COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS Digital Education Action Plan 2021-2027 Resetting education and training for the digital age
Date: 2020-09-30
Institutions: Directorate-General for Education, Youth, Sport and Culture, European Commission
Subjects: action programme, cooperation in the field of education, digital literacy, digital technology, distance learning, education, education policy, international cooperation, organisation of teaching, vocational training

EN 

  EN 

   EUROPEAN COMMISSION  Brussels, 30.9.2020  COM(2020) 624 final  COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS Digital Education Action Plan 2021-2027       Resetting education and training for the digital age       {SWD(2020) 209 final}  
 
 
Resetting education and training for the digital age 

1 

Introduction  

In  her  political  guidelines,  President  von  der  Leyen  highlighted  the  need  to  unlock  the 
potential of digital technologies for learning and teaching and to develop digital skills for all. 
Education and training are key for personal fulfilment, social cohesion, economic growth and 
innovation. They are also a critical building block for a fairer and more sustainable Europe. 
Raising the quality and inclusiveness of education and training systems and the provision of 
digital skills for all during the digital and green transitions is of strategic importance for the 
EU.  

Rapid  digitalisation  over  the  past  decade  has  transformed  many  aspects  of  work  and  daily 
life. Driven by innovation and technological evolution, the digital transformation is reshaping 
society,  the  labour  market  and  the  future  of  work.  Employers  face  difficulties  in  recruiting 
highly skilled workers across a number of economic sectors, including in the digital sector. 
Too  few  adults  are  up-  and  re-skilling  to  fill  these  vacancies,  often  because  training  is  not 
available at the right time and in the right place.  

The use of digital  technologies is  also  crucial for achievement of the European Green Deal 
objectives  and  for  reaching  climate  neutrality  by  2050.  Digital  technologies  are  powerful 
enablers for the green economic transition, including for moving to a circular economy and 
decarbonising energy, transport, construction, agriculture and all other industries and sectors. 
In  parallel,  it  is  important  to  reduce  the  climate  and  environmental  footprint  of  digital 
products and facilitate a move towards sustainable behaviour in both development and use of 
digital products.  

The education and training system is increasingly part of the digital transformation and can 
harness its benefits and opportunities. However, it also needs to effectively manage the risks 
of the digital transformation, including the risk of an urban/rural digital divide where certain 
people can benefit more than others. The digital transformation in education is being driven 
by advances in connectivity; the widespread use of devices and digital applications; the need 
for  individual  flexibility  and  the  ever-increasing  demand  for  digital  skills.  The  COVID-19 
crisis,  which  has  heavily  impacted  education  and  training,  has  accelerated  the  change  and 
provided a learning experience.  

Digital technology, when deployed skilfully, equitably and effectively by educators, can fully 
support the agenda of high quality and inclusive education and training for all learners. It can 
facilitate more personalised, flexible and student-centred learning, at all phases and stages of 
education and training. Technology can be a powerful and engaging tool for collaborative and 
creative learning. It can help learners and educators access, create and share digital content. It 
can  also  allow  learning  to  take  place  beyond  the  walls  of  the  lecture  hall,  classroom  or 
workplace, providing more freedom from the constraints of physical location and timetable. 
Learning can happen in a fully online or a blended mode, at a time, place and pace suited to 
the needs of the individual learner. However, the type and design of technological tools and 
platforms,  as  well  as  the  digital  pedagogy  used,  impact  directly  on  whether  individuals  are 
included  or  excluded  from  learning.  Students  with  disabilities,  for  example,  need  tools  that 
are fully accessible if they are to benefit from digital transformation.  

1 

 
 
 
There are two interrelated aspects to digital education to which the strategic priorities of this 
Action  Plan  will  respond:  firstly,  the  deployment  of  the  vast  and  growing  array  of  digital 
technologies  (apps,  platforms,  software)  to  improve  and  extend  education  and  training. 
Online, distance and blended learning are specific examples of how technology can be used 
to  support  teaching  and  learning  processes.  A  second  key  aspect  of  digital  education  is  the 
need to equip all learners with digital competences (knowledge, skills and attitudes) to live, 
work, learn and thrive in a world increasingly mediated by digital technologies. Addressing 
these  two  aspects  of  digital  education  requires  policies  and  actions  on  several  fronts, 
including  infrastructure,  strategy  and  leadership,  teacher  skills,  learner  skills,  content, 
curricula,  assessment  and  national  legal  frameworks.  While  Member  States  are  responsible 
for  the  content  of  teaching  and  the  organisation  of  their  education  and  training  systems, 
action at EU level can contribute to the development of quality and inclusive education and 
training  by  supporting  cooperation,  the  exchange  of  good  practice,  frameworks,  research, 
recommendations and other tools. 

