent education systems from becoming overly

influenced by corporate interests.

Moreover, stakeholders consulted in the preparation of the 2026 Education package,

consistently called for stronger links between research, policy and practice, especially in

digital education. A frequent concern was that schools are often expected to adopt tools or

methods without sustained support, while evidence on what works remains fragmented, local

or overly focused on short-term outputs. Some stakeholders argued for a curated list of

European providers and compliant companies that schools could use. At the same time,

contributors highlighted that teachers are often absent from the development stages of

digital education solutions. Several submissions therefore recommended context-specific

163 European Commission / EACEA / Eurydice (2026), Digital Education at School in Europe 2026: Bridging gaps in access,

teaching and learning. Eurydice Report. Luxembourg: Publications Office of the European Union

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pilots, communities of practice, structured cooperation between schools and researchers, and

independent evaluation before large-scale deployment.

Calls for long-term investment strategies came from several ministries and education networks,

advocating for DEAP related projects to be structured as sustainable models rather than short-

term actions or solutions. Stakeholders recommended continuous monitoring and evaluation

mechanisms to assess the adaptability of DEAP related projects to emerging technological and

societal needs, so that digital education initiatives remain effective, sustainable and relevant

over time.

3.6 From diagnosis to action – the Education and Skills Package response

The digital transformation of education systems in Europe is held back by unequal access to

infrastructure and support, fragmented and insufficiently interoperable systems, limited local

capacity for effective implementation and procurement, and growing pressures around data

protection, transparency and cyber resilience. Moreover, the impact of the AI revolution on the

education sector made it clear the Europe needs European-made AI capabilities for education,

that are safe and based on EU-values.

A European Digital Infrastructure Consortium can build the foundations for cross-border

cooperation and innovation in education and serve as a direct response to stakeholders calls for

open standards, interoperability, data portability and EU safeguards as basic conditions for

trustworthy educational technology. Together, these building blocks tackle today’s

fragmented national approaches and create the base for practical solutions in schools — from

classroom tools and child-safe communication channels to age-appropriate, curriculum-

aligned, EU-based AI with built-in pedagogical safeguards.

The EDIC will be grounded in security, safety, data protection and privacy by design. By

governing the underlying infrastructure, it will help keep children’s data within the EU and

protected to EU standards, reducing dependence on foreign clouds and jurisdictions. In this

way, privacy and child-appropriate safety-features are built in from the start — not added later.

The EDIC, led by Member States, will help turn the objectives of the upcoming Education and

Skills Package to future-proof Europe’s schools into reality.

To ensure an effective transformation of education in the age of AI, the EDIC actions to support

the uptake of safe, educational AI solutions, should go hand in hand with equipping every

learner and educator with AI literacy. AI literacy gives young people the power to question,

create and thrive in a world shaped by algorithms. It helps them develop their critical thinking,

understand how AI works, spot misinformation and bias, protect their privacy, and use digital

tools with confidence and responsibility. More than a technical skill, it is a life skill — essential

for learning, work and active citizenship in the digital age.

The Education package will prioritise mainstreaming AI literacy in primary and secondary

education building on the EU-OECD AI Literacy Framework, and foster capacity building of

education and training authorities, institutions and actors to leverage ethical, effective and

evidence-based usage of AI tools in education, in line with the EU AI Act.

The EDIC and the uptake of AI literacy across education systems in Europe will form a

comprehensive strategy towards embracing the opportunities of AI in education and

society while protecting our learners from the risks.

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Risks, however, are rising. Education systems must equip students to navigate the digital

world safely and confidently. But many of these threats go beyond the classroom. Educators,

parents, platforms, policymakers and communities all share responsibility for building the

skills, safeguards and support young people need online. As DEAP stakeholders have stressed,

the response must strike the right balance: between technology and human interaction, and

between protection and empowerment. In line with the 2026 Communication on an EU

approach to online child safety, the next steps to support children’s wellbeing in digital

environments will rely on meaningful cooperation between schools and families through a

European Healthy Screen Pledge. This Education Package action will empower parents,

teachers and educators to actively strengthen children’s digital and media literacy through a

mutually reinforcing, whole-school approach to ensure well-being in the digital world.

Teachers are the driving force behind the digital transformation of education: technology

only improves learning when educators have the confidence, skills and freedom to use it well

and with purpose. They do far more than introduce new tools — they turn them into meaningful

teaching, foster critical thinking and help learners navigate an increasingly digital world safely

and responsibly. To make this transformation succeed and respond to stakeholders calls for

matching investment in infrastructure and people, the Education Package will support

teachers through high-quality training and easy access to reliable digital infrastructure and

resources. The Teachers Agenda, part of the Education package, recognises investing in

teachers as the essential condition for a more inclusive, effective and future-ready education

system.

Together, these actions aim to ensure that digital education ecosystems are grounded in human-

centred approach to technology and particularly AI enabling teaching practices that effectively

tackle the declining basic skills trends while ensuring learners are ready for a fast-changing

world.

3.7 Conclusion

While respecting the principle of subsidiarity, the challenges of digitalisation have led to a

clear need and increased calls for reinforcing EU-level cooperation on digital education,

between the European Commission, Member States and various stakeholders, including the

private sector. The digital transformation of education requires coordinated governance beyond

national boundaries. While education remains the responsibility of Member States, both

Member States and stakeholders recognise that addressing digital challenges requires EU-level

coordination and action. An example of this is the issue of AI. Acknowledging AI’s

unprecedented nature and wide-scale applications for education, in the framework of the

Council Recommendation on key enabling factors for successful digital education and skills,

the May 2024 Education Council Policy Debate and the Digital Education Dialogues under the

Belgian Presidency, the Member States called for strengthened and more coordinated EU

efforts on AI in education.

This example serves to emphasise the urgent need for targeted actions to ensure Europe’s

education systems meet the challenges of a digital future. The DEAP review and following

consultations have helped shape the Education Package into a portfolio of limited number of

highly scalable, impactful initiatives with clear EU added value, supporting the priorities of the

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Strategic framework for European cooperation in education and training towards the European

Education Area and beyond.

Building on the progress of the Digital Education Action Plan, Commission actions will aim to

reduce infrastructure gaps and foster a trusted and interoperable infrastructure by supporting

Member States collaboration in the context of the European Digital Infrastructure on

Education (EDU-EDIC). It will bring added value by fostering a human-centred approach to

technology, supporting safe and pedagogically sound European solutions, compliant with EU

values.

The Package will promote a comprehensive, foundational understanding and broad

adoption of AI literacy and skills to empower informed citizenship and improve talent

pipelines, building on the AI literacy framework for primary and secondary education.

It will equally focus on digital well-being, media literacy and online safety as core components

of modern education by emphasising a joint societal responsibility and bridging efforts of

education institutions, families and support circles via the European Healthy Screen Pledge.

Technologies in education are not seen as a goal in themselves, but as a means to empower and

support teachers and enhance learning. That is why supporting teachers in boosting their

competences and confidence will be a core element of the Education and Skills Package and its

Teachers Agenda.

By supporting teachers, learners, and institutions, these actions will foster more inclusive, high-

quality, resilient, and adaptive education systems, helping Europe build a stronger foundation

for digital resilience, population preparedness, societal well-being, and competitive future in

the context of the fast-paced AI transformation.

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ANNEX 1: DEAP STAKEHOLDER CONSULTATION SYNOPSIS REPORT

In 2024, at the midpoint of the DEAP, the Commission initiated a comprehensive review to

evaluate the impact of the actions taken, and to adapt future strategies in response to emerging

challenges and opportunities. This review provided an opportunity to reflect on the lessons

learned and to recalibrate the DEAP’s objectives to better meet current and future needs. As

part of this review, several stakeholder consultations took place. The objectives of the

consultations were to:

• Get feedback on the relevance of EU digital education policies, particularly the Digital

Education Action Plan.

• Inform about gaps or areas of further strengthening in the EU digital education policies,

also in view of the developments since the Digital Education Action Plan’s launch in

2020.

