ODV countries are actively working to enhance digital education, addressing challenges and adopting comprehensive strategies to improve digital skills, infrastructure, and overall educational outcomes.

Austria has been proactive in advancing digital education through its 2018 Master Plan for Digitalization in Education. The plan, slated for implementation in 2023, focuses on teaching content, teacher training, and school infrastructure. The 8-Points-Plan for the "Digital School" includes initiatives such as the Digital School portal, a massive open online course for pedagogic staff, and expanding basic school IT infrastructure. Austria aims to improve its Digital Economy and Society Index (DESI) ranking, currently at 10th place, through these comprehensive measures.

Cyprus strategically positions digital education in its national transformation, aligning with the 'Digital Strategy for Cyprus (2020-2025)' and the 'Digital Skills - National Action Plan 2021-2025.' Focusing on basic digital and software skills, Cyprus aims to create an inclusive, open, and digitally skilled society. The upcoming reactivation of the National Coalition for Digital Skills and Jobs demonstrates a commitment to collaborative efforts involving the public sector, academia, and the private sector.

Greece, while making efforts to modernise its digital infrastructure, faces challenges. Funding from European Structural and Investment Funds Skills in 2020. The strategy focuses on Digital Education, Digital Citizenship, and creating a non-discriminatory digital environment. With an Operational Plan in place, Italy aims to raise digital skills, eliminate gender gaps, and triple ICT graduates. The reform of the professional education and training system underscores Italy's commitment to digital teaching and innovative learning environments.

Poland, positioned 24th in DESI, has consistently improved its score above the EU average. The government prioritises digitalization for a favourable business environment and plans for a digitization policy for education in 2022. The Recovery and Resilience Plan allocates a significant portion to digital transition, emphasising education, digital skills, network deployment, and e-services in public administration. The ongoing Digital Competence Programme (2020-2030) further contributes to developing digital skills among various stakeholders.

Portugal, ranked 16th in DESI, stands out in various indicators, including IT specialists, SMEs selling online, and digital public services. The success of initiatives like the Upskill program and 17 Digital Innovation Hubs reflects the positive impact of the Digital Transition Action Plan. This plan, implemented with other initiatives, showcases Portugal's commitment to digital education and fostering a digitally skilled society.

Romania, despite ranking last in DESI 2022, has made strides in its national digital education context. The country emphasises infrastructure, curriculum, teacher training, and digital inclusion. However, challenges persist, including ensuring equitable access to technology, addressing the digital skills gap among educators, and adapting to rapidly evolving technologies.

Across the ODV European countries, self-analysis workshops with participants from local rural and peri-urban communities carried out during 2023 have unveiled key insights into the digital education landscape.

In Austria, 48 participants, including students, adult learners, and trainers, emphasised the role of schools in promoting digital skills. Participants expressed a desire for advanced skills and exploring new technologies, as well as underlined the importance of online safety. Collective learning and tailored online platforms were identified as crucial.

Cyprus' 43 participants, including students, educators, and community members, highlighted critical needs such as updated equipment, comprehensive training, and a shift to digital tablets. A collective desire for enriched learning experiences through advanced digital tools was highlighted, along with improved communication channels.

Greece's 43 participants, including students, educational staff, parents, and adult learners, exhibited clear desires for fundamental digital skills. Students were keen on computer usage and online research, while adults focused on the digitalisation of services and practical uses of technology. Teachers emphasised the need for upgraded school facilities.

In Italy, 37 participants, comprising students, teachers, adults, and policymakers, aimed for enhanced digital skills. The community's focus included the promotion of the territory, deepening technologies for everyday life, and improving both basic and advanced digital skills. There was an interest in the project's five targeted technologies.

Romania organised workshops in four communities, with 41 participants expressing the widespread use of digital tools in daily life. However, there was a low level of knowledge concerning emerging technologies due to a lack of local training. Digital skills were defined as using gadgets and digital platforms, and solving problems online.

Poland's 30 participants showcased diverse digital skills, with proficiency in various tools. Social networks played a central role, indicating a nuanced understanding of digital skills shaped by individual preferences. The participants prioritised effective ICT tool use and highlighted the need to actively contribute to digital spaces.

Portugal's 35 participants from diverse backgrounds highlighted the autonomous acquisition of digital competences. Different target groups demonstrated varying needs, but common concerns emerged, particularly regarding the use of digital skills for community purposes like public services and communication.

In summary, these self-analysis workshops reveal a rich tapestry of digital education needs and aspirations across European countries, highlighting the importance of tailored approaches, community-specific solutions, and a collective commitment to bridging the digital divide.

Online survey results

In order to understand how teachers and trainers from the countries involved in the project perceive the current situation regarding digital education, in terms of resources, skills, and integration of educational pathways, an online survey has been drafted and proposed. Below, we present an analysis of the results based on the responses obtained.