Recent  data  show  a  diverse  situation  of  digital  education  across  Member  States.  Evidence 
from the OECD’s PISA exercise in 2018 showed that many low-income homes had no access 
to  computers. Eurostat  figures from  2019 indicated that access  to  broadband internet  varies 
significantly across the EU, ranging from 74% of households for the lowest-income quartile 
to  97%  in  the  highest-income  quartile.  On  teacher  preparedness,  the  OECD  Teaching  and 
Learning International Survey in 2018 showed that only 39% of educators in the EU felt well 
or  very  well  prepared  for  using  digital  technologies  in  their  daily  work,  with  significant 
differences between Member States.  

Over the past decades, many initiatives and investments have been undertaken in educational 
technology  and  digital  skills  development.  Despite  progress  and  excellent  examples  of 
innovation,  these  initiatives  were  often  short-lived,  or  limited  in  scale  and  had  marginal 
impact  at  system  levels.  This  may,  in  part,  be  because  the  potential  of  digitising  education 
was  not  widely  visible  and  understood.  The  Covid-19  crisis  put  us  for  the  first  time  in  a 
situation where there was little choice but use digital technologies to provide education and 
training.  We  have  learned  a  lot,  and  many  teachers,  students  and  parents  faced  a  steep 
learning curve. At the same time, this pandemic also exposed the shortcomings that need to 
be  tackled  in  order  to  have  successfully  integrate  of  digital  technologies  in  education  and 
training systems. 

Efforts  to  curb  the  outbreak  of  COVID-19  led  to  the  closure  of  education  and  training 
buildings,  campuses  and  other  sites  and  a  forced  shift  to  emergency  modes  of  digital 
education.  These  emergency  modes  have  included  a  wide  uptake  of  online  and  distance 
learning1.  This  mass  and  unprecedented  use  of  technology  for  learning  revealed  many 
opportunities for teachers to organise their teaching differently and to interact with students 
on  a  more  personalised  basis,  focusing  on  their  specific  needs.  At  the  same  time,  many 
Member  States  experienced  shortcomings  in  the  system  and  a  widespread  lack  of  digital 
readiness. Although digital technologies enabled many pupils, students and adult learners to 
continue  learning,  it  also  proved  a  major  barrier  for  others  when  access,  equipment, 
connectivity  or  skills  were  lacking.  In  some  Member  States,  the  vast  majority  of  educators 

1 For a glossary of the terms used, see Staff Working Document accompanying this document.  

2 

 
 
                                                           
and  learners  had  little  if  any  experience  of  teaching  and  learning  online  and  the  different 
pedagogical  approaches  needed  for  this  mode  of  instruction.  Not  all  tools  or  content  were 
accessible, and learners with disabilities faced particular challenges.  

The crisis requires us to rethink how education and training, in all disciplines, are designed 
and  provided  to  meet  the  demands  of  a  rapidly  changing  and  increasingly  digital  world. 
Quality  and  inclusive  education  today  should  be  informed  by  the  needs  of  our  current  and 
future society. For this, it is important to consider how all phases and stages of education and 
training  can  purposefully  and  strategically  embed  digital  technologies  into  educational 
practices.  

The  COVID-19  crisis  shed  light  on  the  key  enabling  factors  for  effective  digital  education 
and training: connectivity and suitable digital equipment for learners and educators; teachers 
and trainers that are confident and skilled in using digital technology to support their teaching 
and  adapted  pedagogy;  leadership;  collaboration  and  the  sharing  of  good  practice  and 
innovative teaching methods. Experiences from this period show that education and training 
systems  and  institutions  that  had  previously  invested  in  their  digital  capacity  were  better 
prepared  to  adapt  teaching  approaches,  keep  learners  engaged,  and  continue  the  education 
and training process. In particular, the emergency confirmed the need for all educators to be 
skilled in using digital technologies effectively in their teaching and training process and to 
ensure that all children can participate in digital education. It has also confirmed that different 
pedagogical approaches are needed when teaching online. Teachers and learners also need to 
develop  the  skills  and  know-how  for  this  different  mode  of  learning.  We  are  now  moving 
beyond  the  unplanned  and  emergency  phase  imposed  on  education  providers,  teachers, 
students, families and the education system as a whole. A strategic and longer-term approach 
to digital education and training should be defined.  

