The COVID-19 pandemic highlighted the necessity of enhancing digital education in Europe while also revealing the shortcomings and needs of educational institutions. European Member States made substantial investments in digital education, specifically in digital infrastructure, supported by Structural Funds in the decade 2010-2020. Despite significant progress in the digital infrastructure of schools over the past decade, substantial disparities persist among countries. The share of students attending highly digitally equipped and connected schools differs widely across Europe, being highest in Nordic countries, and ranges from 35% (ISCED 1) to 52% (ISCED 2) to 72% (ISCED 3).
Prior to the onset of the coronavirus crisis, teachers were insufficiently trained to integrate digital technologies into the classroom, which was not consistently aligned with the investments made in digital infrastructure and tools. On average in the EU, fewer than half of teachers (49.1%) report that ICT was included in their formal education or training.
Pupils’ digital skills are improving, but they are not digitally native. Contrary to the common view of the young generation of today as a generation of “digital natives”, the ICILS results indicate that young people do not develop sophisticated digital skills just by growing up while using digital devices. Across the European Union, the phenomenon of
underachievement in basic ICT operations among students is very common. In 2018 62.7% for Italian pupils, 50.6% in Luxembourg, 43.5% in France, 33.5% in Portugal, 33.2% in Germany, 27.3% in Finland, and 16.2% in Denmark did not manage to surpass the underachievement threshold (ICILS 2018).
Under the strategic framework of the European Education Area, the EU engages in enhancing the efforts and collaboration between European Union Member States and key stakeholders to prepare for the transition to the digital age. In 2018 the EU adopted the first Digital Education Action Plan (2018-2020), which was renewed in 2020 (Digital Education Action Plan 2021-2027) setting out a common vision of high-quality, inclusive and accessible digital education in Europe and aiming to support the adaptation of the education and training systems of Member States to the digital age. The renewed Action Plan designs two priorities: 1. Fostering the development of a high-performing digital education ecosystem and 2. Enhancing digital skills and competences for the digital transformation. There is no mention of special measures for rural areas, however, the need to effectively manage the risks of the digital transformation, including the risk of an urban/rural digital divide is underlined in the Action Plan.
The Action Plan for Digital Education 2021-2027 also includes the establishment of a European Digital Education Hub, serving as a (ESIF) has been pivotal in enhancing information and communication technology (ICT) infrastructure in schools. However, the prevalence of traditional equipment, limited digital device availability for students, and challenges in ICT technical support pose hurdles to comprehensive digital education.
Italy, ranking low in DESI 2022, adopted a National Strategy for Digital think-tank to support policy and practice development while monitoring the progress of digital education in Europe. The Hub's role extends to fostering user-driven innovation and facilitating engagement through events like the Digital Education Hackathon.
In 2023, the European Union emphasised the importance of digital skills for adult learners, with initiatives like the European Year of Skills aimed at boosting participation and enhancing talent across the member states. While the EU target for 2030 is having at least 80% of adults with basic digital skills, challenges remain, as 4 out of 10 adults in Europe lack basic digital skills.
Importance of the acquisition of digital and transversal skills for teachers/trainers
In today's rapidly evolving educational landscape, the acquisition of digital and transversal skills by teachers and trainers is of paramount importance. This shift is not merely a response to technological advancements but is fundamentally tied to the need for educators to effectively prepare students and learners of all ages for the challenges and opportunities of today’s world.
Digital skills, as outlined in frameworks like DigCompEdu, are essential for educators to navigate the ever-expanding array of educational technologies. These skills empower teachers and trainers to create dynamic and engaging learning environments, leveraging digital tools and resources to cater to diverse learners needs. One of the objectives of continuous teacher and trainer learning is to support educators acquiring digital proficiency to enhance their teaching methods .
Beyond technical proficiency, transversal skills, including critical thinking, problem-solving, communication, and collaboration, play a pivotal role in shaping a well-rounded educational experience. The International Society for Technology in Education (ISTE) Standards for Educators further underscores the importance of communication and collaboration in a globally connected world. These transversal skills not only contribute to academic success but also prepare students for the demands of the future workforce as well as they increase the employability of potential adult learners. The World Economic Forum's Future of Jobs Report (2023) emphasises the need for skills such as analytical thinking and creativity, skills that teachers and trainers equipped with transversal competencies can effectively impart to their learners.
In essence, the acquisition of digital and transversal skills is not just a matter of professional development for educators; it is a prerequisite to providing students and learners of any age with a holistic and future-ready education. As the educational landscape continues to evolve, teachers and trainers equipped with these skills will be instrumental in shaping the next generation of learners who are not just academically proficient but also agile, creative, and well-prepared for the challenges ahead.