Consultation activities and methodology

The stakeholder consultations were conducted in two ways:

• Targeted stakeholder consultations (3rd June – 24th October 2024)

• Submission of Position Papers (24th May – 15th September 2024)

1.1. Targeted stakeholder consultations

The stakeholder consultations were mainly conducted in a virtual manner. The collected data

was analysed using qualitative methods.

On 3rd June 2024, the Commission hosted the first Digital Education Action Plan (DEAP)

Review stakeholder consultation online, focusing on gathering insights from the private sector.

Out of the 16 stakeholders invited through a targeted process, 12 attended the session. The

consultation brought together a diverse range of representatives from Big Tech, European

EdTech, ICT companies, connectivity providers, publishers, and the broader business

community.

On 3rd July 2024, the Commission hosted the second Digital Education Action Plan (DEAP)

Review stakeholder consultation online, focusing on gathering insights from the civil society

sector. Out of the 14 stakeholders invited through a targeted process, 11 attended the session,

with an additional stakeholder joining from the European Federation of Education Employers.

The total number of attendees was 12. This stakeholder consultation saw representation from a

diverse array of organisations, including student unions, lifelong learning platforms, education

employers’ federations, municipal networks, trade union committees, university foundations,

disability forums, social justice organisations, school student unions, digital education

platforms, and parental associations.

On 2nd October 2024, the Commission hosted the third Digital Education Action Plan (DEAP)

Review stakeholder consultation online, focusing on gathering insights from education

professionals, teachers, educators and wider education and training community. The total

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number of attended participants was 51. The stakeholder consultation saw representation from

a diverse array of countries and levels of education, as well as educational associations.

Two further thematic consultations took place; namely, ‘Promoting Digital literacy and

Tackling Disinformation through Education and Training’ and ‘Gender Equality in Digital’,

held on 30th September 2024, and 3rd October 2024, respectively. The first consultation

focussed on disinformation and was attended by 18 stakeholders, representing digital and media

literacy experts, academia, teachers, education employers, civil society, social partners,

disinformation researchers, international organisations, young people and others. The second

consultation was concerned with gender inequality was attended by 11 stakeholders,

representing civil society, academia and the private sector.

From 22 to 24 October 2024, the Digital Education: Learning, Teaching, and Assessment

(DELTA) Working Group participated in a Peer Learning Activity (PLA) in Espoo,

Finland, which focussed on the DEAP Review. The event was hosted by the Finnish Ministry

of Education and was co-organised with the Commission. Those in attendance were primarily

drawn from ministries of education in the Member States and other European countries, and a

number of stakeholder organisations actively involved in digital education. A central focus of

the PLA over the first two days was to share their views on the impact of the Digital Education

Action Plan (DEAP) and its future priorities, as part of the final consultation event of the DEAP

Review. In advance of the PLA DELTA WG members were surveyed to gather their views on

the impact of the DEAP actions on digital education policies and practices in their country or

organisation. Participants also heard how DEAP has impacted on digitalisation plans in Finland

and Italy during the PLA, and they had several opportunities to discuss the impact of DEAP to

date and areas that should be considered for additional action over the coming 3 years.

A consultation of the European Digital Education Hub (EDEH) members on the DEAP review

took place online, on 25 September 2024. The meeting was attended by 21 EDEH members

representing 15 Member States, including researchers, policymakers, teachers, professors,

representatives of school organisations, and school inspectors.

On 20 January 2025 Executive Vice-President Mînzatu hosted a Youth Policy Dialogue in

Warsaw focused on building resilience to disinformation online by promoting digital and media

literacy through education. The event brought together 18 young people from diverse

backgrounds - youth workers, social activists, young professionals in NGOs, Erasmus+ and

European Solidarity Corps beneficiaries, members of Youth Parliament, high-school and HEI

students, coming from different parts of Poland, including villages and rural areas.

In May 2025, the Commission conducted a Flash Eurobarometer on future needs in digital

education. The survey results, published on 11 December 2025, revealed citizens' views on the

importance of digital skills in education, including the role of teachers, the integration of AI,

the benefits and challenges of technology in teaching and learning and the role of EU support

in digital education.

On 1-2 December 2025, the High-Level Group on Education and Training organised in

Nicosia held a plenary session dedicated to DEAP’s implementation ‘Improving the Provision

of Digital Skills in Education and Training: Implementation, Lessons Learned and Next

Steps’. Besides a discussion on the implementation of the two 2023 Council Recommendations

on digital education and skills, the session included a 60-minute roundtable discussion with

Member States on priorities for the future digital education policies.

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On 15 April 2026, Executive Vice-President Mînzatu and Executive Vice-President

Virkkunen co-hosted a High-level Dialogue with 14 CEOs of European EdTech companies

and a representative of the European EdTech Alliance. The dialogue provided an opportunity

to discuss the opportunities and challenges the EdTech sector faces in Europe and seek their

views on how to strengthen EU’s EdTech sovereignty and leverage education-business

cooperation to ensure scale and competitiveness globally

On 12 June 2026, around 80 young people and youth representatives met in Brussels for a

Youth Check on the Education Package, including a presentation of key digital priorities.

On 18 June 2026, around 100 members of the European Digital Education Hub (EDEH)

contributed stakeholders’ insights at the flagship event, Collaborate for Impact.

Stakeholder input informed discussions on digital sovereignty, AI in education, digital literacy

and well-being. The event reinforced the Hub’s role as a platform connecting practitioner

knowledge with European policymaking. At the occasion of the event, the AI Literacy

Framework for primary and secondary education was launched, marking an important

step in the next phase of the system-level uptake of AI literacy.

1.2. Stakeholder Submissions

As part of the DEAP review process, stakeholders were invited to submit their opinions. The

call aimed to gather insights from a diverse range of contributors, including educational

institutions, government agencies, private sector companies, and civil society organisations, on

the current challenges and opportunities in digital education. Altogether, 68 contributions were

received that provide a comprehensive overview of opinions and proposals regarding the

implementation, impact, and future direction of DEAP, reflecting the growing importance of

digital transformation in education across Europe.

Out of the 68 total submissions, the majority came from the Social and Economic Networks

(17 submissions) and EdTech & ICT (14 submissions) categories. This reflected a strong

interest from organisations focused on social inclusion and digital equity, as well as technology

providers who play a crucial role in facilitating digital education. The high number of

submissions from Social and Economic Networks suggested a significant emphasis on using

digital education to promote equal opportunities and address social justice issues across Europe.

At the same time, the strong representation of EdTech & ICT organisations indicated a major

focus on educational technologies, including AI-based tools, adaptive learning, and the future

of digital classrooms.

In terms of geographical representation, most submissions came from Western and Northern

European countries, with a particularly strong presence from Germany, France, Spain, and the

Nordic countries.

These submissions typically involved national ministries of education, vocational training

organisations, and research institutions, focusing on topics such as teacher training, AI in

education, and addressing the digital divide. In contrast, fewer contributions were seen from

Southern and Eastern European countries, such as Bulgaria, Romania, and the Baltic states,

reflecting less engagement from these regions. This pattern highlighted regional differences

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in engagement with the DEAP review process, with a concentration of input from countries

with well-established digital education systems.

Further submissions were received during a Call for Evidence164 which the Commission

launched as part of the preparation process of the Education Package to gather stakeholder input

in four main areas: strengthening basic skills, enhancing the teaching profession, building

digital education capacity, and supporting effective preparedness for the use of AI in education

and training. Open from 30 July to 8 September 2026, the consultation gathered 440

submissions from all interested parties, including educators, EdTech representatives, trade

unions, employers, researchers, civil society, citizens, and public authorities at local, regional,

and national levels.