In the first Digital Education Action Plan, adopted in 2018, the EU addressed digitalisation in 
education with a number of measures2. As digital  transition continues and the public health 
crisis  brings  new  challenges  to  the  fore,  the  new  Action  Plan  focuses  on  the  longer-term 
digital change in education and training.  

As  announced  in  the  European  Skills  Agenda  and  in  the  European  Education  Area 
Communication, the new Action Plan presents  a vision for improving digital literacy, skills 
and  capacity  at  all  levels  of  education  and  training  and  for  all  levels  of  digital  skills  (from 
basic  to  advanced).  The  Action  Plan  will  support  the  objective  of  the  Skills  Agenda  of 
ensuring that 70% of 16 to 74 year olds should have at least basic digital skills by 2025. The 
new Action Plan also supports the goals of the recently adopted Commission proposal for a 
Council  Recommendation  on  vocational  education  and  training  (VET)  for  sustainable 
competitiveness,  social  fairness  and  resilience,  which  has  a  strong  focus  on  digital 
transformation in the vocational education and training sector.  

The Action Plan can benefit3 from  the Erasmus programme, the European Social Fund, the 
European  Regional  Development  Fund  and  smart  specialisation  policies,  the  Connecting 
Europe Facility, the Digital Europe Programme, and Horizon Europe. In addition, the Action 

2 The first digital education action plan was adopted in January 2018 as a part of the vision to establish a European Education Area. It 
comprised of 11 actions. For more on this, see the staff working document. 
3 This is notwithstanding the final outcome of the interinstitutional negotiation process on the future EU programmes. 

3 

 
 
                                                           
Plan forms part of the EU’s response to the COVID-19 crisis, to guide the Member States in 
prioritising funding for  digital  education in  the Recovery and Resilience Facility, where re- 
and  upskilling  as  well  as  boosting  very  high-capacity  broadband4  connectivity  are  flagship 
investments, and other cohesion policy instruments. It will also inform monitoring under the 
European Semester.    It  will help  to  support Member States in  their reform efforts, together 
with  possible  technical  support  for  national  policy  reforms  through  the  Technical  Support 
Instrument5.  The  action  plan  identifies  specific  areas  where  action  is  particularly  needed  to 
support the recovery and resilience of education and training and to ensure that education in 
Europe  enables  the  green  and  digital  transitions  and  seizes  the  benefits  of  digital 
transformation while mitigating its risks. 

Building  on  the  work  of  the  European  Parliament6,  Council7  and  Commission,  the  Action 
Plan  sets  out  measures  for  high-quality  and  inclusive  digital  education  and  training  which 
will  require  a  combination  of  actions  and  policies  to  be  effective.  It  covers  the  next 
programming period (2021-2027) and sets out priorities and corresponding actions where the 
EU can bring added value.  

2  Findings from stakeholder consultations  

The  Commission  organised  a  wide  range  of  stakeholder  consultations  to  inform  and  gather 
evidence for this initiative8. Consultations took place from February to September 2020 and 
involved public- and private-sector organisations, education and training organisations and a 
wide variety of additional stakeholders, including research institutions and civil society.  

In  the  process,  education  authorities  highlighted  the  need  to  map,  research  and  learn  from 
responses  to  the  COVID-19  crisis  and  identify  strengths  and  weaknesses  of  the  different 
approaches  and  measures  taken.  Education  authorities  and  educational  stakeholders  also 
stressed the need for a forum  to  exchange practice and experience at  EU level.  In addition, 
they  highlighted  the  need  for  guidance  and  support,  both  for  responding  to  the  immediate 
crisis and for the recovery period.  

Stakeholders  agreed  that  the  crisis  has  increased  the  need  to  boost  the  digital  skills  of 
educators. In addition, they called for practical guidelines at European level – in particular for 
ministries  and  education  and  training  institutions  –  on  how  to  implement  effective  and 
inclusive distance, online and blended learning. They also highlighted the need for guidance 
in certain areas that are particularly challenging, such as assessment.  