97 teachers and trainers participated in the survey, respectively:

• 11 from Romania
• 23 from Portugal
• 15 from Poland
• 14 from Italy
• 14 from Greece
• 10 from Cyprus
• 10 from Austria

The online survey was predominantly assigned to teachers, with a fairly even distribution among primary school teachers, lower secondary school teachers, and upper secondary school teachers (Figure 1-2).

Figure 1 - Role	Figure 2 - Level/Grades

All respondents stated that they normally have access to tools for digital teaching in their institution/organisation, with a prevalence of "Computers" (95%) and "internet access" (84%), while tools such as "robotics kits" (22%) and "virtual reality devices" (12.5%) are less frequently available.(Figure 3)

Regarding access to resources to support digital teaching, the majority (87.5%) indicated "video" resources, while "quizzes" and "online classes" were selected by about half of the respondents.(Figure 4)

Figure 3 - Normally used tools	Figure 4 - Support digital resources

More than half of the respondents (55.2%) stated that their institution/organisation is "sufficiently equipped with Information and Communication Technologies (ICT) tools to support digital education." (Figure 5). Among those who do not consider their institution/organisation sufficiently equipped, 42.5% believe that "Upgraded/Improved equipment" is needed, while 25% believe that "increasing devices per classroom" is necessary. (Figure 6)

Figure 5 - Sufficiently equipped	Figure 6 - Improving needed

The majority of respondents reported having taken online courses on digital education (Figure 7), and their opinions (open-ended responses) showed a fairly even split between those satisfied , those with a descriptive opinion about the content, and those dissatisfied or in need of further insights (Figure 8).

Figure 7 - Courses attended	Figure 8 - Opinion on courses

In fact, to the specific question "Do you think there is a need for further training opportunities in digital education to enhance your skills?" almost all respondents answered that yes, there is this need (Figure 9).

Regarding the level of integration of "digital education" into the school curriculum or teaching plans, 71.4% stated that it is only "partially integrated" (18.7% Fully integrated - 9.9% Not integrated) (Figure 10).

Figure 9 - Need for further training	Figure 10 - Level of integration

Respondents were asked an open-ended question: "What do you consider to be the main challenges in the implementation of education in your school/institution?" The responses were analysed and categorised into six different categories ranging from "cost management" to "time management," but the category that seems to prevail, consistent with the earlier part of the survey, is "Training teachers to effectively use digital tools" (72%) (Figure 11).

Regarding opportunities to improve learning through the use of digital technologies, open-ended responses were analysed and categorised, with the predominant category being "Enhanced Engagement and Fun Learning" (50%) (Figure 12).

Figure 11 - Main challenges	Figure 12 - Opportunities

The majority of respondents believe that their institution/organisation is engaging students in digital learning (Figure 13). The responses on how this happens, in open-ended format, were categorised, and those related to "Digital Resources and Research" as tools for engaging students prevailed, while only a minimal part implied "Innovative Teaching Methods" (Figure 14).

Figure 13 - Students engagement	Figure 14 - How students are engaged

Respondents were asked to provide an evaluation of the level of competence of their students in terms of digital skills, and about half believe that the level of students is "basic" (Figure 15).

On the topic of "online security," a specific multiple-choice question was posed regarding the tools adopted by the respondent's institution/organisation. Respondents rarely selected only one response but often a combination of them; the most frequently selected ones were "promoting responsible behaviour," "secure passwords," and "teaching online safety," while the presence of a "cybersecurity team" seems to be one of the less utilised tools (Figure 16).

Figure 15 - Level of competence	Figure 16 - Online security

Five possibilities were presented, selectable in a multiple-choice manner, to "ensure accessibility to digital resources for students with disabilities or special needs"; the most frequently selected was "promote a culture of awareness," but it is noteworthy that 25% of respondents declared not knowing how to answer this question (Figure 17).

Only a small portion of respondents (12.1%) believes that in their institution/organisation "there are enough financial resources to support digital education," while the remaining respondents either believe it is not the case (44%) or do not know how to respond (42.9%) (Figure 18).

Finally, respondents were asked, "What are your priorities for the update and future development of digital education in your school/institution?" and the predominant opinion is that "Providing ongoing training for teaching staff on the effective integration of digital technologies" is needed (Figure 19).

Figure 17 - Accessibility	Figure 18 - Financial resources

Figure 19 - Priorities for future

Commenting on the results of this survey, it can be noted that teachers of all levels feel the need to improve their training on digital education topics. The perceived competence level for their students is basic, and the integration of digital education into teaching is considered insufficient. However, the overall perception of digital education tools is positive, mainly because they are seen as capable of improving student engagement and providing the opportunity for "fun learning."