2. Summary of the consultation results: Key insights and themes

2.1 Targeted stakeholder consultations: Key insights

Stakeholders highlighted DEAP’s success in aligning national policies with EU digital

education goals, fostering digital skills, and addressing systemic inequalities, such as access to

devices, connectivity, or support and learning opportunities. However, its uneven

implementation across Member States and limited focus on non-formal and lifelong learning

were flagged as key limitations. Advanced digital nations like Finland and Portugal showcased

how DEAP-inspired initiatives, such as Finland's Digital Compass and Italy's School 4.0 Plan,

address digital readiness and territorial disparities. Meanwhile, participants from less developed

countries focused on challenges and shortfalls.

The private sector underscored DEAP’s role in driving innovation and collaboration between

technology providers and educational institutions. However, private sector stakeholders

expressed frustration over fragmented collaboration with public bodies and called for

streamlined engagement processes and clearer pathways for co-investment. Concerns about

data privacy, algorithmic biases, and the ethical use of AI tools were also raised, with a strong

emphasis on the need for robust governance frameworks to guide technological integration.

Civil society stakeholders praised DEAP’s emphasis on inclusion and digital citizenship but

criticised its limited focus on non-formal and informal learning, particularly for underserved

and marginalised groups. Organisations stressed that lifelong learning opportunities and

community-based education play a critical role in engaging those excluded from traditional

systems. Additionally, civil society called for a stronger focus on equity, urging more targeted

investments to bridge the digital divide in rural and low-income regions. Efforts to foster

gender equality through mentorship and STEM initiatives for young women were welcomed,

though stakeholders emphasised the need for systemic interventions to address persistent

barriers.

Educators reported persistent challenges were noted in resource allocation, particularly in rural

areas where access to high-speed internet and digital tools remains limited. Educators also

164 https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/18873-Quality-education-for-all-a-2040-

roadmap_en

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expressed concerns about the rapid pace of technological change, which often outstrips their

ability to integrate new tools effectively. Teacher training programs like Finland’s Teacher

Education Forum and Italy’s Scuola Futura were highlighted as promising models, emphasising

continuous professional development and peer learning.

Young participants stressed that education must adapt to the growing role of AI and digital

technologies in how young people access, interpret, and process information. They emphasised

that digital tools should reduce administrative burden but not replace teacher-student

relationships or encourage excessive use. They also called for a human-centred approach to AI

tools in education and more provision for AI literacy, combining technical skills with ethical

and environmental awareness.

Looking ahead, stakeholders called for an expanded and more inclusive DEAP. Priorities

included greater support for non-formal education and lifelong learning, ensuring equitable

access to digital tools, and addressing ethical challenges associated with AI and other emerging

technologies. Civil society advocated for stronger integration of digital wellbeing and mental

health considerations into education, while the private sector highlighted the need for sustained

public-private partnerships to drive innovation. Educators emphasised the importance of

structured training and collaborative platforms to prepare for future challenges. Strengthening

multistakeholder collaboration and fostering knowledge exchange was also highlighted as vital

for equitable and inclusive digital education in Europe.

1.2. Stakeholder Submissions: Key insights

A central theme across submissions was the critical importance of digital skills development,

particularly in areas such as AI, data literacy, and coding, to prepare learners for future careers.

Stakeholders emphasise the need for teacher training and continuous professional

development to equip educators with the tools and competencies required to implement digital

technologies effectively. Digital inclusion also emerged as a key priority, with a strong focus

on bridging the digital divide. This involves ensuring equitable access to high-speed internet,

digital devices, and targeted support for marginalized groups, such as rural communities, low-

income households, and learners with disabilities. Stakeholders across sectors stressed that

without such measures, the benefits of digital education would remain unevenly distributed.

The DEAP was widely recognised for its alignment with broader EU policy goals, such as

digital and green transitions, and for initiatives like the European Digital Education Hub, which

has fostered collaboration and knowledge exchange. Progress in improving digital

infrastructure in schools and promoting teacher training were seen as notable achievements.

However, fragmented implementation of DEAP initiatives across Member States and the lack

of sustained funding to ensure long-term impact were highlighted as persistent weaknesses.

Furthermore, stakeholders highlighted the need for more emphasis on lifelong learning,

informal education, online schooling and the validation of skills gained outside traditional

educational settings.

Key divergences in stakeholder perspectives centred on several issues. Ministries and formal

education institutions prioritised integrating digital tools into national curricula, while lifelong

learning networks advocated for a broader approach that includes non-formal and adult

education. Similarly, EdTech companies pushed for rapid adoption of AI technologies to

personalise learning, while research institutions and social organisations cautioned against

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unregulated implementation, citing ethical concerns around data privacy and potential biases.

Tensions also arose around the centralisation of educational tools at the EU level versus

adapting solutions to local cultural and educational needs. Additionally, there was debate over

balancing investments in digital infrastructure with pedagogical innovation and the

development of high-quality educational content.

Looking ahead, stakeholders called for a more inclusive and comprehensive approach to

digital education. This included expanding the DEAP’s scope to better support non-formal

education and lifelong learning, addressing gaps in digital infrastructure and pedagogy, and

ensuring that digital education fosters inclusivity and equity. Collaboration across public,

private, and civil society sectors was seen as essential for achieving sustainable progress.

Moreover, stakeholders stressed the need for ethical frameworks to guide the integration of

AI and digital tools, ensuring that technological advancements benefit all learners without

compromising privacy or fairness.

2.3. Key themes from all consultations (targeted stakeholder consultations and submissions)

Relevance and Impact of DEAP

The DEAP established itself as a pivotal framework for advancing digital education across

Europe. By aligning national strategies with EU-wide objectives, DEAP fostered digital skills

development, addressed systemic inequalities, and encouraged the ethical integration of

emerging technologies. Examples such as Finland’s Digital Compass and Italy’s School 4.0

Plan illustrate how DEAP-inspired initiatives can incorporate sustainability, digital security,

and innovative pedagogies into national education systems. However, the extent of DEAP’s

impact varies, as its success depended heavily on Member States’ prioritisation of digital

education. Addressing these disparities is critical to ensuring equitable progress across the EU.

The DEAP focus on fostering collaboration and ethical use of technology was widely

welcomed. Platforms like the European Digital Education Hub established a dialogue among

stakeholders, enabling knowledge-sharing and cooperation. Nonetheless, stakeholders

emphasised the need for future digital education policies to provide clearer guidance on how

digital technologies can be integrated sustainably and effectively into educational systems. This

clarity would help Member States demonstrate the tangible benefits of digital transformation to

learners, educators, and policymakers.

Sectoral Contributions and Limitations

Inclusive Digital Education and Bridging the Digital Divide

DEAP highlighted the persistent challenges of unequal access to digital tools, particularly for

rural communities, low-income households, and individuals with disabilities. Civil society

organisations called for targeted investments to close the digital divide, advocating for tailored,

region-specific strategies to ensure underserved populations can meaningfully engage with

digital resources. Initiatives such as Italy’s School 4.0 Plan and Finland’s Digital Compass were

recognised as effective models, but stakeholders emphasised the need for more expansive

efforts to address disparities in digital literacy and engagement.

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Lifelong Learning and Non-Formal Education

The importance of lifelong learning and non-formal education pathways was a recurring theme

in consultations. Civil society and lifelong learning networks stressed the value of recognising

and validating skills acquired outside traditional education. Successful examples, including

Finland’s digital Bildung initiatives and micro-credential systems, demonstrate how digital

education policies can supported workforce adaptability. Further promotion of lifelong learning

would help address the growing demand for reskilling and upskilling, particularly in sectors

undergoing digital transformation. Flexible learning pathways tailored to adult learners’ needs

were identified as important for fostering inclusive digital education.

Ethical Integration of Emerging Technologies

The integration of advanced technologies like AI and XR has transformative potential but also

presents ethical challenges. Stakeholders, particularly from civil society, raised concerns about

data privacy, algorithmic bias, and the risk of exacerbating inequalities. They called for clear

governance frameworks to ensure technologies align with educational priorities, rather than

commercial interests. Greater transparency and accountability in the use of AI are critical for

building trust among educators, learners, and parents, so that these tools serve to enhance

learning experiences equitably.