Stakeholders  called  for  a  more  strategic  and  consistent  approach  by  the  EU  on  digital 
education, in view both of the crisis and the ongoing challenges of the digital transformation. 
Other  key  topics  that  emerged  were  the  need  to  use  EU  funding  programmes  to  support 
connectivity, infrastructure and access to digital technologies across Member States for both 
formal  and  non-formal  settings.  Stakeholders  also  stressed  the  need  to  promote  digital 
literacy,  manage  the  overload  of  information  and  fight  disinformation,  which  in  their  view 
had become an even more serious problem during the crisis.  

4 Hereafter referred to as “broadband”. 
5 COM(2020) 409 final 
6 For example, the work of the European Parliament’s CULT committee, which has produced relevant reports on digital education, artificial 
intelligence and other related aspects. 
7 For example, the Council Conclusions on COVID in education under the Croatian Presidency of the Council of the European Union. 
8 See staff working document. 

4 

 
 
 
                                                           
Key findings from the open public consultation  

More  than  2700  contributions  were  received  in  the  open  public  consultation  on  the  digital 
education action plan, which took place from 18 June to 4 September 20209. Experiences of 
learning  during  the  COVID-19  crisis  were  at  the  centre  of  the  consultation,  which  targeted 
students; parents  and carers; the wider public;  employers and  companies and educators and 

education and training institutions10.  

Researche
r 
2% 

Employer 
1% 

Other 
2% 

No answer 
1% 

Learner 
7% 

Educator 
and staff 
43% 

Parent 
44% 

Figure 1: Contributions to Open Public Consultation divided by respondents replying in organisational capacity (left) and 
in personal capacity (right) along relevant sub-categories 

According to the consultation, the COVID-19 crisis has led to the widespread use of digital 
learning  practices  in  education  and  training  across  the  EU.  However,  respondents  from 
several Member States said that the difficult circumstances of the pandemic meant that this 
happened hastily and often in an unplanned manner. Measures put in place by Member States 
and  institutions  to  ensure  continuity  of  education  ranged  from  televised  lessons  to  online 
learning management systems to training using simulations. Approaches varied between and 
within countries, but also across levels and sectors of education and training. This reflected 
differing levels of digital maturity in different parts of the system. The main areas of concern 
for  respondents  were  how  to  ensure  access,  equity  and  inclusion.  They  were  worried  about 
the emergence of digital divides.  

9  The  results  of  the  OPC  are  different  according  to category.  To  observe  eventual differences  in  the  replies,  two  analyses  were  therefore 
conducted:  one  including  results  from  all  respondents  and  the  other  excluding  respondents  from  Romania.  To  transparently  report  OPC 
findings, in all instances the percentage included in the text refers to all respondents. In cases where a more limited sample without Romania 
is used this is clearly marked in a corresponding footnote. All percentages are rounded up.  
10  The  questionnaire  was  divided  in  four  different  parts:  collecting  information  about  the  respondents  (1),  questions  on  education  and 
training during the COVID-19 crisis and the recovery period (2), respondents’ visions for digital education in Europe (3), and an optional 
submission of a position paper (4). In some questions, respondents could select more than one option: in these cases (as opposed to those 
with only one answer option) percentages do not add up to 100%. In cases where, a 5-point Likert scale was applied, answers are distributed 
on five different categories (2 negative, 2 positive and 1 neutral). 

5 

 
 
 
 
                                                           
Persons  with  disabilities  also  reported  difficulties:  on  the  accessibility  of  technology  and 
digital educational material; availability of assistive technology; technical support provided to 
students with disabilities and the teacher competence on disability and accessibility matters.  

Adult learning providers saw large numbers of students dropping out from courses, in some 
cases  this  was  up  to  three  quarters  of  the  group.  In  some  countries,  regional  or  local 
governments provided digital equipment and tools to adult learners and providers. Although 
this helped, these measures did not match the significant needs of the sector. Some providers 
had  to  close  all  activities  for  several  weeks  and  months,  in  particular  when  work-based 
learning was involved as it often requires physical presence. 

‘The  situation  at  the  moment  is  a  patchwork.  Online  teaching  must  be  the  same  quality  for 
everyone and not be linked to the financial resources of a town or municipality.’ Parent 

This  period  of  massive  educational  disruption  has  created  a  sense  of  urgency  about  digital 
education. 95% of respondents consider the COVID-19 crisis to be a ‘turning point’ for how 
technology  is  used  in  education  and  training.  It  has  underlined  the  need  for  high  quality 
digital  content being readily available  and affordable for learners and educators.  It  has also 
increased the need to engage every person and all parts of the education and training system 
in  a  common  effort  to  ensure  that  technology  is  deployed  in  an  effective  way  so  that  it 
becomes an enabler of – and not a barrier to – high quality, inclusive education. 

‘The key lesson of the COVID-19 crisis is that digital education should no longer be viewed as 
an island of its own but considered an integral part of all education and training.’ Teacher 

Respondents rated teachers’ digital skills and competences as the most important component 
of digital education, followed by leadership and vision in the educational institution, suitable 
digital  content  and  infrastructure.  Learners  expressed  a  need  for  more  interaction  and 
guidance  from  teachers,  greater  communication  with  peers,  and  more  support  for  mental 
health  and  well-being.  According  to  respondents,  students  in  primary  and  lower  secondary 
schools (and students who depend more on the physical presence of a tutor or teacher) were 
particularly affected during this period. 

Parents played an important role in enabling learning, as learning and well-being suffered 
due to the lack of social interaction and guidance. When assessing what was needed and not 
available to them during the crisis, they indicated the importance of receiving more assistance 
on  how  to  support  their  children  for  online  and  distance  learning.  Parents,  from  many 
Member  States,  expressed  a  more  negative  opinion  on  the  measures  taken  to  ensure 
continuity of education and training, compared to educators.  

 ‘My  child  is  a  pre-schooler.  She  is  not  able  to  do  an  activity  by  herself  without  my  direct 
involvement and help. But I needed to work at the same time.’ Parent 

The  socio-economic  situation  of  parents  played  a  crucial  role  in  their  ability  to  help  pupils 
and  students  continue  the  learning  process.  Parents  with  higher  education  attainment  were 
generally  better  placed  to  help  learners  with  a  supportive  learning  environment  at  home. 
Unengaging  learning  materials,  the  lack  of  guidance  and  structure  for  learning  and 
assessment  led  to  disengagement  among  some  students,  teachers  and  parents.  According  to 
respondents, online learning resources and content need to be more relevant, interactive and 

6 

 
 
 
easy to use. Respondents also think that these resources should provide relevant skills for the 
labour market, be of high quality, and be recognised by national authorities.  

 ‘Digital  teaching  offers  many  advantages,  like  flexibility  and  mobility.  But  there  are  risks. 
Using the screen  all day impacts on  concentration  and  can  also  be  a burden  on  mental  well-

being.’ Student 

The crisis  period showed how important it is  for people to be digitally  skilled. Around 
62% of respondents felt that they had improved their digital skills during the crisis, and this 
percentage was higher for education and training staff. More than 50% of respondents plan to 
take action to further improve their digital competences in the future. 

‘Students have improved their digital skills, and for the most part grew to like online learning. 
Many said their communication and digital skills had improved in leaps and bounds.’ Teacher 

Respondents  said  it  was  critical  to  be  able  to  manage  the  overload  of  information;  and 
distinguish  facts  from  false  information  and  other  false  content  online.  Protecting  personal 
data  was  also  recognised  as  a  particularly  relevant  skill  by  learners  and  parents.  Digital 
content creation emerges as the area that education and training staff would like to improve in 
the near future, including being able to design and develop their own material.  

 ‘We live in a digital era and this is a huge advantage. Digital literacy and skills are 
essential and should no longer be ignored. These skills should be constantly developed 
hand-in-hand  with  the  digital  infrastructure.  This  is  the  only  way  that  investment  in 
technology will prove to be efficient.’ Industry representative 

According  to  respondents,  digital  technology  should  be  integrated  into  the  education  and 
training  system  based  on  a  consistent  set  of  quality  standards  and  guidelines,  ensuring  an 
appropriate mix of digital and face-to-face learning experiences. While they considered face-
to-face  interaction  as  vital,  many  respondents  expect  the  crisis  to  accelerate  the  shift  to 
blended or hybrid education and training.  