Gender Equality in Digital Education

Stakeholders highlighted the need for targeted interventions to address gender disparities in

STEM and ICT fields. Initiatives such as "Girls Go Circular" were praised for their impact, but

systemic changes are needed to sustain women’s participation in these areas. Addressing biases

in educational content, improving career guidance, and fostering supportive environments were

identified as key measures to encourage more women to pursue careers in digital and

technological sectors.

Enhancing Cooperation and Synergies

Collaboration and Governance

Effective collaboration across sectors is essential for future digital education policies at the EU

level. Stakeholders stressed the importance of strengthening public-private partnerships to drive

innovation and sustain digital education initiatives. Platforms such as the European Digital

Education Hub have played a critical role in facilitating dialogue and knowledge-sharing, but

stakeholders recommended expanding these platforms to include more actionable tools and

practical guidance. Improving governance mechanisms and ensuring transparency and

accountability in partnerships were also highlighted as priorities, as these efforts can align

diverse contributions with overarching educational objectives.

Digital Skills and Teacher Training

Equipping educators with digital competencies is fundamental. Stakeholders underscored the

need for continuous professional development programmes that combine technical and

pedagogical training. Such programmes would empower teachers to integrate digital tools

effectively, fostering a culture of innovation in classrooms. Initiatives like Erasmus+ and

eTwinning have been instrumental in supporting transnational collaboration, but gaps in rural

areas highlight the need for more equitable resource distribution.

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Digital Wellbeing and Mental Health

The consultations emphasised the importance of addressing the mental health implications of

digital education for both students and teachers. Concerns around teacher stress, excessive

screen time, and the broader effects of digital tools on wellbeing were highlighted. Stakeholders

called for tackling digital wellbeing to encourage balanced technology use and the provision of

supportive environments for learners and educators alike.

Challenges in Implementation

One of the main barriers to DEAP’s success is its uneven implementation across Member

States, with less-developed regions struggling to meet its objectives. Rural and underserved

areas face significant challenges, including inadequate access to high-speed internet, digital

tools, and teacher training resources. DEAP has provided an important impetus in making

resources available to address challenges, but further efforts and funding will be required.

The rapid pace of technological advancement also poses challenges for educators and

institutions. Stakeholders expressed concerns about the preparedness of existing frameworks to

adapt to innovations like AI and XR. The underutilisation of advanced tools often stems from

insufficient training and a lack of institutional support. Additionally, the ethical implications of

these technologies, including data privacy and algorithmic transparency, require robust

governance mechanisms to ensure their equitable and responsible integration.

3. Analytical Reflections and Future Directions

3.1. Analytical reflections

The combined insights from the DEAP review consultations, and DED provide a

comprehensive understanding of DEAP’s achievements and limitations. These engagements

highlight that while DEAP has provided a robust framework for advancing digital

transformation in education, successful implementation is very much dependent on how much

countries prioritise digital education. Future policy work should strengthen the rationale for

continued investment in digital education, facilitate consistent approaches across Member

States, and showcase the tangible impacts of these efforts on teaching, learning, and assessment.

Stakeholders have emphasised the need to articulate more clearly what digital education looks

like, delving deeper into how digital technologies can be embedded into educational systems

and practices in sustainable, safe, and meaningful ways. There is a call for a more balanced

narrative, underpinned by stronger evidence and concrete ideas on sustaining investment.

They also seek answers to pressing concerns, such as managing the role of big business and

EdTech in education and preparing learners of all ages to live and work in an increasingly digital

world. There is a growing sentiment that these efforts need to go beyond schools, linking digital

education more closely to broader societal needs and ensuring its relevance across lifelong

learning contexts.

Ongoing sustained dialogue is seen as essential to that evolving needs of Member States are

addressed. This dialogue can help align priorities, refine strategies, and ensure that Member

States collectively address challenges such as the digital divide, workforce development, data

privacy, disinformation and the integration of emerging technologies. Platforms such as the

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Digital Education Hub should be leveraged and expanded to facilitate regular knowledge

exchange, mutual learning, and cross-border collaboration.

Stakeholders recognised DEAP’s critical role in helping education stakeholders and in

particular Member States to articulate the value of funding digital education initiatives.

Efforts should continue to support the development of compelling arguments for sustained

investment through evidence-based insights and best practices. Clear case studies and examples

of successful implementation can help national governments and stakeholders demonstrate the

importance of digital transformation in education and its alignment with broader economic and

social objectives. It is important for Member States to be able to support funding decisions with

robust data so that they can continue to validate the need for long-term investment in this area

while also demonstrating meaningful impact on learning.

A consistent approach to digital education is seen as important for achieving equitable and

cohesive outcomes across the EU. The Commission should continue to provide structured

guidelines and competence frameworks, such as DigComp, DigCompEdu and SELFIE, that

enable Member States to align their efforts while allowing flexibility for local adaptation.

Standardised benchmarks and evaluation tools can help measure progress, identify gaps, and

ensure that Member States can work toward shared objectives. However, the lack of reliable

and valid data on digital skills remains a significant challenge. Similarly, there is a need for

comprehensive data on teacher digital competences, as these are critical to advancing digital

education. Greater consistency in data collection and reporting can also facilitate cross-border

collaboration and support the creation of a more integrated European digital education

ecosystem. Submissions also highlighted the potential of AI and data analytics to enhance

monitoring efforts, providing real-time insights into policy efforts.

There should be a renewed focus on demonstrating the real-world impact of digital

education initiatives. Stakeholders want access to reliable metrics and evaluation methods to

showcase the return on investment in terms of educational outcomes, workforce readiness, and

societal benefits. The sharing of success stories and quantifiable results can help validate current

efforts and make the case for sustained innovation and funding. Digital education should be

positioned as a high-impact area that delivers long-term value for Member States and their

citizens.

3.2. Priorities for the Future

Several key priorities have emerged and feed into future policies.

Bridging the Digital Divide

Addressing disparities in digital access remains a pressing priority. To ensure equitable

opportunities, Member States must focus on targeted interventions for underserved

communities, particularly in rural and economically disadvantaged areas. Beyond

infrastructure, the further policy actions should encourage the adoption of innovative solutions

that make digital tools and resources accessible and practical for all learners.

Strengthening Educator Competence

Empowering teachers and school leaders with the skills to confidently navigate digital tools and

emerging technologies is crucial for effective implementation. Tailored professional

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development programmes should go beyond technical training to include pedagogical strategies

that integrate technology into everyday teaching. There is a growing recognition that the current

models are not delivering sufficiently and there is a desire to find new ways to develop teacher

and school leader digital competences. Member States need support in designing initiatives that

promote ongoing learning and adaptability, enabling educators to keep pace with technological

advancements and prepare students for the demands of a digital society.

Promoting Ethical and Legal Technology Use

As AI and data-driven technologies become more prominent in education, digital education

policy should prioritise the development of robust ethical guidelines. Member States require

guidance on clear governance frameworks to manage issues such as data privacy, GDPR,

algorithmic transparency, screentime, and the responsible use of AI in classrooms. Supporting

the creation of EU-wide guidelines and standards can ensure ethical considerations are

consistently applied and help foster trust in digital innovations.

Expanding Collaborative Platforms

To sustain momentum, digital education should continue to strengthen multistakeholder

collaboration. Networks such as the European Digital Education Hub should be sustained and

developed to include more actionable tools, real-world examples, and tailored guidance for

Member States. This dialogue can facilitate the exchange of knowledge and best practices,

enabling countries to learn from one another and adopt innovative approaches that are scalable

and contextually relevant.

Embracing a Holistic Vision for Digital Education

Digital education policies success hinge on their ability to integrate digital education into

broader societal and educational contexts. Lifelong learning pathways should be prioritised to

ensure citizens of all ages can benefit from digital advancements, while digital wellbeing

initiatives should address the balance between technology use and personal health. There is a

need to critically consider where and how digital technologies can support engaging educational

approaches across the EU, at all levels and ages. There is also a need for a more critical

approach, one that looks at the entire society, and not just schools. DEAP can support Member

States in exploring non-formal and informal learning approaches that complement traditional

education and foster a culture of continuous and inclusive digital engagement.

ANNEX 2: GLOSSARY AND LIST OF ABBREVIATIONS/ACRONYMS

TERM DEFINITION

Artificial Intelligence (AI),

including generative AI

Information technology systems, either software or hardware

based, that display intelligent behaviour by analysing their

environment and taking actions - with some degree of autonomy -

to achieve specific goals. AI-based systems can be purely software-

based (e.g. voice assistants, search engines, speech and face

recognition systems, etc.) or embedded in hardware devices (e.g.

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advanced robots, autonomous cars, drones, etc.)165. Traditional AI

systems are designed to recognise patterns and make predictions,

whereas generative AI can generate new content based on the data

they have been trained on166.

Assistive Technologies (AT) Technologies, either advanced (e.g. Braille applications, smart

canes, haptic computers) or relatively low-tech (e.g. glasses,

crutches, hearing aids), designed to support people with

disabilities167.

Blended learning Pedagogical approach mixing face-to-face and online learning,

with some element of learner control over time, place, path, and

pace168. In the formal education sector, the term refers to when a

school, educator or learner takes more than one approach to the

learning process169.

Critical infrastructure Include power grids, the transport network and information and

communication systems. Protection of these infrastructures is vital

for the security of the EU and the well-being of its citizens170.

Computational thinking Shorthand for ‘thinking as a computer scientist’, the term refers to

the ability to understand the underlying notions and mechanisms

of digital technologies to formulate and solve problems171 .

Computer Science See Informatics.

Connectivity (fibre, 5G,

satellite)

The ability of a computer, program, device, or system to connect

with one or more others. There are different connection types that

use different technologies, such as fibre, 5G and satellite. Each

technology offers a different level of speed or bandwidth (e.g. the

speed that data is transferred between a device and the internet)172.

Cybersecurity Measures adopted to defend information systems from external

unauthorised access as well as user actions that compromise the

confidentiality, integrity and availability of both information and

systems173.

Data protection The processes and mechanisms designed to protect individual

privacy rights regarding the collection, storing, handling,

processing and the dissemination of data174.

Data standards A technical specification that describes how data should be

stored, managed and/or exchanged to ensure the accessibility,

165 Communication from the Commission to the European Parliament, the European Council, the Council, the European

Economic and Social Committee and the Committee of the Regions: Artificial Intelligence for Europe. COM(2018) 237 final. 166 Technopedia (2022). Generative AI. Available at : https://www.techopedia.com/definition/34633/generative-ai 167 European Parliamentary Research Service - Scientific Foresight Unit (2018). Assistive technologies for people with

disabilities. 168 Lifelong Learning Platform (2022). Review of Lifelong Learning Terminology. Available at

http://lllplatform.eu/resources/lexicon/. 169 Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education

- 2021/C 504/03. 170 EU Science Hub (2022). Critical infrastructure protection. 171 European Commission (2016). Developing computational thinking in compulsory education. JRC Science for Policy

Report. 172 European Commission (2019). 2nd Survey of Schools: ICT in Education. Luxembourg: Publications Office of the

European Union. 173 ENISA (2018). Cybersecurity culture guidelines: behavioural aspects of cybersecurity. 174 Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016 on the protection of natural

persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive

95/46/EC (General Data Protection Regulation), OJ L 119, 4.5.2016.

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retrievability, accessibility, sustainability and interoperability of

these data across different systems, tools, platforms, etc.175

Deep Tech An institution, an organisation or a start-up company, with the

expressed objective of providing disruptive solutions built around

unique, protected or hard-to-reproduce technological or scientific

advances. These solutions are defined by their complexity, both

in terms of the science that underpins them and the IP they

generate, often having a long development time, significant

capital requirements and challenging regulatory barriers to

overcome.176

Digital capacity/

preparedness/readiness

Ability to integrate, optimise and transform digital technologies

in different processes and activities, including planning for

organisational change, ongoing monitoring and adaptation, and a

strong focus on learning driven pedagogy.177

Digital citizenship Set of values, skills, attitudes, knowledge and critical

understanding citizens need in the digital era A digital citizen

knows how to use technologies and can engage competently and

positively with them. He/she participates actively and responsibly

in both on- and offline communities at all levels.178

Digital competence Ability to confidently, critically and responsibly use and engage

with digital technologies for learning, work, and participation in

society179. The European Digital Competence Framework has

identified the key components of digital competence in five areas:

information and data literacy; communication and collaboration;

digital content creation; safety; and problem solving180.

Digital divide/gap Differences between individuals, households, businesses and

geographic areas at different socio-economic levels regarding

both access and use of technology181.The term is also used to

indicate differences in the level of digital skills and the mismatch

between the demand-supply of digital skills182

Digital education Digital education comprises of two different but complementary

perspectives: 1) the pedagogical use of digital technologies to

support and enhance teaching, learning and assessment and 2) the

development of digital competences by learners and education

and training staff 183.

Digital education content Pedagogical content created, produced and delivered in different

digital formats and by using digital tools with the explicit

175 Common Education Data Standards Common Education Data Standards (CEDS) 176 Romasanta A., Ahmadova G., Wareham J. D., Pujol Priego L. (2021). Deep tech: Unveiling the foundations. For further

details see also: What is Deep Tech? 177 Commission Staff Working Document accompanying the Digital Education Action Plan 2021-2027- SWD(2020) 209

final. 178 Council of Europe (2019). Digital Citizenship Education Handbook. 179 Council Recommendation of 22 May 2018 on Key Competences for Lifelong learning - 2018/C 189/01 180 COSGROVE, J. and CACHIA, R., DigComp 3.0: European Digital Competence Framework - Fifth Edition, Publications

Office of the European Union, Luxembourg, 2025, https://data.europa.eu/doi/10.2760/0001149, JRC144121 181 OECD (2001). Understanding the digital divide. OECD Digital Economy Papers, No. 49, OECD Publishing, Paris

https://doi.org/10.1787/236405667766. 182 Centeno C., Karpinski Z., M.C. Urzi Brancati (2022). Supporting policies addressing the digital skills gap. Luxembourg:

Publications Office of the European Union. 183 European Commission / EACEA / Eurydice (2019), Digital Education at School in Europe. Eurydice Report.

Luxembourg: Publications Office of the European Union.

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intention of supporting learners and teachers’ educational

activities184.

Digital Education

Hackathon

(DigiEduHack)

One of the flagship initiatives of the European Commission on

digital education. DigiEduHack engages educational institutions

and other organisations working in the education field in a

‘contest’ to identify key challenges and co-create solutions across

disciplines and organisations on digital education matters185

Digital Education Hub Open online collaborative community on digital education for

stakeholders from all levels and sectors of education and training

in Europe and beyond. It is part of the Digital Education Action

Plan 2021-2027 and aims for reinforced cooperation and dialogue

between stakeholders in digital education186

Digital inclusion Activities necessary to ensure that all individuals and

communities, including the most disadvantaged ones, can

contribute to and benefit from the digital transformation187. It

requires strategies and investments to reduce and eliminate

historical, institutional and structural barriers to access and use of

technology188.Concerning digital education, it centres around

leveraging digital tools to widen access and enhance the quality

of teaching and learning for the purpose of delivering a fair and

equitable education 189

Digital infrastructure Digital infrastructure refers to the structures (physical or virtual)

that act as enablers for technological developments and access to

ICT. Includes hardware, software as well as digital equipment.190

Digital literacy The ability to access, manage, understand, integrate,

communicate, evaluate, create, and disseminate information

safely and appropriately through digital technologies. It includes

competences that are variously referred to as information literacy,

media literacy, computer, and ICT literacy. Digital literacy

involves a dimension of active and civic engagement with the

digital world, promotes active citizenship191 and is part of being

digitally competent.192

Digital Pedagogy The meaningful use of digital technologies in the teaching and

learning practices with the intent to support personalised learning,

contribute to the design of new modes of learning, enrich existing

learning experiences and improve learning outcomes193

184 Commission Staff Working Document accompanying the Digital Education Action Plan 2021-2027- SWD(2020) 209

final. 185 https://digieduhack.com/Homepage - DigiEduHack 2025 186 European Digital Education Hub - European Education Area 187 Digital inclusion | Shaping Europe’s digital future 188 European Commission (2019). Digital Inclusion & Web Accessibility in the European Union: Essential for some, useful

for all. Luxembourg: Publications Office of the European Union 189 European Commission (2021). Enhancing learning through digital tools and practices: how digital technology in

compulsory education can help promote inclusion : final report, Luxembourg: Publications Office of the EU. 190 Digital Compass: the European way for the Digital Decade - COM(2021) 118 final. 191 European Commission (2022). Guidelines for teachers and educators on tackling disinformation and promoting digital

literacy through education and training, Publications Office of the European Union. 192 Joint Research Centre (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency

levels and examples of use. Luxembourg: Publications office of the European Union. 193 Commission Staff Working Document accompanying the Digital Education Action Plan 2021-2027- SWD(2020) 209

final

85

Digital skills (basic,

advanced, specialist)

Set of skills that enable individuals to understand how technology

can support communication, creativity and innovation, and be

aware of their opportunities, limitations, effects and risks.

Basic digital skills allow a basic ability to use digital devices and

online applications (for instance to access, filter and manage

information, create and share content, communicate and

collaborate), and are considered a critical component of a new set

of literacy skills in the digital era, with reading, writing, and

numeracy skills194.

At the advanced end of the spectrum of digital skills are the

higher-level abilities that allow individuals to make use of digital

technologies in empowering and transformative ways.195

Digital transition/

transformation

The terms are often used as synonymous. However, digital

transition (digitisation) refers to the conversion of information or

data from analogue to digital format, whereas digital

transformation (digitalisation) refers to the adoption or increase in

use of digital technology by an organisation, an industry, or a

country and therefore describes more generally the way

digitisation is affecting economy and society196

Digital well-being Digital well-being refers to the overall well-being in digital

environments, with the aim to safeguard and ensure a culture of a

meaningful and ethical use of digital tools with a view to ensure

that technology is used in a positive way and with the aim to act

safely and responsibly in digital environments197

Disinformation/misinformation Disinformation is verifiably false or misleading information that

is created, presented, and disseminated for economic gain or to

intentionally deceive the public. Misinformation is verifiably

false information that is spread without the intention to mislead,

and often shared because the user believes it to be true198

FIMI is a mostly non-illegal pattern of behaviour that threatens or

has the potential to negatively impact values, procedures and

political processes. Such activity is manipulative in character,

conducted in an intentional and coordinated manner. Actors of

such activity can be state or non-state actors, including their

proxies inside and outside of their own territory.  FIMI often

seeks to stoke polarisation and divisions inside and outside the

EU while also aiming to undermine the EU’s global standing and

ability to pursue its policy objectives and interests.199

Educational

Technology (EdTech)

The industry that combines education and technological advances

as well as the scientific field, which involves the interdisciplinary

knowledge informing the use of digital tools and devices,

194 Council Recommendation of 22 May 2018 on key competences for lifelong learning. 2018/C 189/01. 195 UNESCO (2018) Digital skills critical for jobs and social inclusion 196 OECD (2017). Going Digital: Making the Transformation Work for Growth and Well-Being. Paris: OECD publishing. 197 Council conclusions on supporting well-being in digital education, 2022 O.J. (C 469/04) 198 European Commission (2022). Guidelines for teachers and educators on tackling disinformation and promoting digital

literacy through education and training. Luxembourg: Publications Office of the European Union. 199 https://www.eeas.europa.eu/eeas/information-integrity-and-countering-foreign-information-manipulation-interference-

fimi_en

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processes and procedures, resources and strategies to improve

learning experiences in a variety of learning settings200

Education and Training

Monitor

A comparative report that presents the European Commission’s

annual analysis of how education and training systems evolve

across the EU.201

Enabling Factors The term is used to reference elements that are necessary for the

development of a high-performing and inclusive digital education

and training ecosystem that serves the needs of all learners. They

include elements of technological capacity, human resources, as

well as strategies and policies.

Formal, non-formal

and informal education

Formal education is education that is intentional, organised and

structured. It is usually provided in schools, colleges, universities

and other formal education and training institutions, and leads to

recognised diplomas and qualifications.

Non-formal education takes place through planned activities (in

terms of learning objectives and learning time) where some form

of learning support is present, but which is not part of the formal

education and training system.

Informal education results from daily activities related to work,

family or leisure which is not organised or structured in terms of

objectives, time or learning support.202

Hybrid learning Educational approach where students can choose how to attend a

specific class or learning opportunity, either in-person or online.

Educators teach remote and in-person students at the same time

using tools like video conferencing hardware and software.203

ICT specialist Workers who have the ability to develop, operate and maintain

ICT systems, and for whom ICT constitutes the main part of their

job 204. A narrower definition includes only those whose jobs

solely concern ICTs (programmers, software engineers, etc.)205

Individual learning

accounts

Virtual individual accounts in which training rights are

accumulated over time They can be used for further training,

guidance or validation.206

Informatics/computer

science

A distinct scientific discipline, characterised by its own concepts,

methods, body of knowledge, and open issues. It covers the

foundations of computational structures, processes, artefacts and

systems, and their software designs, their applications, and their

impact on society.207

Information and

Communication

Technology (ICT)

Diverse set of technological tools and resources used to transmit,

store, create, share or exchange information. These technological

tools and resources include computers, the internet, live

200 Huang R., Spector J.M., Yang J. (2019). Introduction to Educational Technology. In R. Huang J.M. Spector, J. Yang

(Eds.), Educational Technology: A Primer for the 21st Century. Singapore: Springer. 201 Education and Training Monitor - European Education Area 202 Erasmus + Programme Guide (2020). Annex III- Glossary of terms 203 Hybrid Learning In Education: Benefits And Tips - eLearning Industry 204 Eurostat (2022): Statistic explained - Eurostat (europa.eu): ICT specialists in employment. 205 OECD (2004). OECD Information Technology Outlook. Paris: OECD publications 206 Council Recommendation of 16 June 2022 on individual learning accounts - 2022/C 243/03 207 CECE (2017). Informatics Education in Europe: Are we all in the Same Boat

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broadcasting technologies, recorded broadcasting technologies

and telephony.208

Interoperability The ability of two or more distinct systems or components to

exchange information and to use the information that has been

exchanged seamlessly, securely and in a controlled manner.209

International Standard

Classification of

Education (ISCED)

A statistical framework for organising information on education.

It has nine levels: ISCED 0 refers to early childhood education,

ISCED 1 to primary education, ISCED 2 to lower secondary

education, ISCED 3 to upper secondary education, ISCED 4 to

post-secondary non-tertiary education, ISCED 5 to short-cycle

tertiary education, ISCED 6 to bachelor’s or equivalent level,

ISCED 7 to master’s or equivalent level, ISCED 8 to doctoral or

equivalent level.210

Learning analytics The measurement, collection, analysis and reporting of data about

learners and their contexts, for purposes of understanding and

optimizing learning and the environments in which it occurs.211

Learning Management

System (LMS)

A web-based software platform made for delivering, tracking and

managing online and blended learning. Its main features allow

handling all aspects of the learning process beyond content

delivery (e.g. course management, learners’ enrolment, online

activity tracking, etc.).212

Learning outcomes

(Including learning

objectives)

Statements of what a learner knows, understands and can do on

completion of a learning process in formal, non-formal or

informal education. Learning outcomes indicate actual attainment

levels, while learning objectives define the competences to be

developed in general terms.213

Lifelong learning All activities undertaken throughout life, with the aim of

improving knowledge, skills and competences for personal, civic,

social and/or professional reasons214. It covers education and

training across all ages and in all areas of life - be it formal, non-

formal or informal.215

Metaverse A conceptual term that captures a mix of virtual reality and other

technologies. It is a world of interconnected physical and virtual

communities where users can develop professionally, socialise,

entertain, commerce and trade with virtual properties.216

Micro-credentials The record of the learning outcomes that a learner has acquired

following a small volume of learning. Learning experiences

leading to micro-credentials are designed to provide the learner

with specific knowledge, skills and competences that respond to

societal, personal, and cultural or labour market needs. Micro-

208 UNESCO Institute for Statistics (2020). Glossary. 209 Bates DW, Samal L. (2018). Interoperability: What Is It, How Can We Make It Work for Clinicians, and How Should We

Measure It in the Future? Health Serv Res. 2018 Oct;53(5):3270-3277 210 UNESCO (2011). International Standard Classification of Education. ISCED 2011. 211 Joint Research Centre (2016). Research Evidence on the Use of Learning Analytics - Implications for Education Policy.

Hilbig R., Renz A., Schildhauer T. (2019). Data Analytics: The Future of Innovative Teaching and Learning 212 Watson W., Watson S. L. (2007). An Argument for clarity: what are learning management systems, what are they not and

what should they become. TechTrends, 51(2), 28–34. 213 European Commission / EACEA / Eurydice (2019), Digital Education at School in Europe. Eurydice Report.

Luxembourg: Publications Office of the European Union.. 214 CEDEFOP (2003). Quality in education and training. Glossary. Paris: OECD publishing. 215 Lifelong Learning Platform (2019). Lexicon available at http://lllplatform.eu/resources/lexicon/ 216 O’Brien, M. & Chan, K. (2021). Explainer: What is the metaverse and how will it work? Los Angeles Times

88

credentials can be used to complement and enhance education,

training, lifelong learning and employability ecosystems.217

Online learning Also known as ICT-based learning, virtual learning and e-

learning, the term indicates a methodology involving the use of

ICTs to support both teaching and learning.218

Play-based Learning Pedagogical approaches where children can explore, experiment,

discover, and solve problems in imaginative and playful way.219

Reality: Augmented

(AR) - Virtual (VR) -

Mixed (MR) –

Extended (XR)

AR is an interactive experience where real-world environments

and objects are supplemented by computer-generated 3D models

and animated sequences, which are displayed as if they are in a

real-world environment220.

VR is a computer-generated scenario that simulates a real-world

experience that can be experienced by using special electronic

equipment, such as a VR headset or gloves fitted with sensors.

MR features elements of both AR and VR. Its key characteristic

is that the objects and content from both the virtual and real-

world are able to react to each other in real time.221

XR is a catch-all term for Virtual Reality (VR), Augmented

Reality (AR) and Mixed Reality (MR).222

Remote or distance

education

Method of delivery, which involves teaching and learning

activities where educators and learners are not physically present

in one location at the same time. Learning happens instead away

from the physical site of an educational provider with educators

and learners using different means to engage with a programme,

course or educational activity.223

Student information

system

A software that enables education and training institutions to

digitise and consequently manage student information more

efficiently, including but not limited to grades, attendance

records, and more.224

Technological

sovereignty

The ability of a country (or a group of countries) to generate

autonomously technological and scientific knowledge or to use

technological capabilities developed outside by using reliable

partnerships.225

217 Council Recommendation on a European approach to micro-credentials for lifelong learning and employability. 218 Lifelong Learning Platform (2022) Review of Lifelong Learning Terminology. Available at

http://lllplatform.eu/resources/lexicon/. 219 Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning Through Play at School: A Framework for Policy and Practice. 220 European Commission (2022). Ethical guidelines on the use of artificial intelligence and data in teaching and learning for

educators. Luxembourg: Publications Office of the European Union. 221 European Commission (2022). Ethical guidelines on the use of artificial intelligence and data in teaching and learning for

educators. Luxembourg: Publications Office of the European Union. 222 ECORYS (2021). XR and its potential for Europe. Available at: xreuropepotential.com/assets/pdf/ecorys-xr-2021-

report.pdf 223 QAA Guidance (2020). Building a Taxonomy for Digital Learning. Available at: xreuropepotential.com/assets/pdf/ecorys-

xr-2021-report.pdf 224 EDUCASE (2022). Student Information Systems. 225 Crespi F., Caravella S., Menghini M., Salvatori C. (2021). European Technological Sovereignty: An emerging framework

for policy strategy. Intereconomics, 56(6), 348-354.

89

Virtual

administration/management

system

Web-based software that interfaces with virtual environments and

the underlying physical hardware to simplify resource

administration, enhance data analyses, and streamline

operations.226

Upskilling/reskilling Short-term targeted training typically provided following initial

education or training, and aimed at supplementing, improving or

updating knowledge, skills and/or competences acquired during

previous training. Reskilling enables individuals to acquire new

skills giving access either to a new occupation or to new

professional activities. 227

Virtual Learning

Environment (VLE)

A learning situation that is supported by Internet-enabled

technologies to provide virtual tools for students to learn specific

content, communicate and submit work, while providing

components for an instructor to manage the learning process,

collect input, and provide feedback to students.228

List of abbreviations and acronyms

• AI – Artificial Intelligence

• CDP - Continuous Professional Development

• CR - Council Recommendation

• DELTA - Working Group on Digital Education: Learning Teaching and Assessment

• DG CNECT - Directorate-General Communications Networks, Content and

Technology

• DG EAC - Directorate-General for Education, Youth, Sport and Culture

• DG EMPL - Directorate-General for Employment, Social Affairs and Inclusion

• ECEC - Early Childhood Education and Care

• GDPR - General Data Protection Regulation

• ICILS - International Computer and Information Literacy Study

• ICT - Information and Communication Technology

• ISCED - International Standard Classification of Education

• ITE - Initial Teacher Education

• JRC - Joint Research Centre

• PISA – Programme for International Student Assessment

• SMEs- Small and Medium Enterprises

226 Sutherland L., Janene-Nelson K. et al. (2018). Work Together Anywhere: A Handbook on Working Remotely

Successfully for Individuals, Teams, and Managers. 227 CEDEFOP (2008). Terminology of European education and training policy. A selection of 100 key terms. 228 Spector J. M. (2015). The SAGE Encyclopaedia of Educational Technology. SAGE Publications.

90

• TALIS - Teaching and Learning International Survey

• TSI - Technical Support Instrument

• VET - Vocational Education and Training

ANNEX 3: LITERATURE AND SOURCES

The present Annex presents recent policy reports and literature on digital education and skills. The full

list of resources used to write the Staff Working Document is provided in the document’s footnotes.

Castaño M. J., Weikert G. L. and Herrero R. C. (2021). Analysing the digital capacity of

Spanish schools using SELFIE. Publications Office of the European Union: Luxembourg.

CEDEFOP (2021). Challenging digital myths. First findings from Cedefop’s second European

skills and jobs survey.

CEDEFOP (2018). Insights into skills shortages and skill mismatch.

Centeno, C., Cosgrove, J., Cachia, R., Mora, T., Di Legge, A., Vivarelli, S., Bulian, G.,

Moyes Prellezo, N., Piña De Santisteban, P., Schulz, C., Hüsing, T., Cuartas-Acosta, A. And

Troia, S. (2024). European Digital Skills Certificate (EDSC) Feasibility Study. Publications

Office of the European Union: Luxembourg.

Centeno, C., Cosgrove, J., Cachia, R., Mora, T., Di Legge, A., Vivarelli, S., Bulian, G.,

Moyes Prellezo, N., Piña De Santisteban, P., Schulz, C., Hüsing, T., Cuartas-Acosta, A., and

Troia, S., (2024). European Digital Skills Certificate (EDSC) Feasibility Study: Annexes to

the report. Publications Office of the European Union, Luxembourg.

Centeno, C., Cosgrove, J., Schultz, C., Hüsing, T. and Cuartas-Acosta, A., (2025). Landscape

of digital skills certification schemes in the EU: An analysis from the perspective of the

Digital Competence Framework (DigComp), Publications Office of the European Union,

Luxembourg.

Commission Staff Working Document accompanying the document Proposal for a Council

Recommendation on blended learning for high quality and inclusive primary and secondary

education, SWD(2021) 219 final.

Commission Staff Working Document accompanying the document Proposal for a Council

Recommendation on the key enabling factors for successful digital education and training,

SWD(2023) 205 final

Communication from the Commission to the European Parliament, the Council, the European

Economic and Social Committee of the Regions European Interoperability Framework –

Implementation Strategy, COM/2017/0134 final

Communication from the Commission to the European Parliament, the Council, the European

Economic and Social Committee and the Committee of the Regions on achieving the

European Education Area by 2025, COM/2020/625 final.

91

Communication from the Commission to the European Parliament, the Council, the European

Economic and Social Committee and the Committee of the Regions on the Action Plan on

Basic Skills COM(2025) 88 final

Communication accompanying the 2030 Digital Compass: the European way for the Digital

Decade, COM (2021) 118 final.

Communication from the Commission accompanying the Digital Education Action Plan

2021-2027. Resetting education and training for the digital age, COM/2020/624 final.

Council Conclusions on digital education in Europe’s knowledge societies, 2020 (C 415/10)

Council Conclusions on supporting well-being in digital education, 2022 (C 469/04).

Council Recommendation on blended learning for high quality and inclusive primary and

secondary education, 2021 (C 504/03).

Council Recommendation on the key enabling factors for successful digital education and

training, 2023 (C/2024/1115).

Council Recommendation on improving the provision of digital skills and competences in

education and training, 2023 (C/2024/1030).

Council Resolution on a strategic framework for European cooperation in education and

training towards the European Education Area and beyond (2021-2030) 2021/C 66/01.

Economou, A., (2023). SELFIE for teachers – Toolkit Using SELFIEforTEACHERS –

Supporting teachers in building their digital competence, Publications Office of the European

Union.

Economou, A., Kyza, E. A., Georgiou, Y., Kapsalis, G., Gallagher, S. et al., (2024). Using

self-reflection to support teacher professional learning and development of their digital

competence – A multi-case study using SELFIEforTEACHERS, Publications Office of the

European Union.

European Commission: Directorate-General for Education, Youth, Sport and Culture, Making

informed choices on digital education content: EU guidelines for teachers and educators,

Publications Office of the European Union, 2025

European Commission, Directorate-General for Education, Youth, Sport and Culture (2022).

Guidelines for teachers and educators on tackling disinformation and promoting digital

literacy through education and training. Luxembourg: Publications Office of the European

Union.

European Commission: Directorate-General for Education, Youth, Sport and Culture,

Guidelines for teachers and educators on tackling disinformation and promoting digital

literacy through education and training, Publications Office of the European Union, 2026

European Commission: Directorate-General for Education, Youth, Sport and Culture (2022),

Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning

for educators, Publications Office of the European Union.

92

European Commission: Directorate-General for Education, Youth, Sport and

Culture, Guidelines on the ethical use of artificial intelligence and data in teaching and

learning for educators, Publications Office of the European Union, 2026

European Commission, Directorate-General for Education, Youth, Sport and

Culture, Working group on schools (2021-25) “pathways to school success” – Blended

learning for inclusion – Exploring challenges and enabling factors – Key messages and

illustrative examples, Publications Office of the European Union

European Commission: Directorate-General for Education, Youth, Sport and Culture,

Guidelines for teaching informatics – Practical strategies for European classrooms,

Publications Office of the European Union, 2026

European Commission: Directorate-General for Education, Youth, Sport and

Culture, European higher education interoperability framework – Under the umbrella of the

European Digital Education Hub, Publications Office of the European Union

European Commission, Directorate-General for Education, Youth, Sport and Culture

(2022). Final report of the Commission expert group on tackling disinformation and

promoting digital literacy through education and training. Luxembourg: Publications Office of

the European Union.

European Commission/ Directorate-General for Education, Youth, Sport and Culture

(2024). International Computer and Information Literacy Study (ICILS) in Europe, 2023 –

Main findings and educational policy implications. Publications Office of the European

Union: Luxembourg.

European Commission, Directorate-General for Education, Youth, Sport and Culture (2024).

Caplanova, A., Dunajeva, J. and Rodriguez, P., Digital transformation in blended learning

environments – EENEE analytical report, Luxembourg: Publications Office of the European

Union.

European Commission / European Education and Culture Executive Agency / Eurydice

(2019), Digital Education at School in Europe. Eurydice Report. Luxembourg: Publications

Office of the European Union.

European Commission: European Education and Culture Executive Agency (2024), Digital

skills playbook for educators, Publications Office of the European Union.

European Commission: European Education and Culture Executive Agency (2023), AI report

– By the European Digital Education Hub’s Squad on artificial intelligence in education,

Publications Office of the European Union.

European Commission/ EACEA (2024). Den Hertog, P., Wylie, N., Widger, L., Brande, L. et

al. A European maturity model for micro-credentials in higher education – Whitepapers and

guidelines for a strategy workshop. Luxembourg: Publications Office of the European Union.

European Commission / European Education and Culture Executive Agency / Eurydice

(2026), Digital Education at School in Europe 2026: Bridging gaps in access, teaching and

learning. Eurydice Report. Luxembourg: Publications Office of the European Union.

European Commission: Joint Research Centre (2024). ECONOMOU, A., KAPSALIS, G. and

BROLPITO, A. Supporting national strategies on teachers’ digital competence through the

93

use of SELFIEforTEACHERS: the case of Albania and North Macedonia. Publications Office

of the European Union: Luxembourg.

European Commission /Directorate-General for Education, Youth, Sport and Culture (2024).

Addressing the gender gap in STEM education across educational levels – Analytical report.

Luxembourg: Publications Office of the European Union.

European Commission (2024). Report on the State of the Digital Decade 2024. Luxembourg:

Publications Office of the European Union.

European Commission/ Directorate-General for Education, Youth, Sport and Culture (2023).

Day, L., Colonnese, F., Gasparotti, A., Batura, O. et al. Digital education content in the EU –

State of play and policy options – Final report. Publications Office of the European Union:

Luxembourg.

European Commission/ EAC (2022). Final report of the Commission expert group on

artificial intelligence and data in education and training – A executive summary.

Luxembourg: Publications Office of the European Union.

European Commission /Directorate-General for Research and Innovation (2021). She figures

2021 – Gender in research and innovation – Statistics and indicators. Luxembourg:

Publications Office of the European Union.

European Court of Auditors (2023) Special report 11/2023: EU support for the digitalisation

of schools. Significant investments, but a lack of strategic focus in the use of EU financing by

member states.

Havinga, B., Clary, A., Lindroos Cermakova, A., Jeppesen, J. (2025). European EdTech

Startup Innovation Ecosystem. European EdTech Alliance. Bielefeld. Germany.

Proposal for a council recommendation on blended learning for high quality and inclusive

primary and secondary education, COM(2021) 455 final.

Redecker, C. and Punie, Y., European framework for the digital competence of educators –

DigCompEdu, Punie, Y.(editor), Publications Office, 2017

Vuorikari, R., Kluzer, S. and Punie, Y. (2022). DigComp 2.2: The Digital Competence

Framework for Citizens - With new examples of knowledge, skills and attitudes. Publications

Office of the European Union: Luxembourg.

Vuorikari, R., Jerzak, N., Karpinski, Z., Pokropek, A. and Tudek, J., (2022). Measuring

Digital Skills across the EU: Digital Skills Indicator 2.0, Publications Office of the European

Union, Luxembourg

Punie, Y., editor(s), Redecker, C., European Framework for the Digital Competence of

Educators: DigCompEdu, Publications Office of the European Union, Luxembourg.