 ‘We need to develop better online platforms for learning. The ones we had to use were 
acceptable but still had massive limitations. We really need to develop better tools.’ Student  

According  to  respondents,  action  at  EU  level  should  support  professional  development  for 
teachers;  guidance  on  digital  education;  enhance  Member  States’  efforts  to  improve 
connectivity and infrastructure, provide support to education and training institutions for the 
development of digital education strategies and specific measures for disadvantaged groups. 
Respondents  from  several  Member  States  consider  it  essential  to  invest  in  infrastructure, 
digital  skills,  digital  literacy,  and  secure  online  environments  (platforms/tools)  with  high-
quality content. Respondents  said that educational institutions should do this by making the 
most  of  innovative  solutions  offered  by  private  education  providers  and  technology 
developers. 

One of the key results of the consultation process was that while there is some indication of 
the wider impact of COVID-19 on education and training, it is still too early to conclude on 

7 

 
 
 
 
 
 
 
 
its  long-term  consequences.  Gathering  more  experience  and  conducting  research  into  the 
lasting effects over a longer time period is therefore necessary.  

3  Making education and training systems fit for the digital age: guiding principles 

With digital change accelerating, it is essential that education and training systems adjust 
accordingly. While responsibility for content of  teaching and the organisation of education 
systems lies primarily with Member States, recent years have seen a growing momentum to 
share  and  exchange  best  practices  on  digital  education;  and  develop  common  tools  and 
frameworks  at  EU  level.  Combining  forces  and  working  together  on  digital  education  has 
never been more vital. The EU can play a more active role in identifying, sharing and scaling 
good practice and supporting Member States and the education and training communities as a 
whole with tools, frameworks, guidance, technical expertise and research.  

The  COVID-19  crisis  has  brought  greater  awareness  of  the  need  to  improve  the  use  of 
technology  in  education  and  training;  to  adapt  pedagogies  and  develop  digital  skills.  The 
following guiding principles are essential to ensure that education and training adjust to the 
digital  transformation  and  further  improve  the  quality  and  inclusiveness  of  education  in 
Europe.  

  High  quality  and  inclusive  digital  education,  which  respects  the  protection  of 
personal data  and ethics, needs to be a strategic goal of all bodies and agencies 
active in education and training. Before the pandemic, digital education was often 
the  responsibility  of  a  team  or  division  within  educational  institutions,  ministries  or 
public  bodies.  The  crisis  has  demonstrated  that  digital  education  is  not  a  marginal 
issue  but  a  central  component  of  learning,  teaching  and  assessment  in  the  21st 
century.  All  players  in  education  need  to  strategically  reflect  on  how  digital 
technologies can be embedded into education and training.  

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

  Appropriate  investment  in  connectivity,  equipment  and  organisational  capacity 
and skills should ensure that everybody has access to digital education. Education 
is a fundamental human right and access to it has to be guaranteed, independent of the 
environment in which it takes place – physical, digital or a combination of both. The 
right to quality and inclusive education and training and lifelong learning is the first 
principle of the European Pillar of Social Rights, while the fifth principle of the Pillar 
gives workers a right to training.  

  Digital  education  should  play  a  pivotal  role  in  increasing  equality  and 
inclusiveness.  Digital  skills  are  essential  to  be  able  to  develop  and  deploy  digitally 
accessible  and  inclusive  systems.  Likewise,  lack  of  digital  skills  and  lack  of 

8 

 
 
 
accessibility has meant that many disadvantaged groups, teachers, and families were 
unable  to  continue  work  and  learning  during  lockdown.  Not  only  has  this  increased 
the risk of poverty and  disadvantage but  also  it has widened inequality in education 
and training. 

  Digital competence should be a core skill for all educators and training staff and 
should be embedded in all areas of teacher professional development, including initial 
teacher education. Educators are highly knowledgeable and skilled professionals that 
need the confidence and skills to use technology effectively and creatively to engage 
and motivate their learners, support the acquisition of digital skills by learners and to 
ensure that digital tools and platform used are accessible to all learners. Teachers and 
trainers  should  have  access  to  ongoing  opportunities  for  professional  learning  and 
development tailored to their needs and their discipline. Digital teaching methods and 
innovation  in  digital  education  should  be  embedded  throughout  all  initial  teacher 
education programmes and promoted in the education and training of youth workers. 

  Education  leaders  play  a  key  role  in  digital  education.  They  need  to  understand 
how  and  where  digital  technologies  can  enhance  education;  provide  appropriate 
resources  and  investment;  empower  educators;  learn  from  best  practice  and  support 
relevant  organisational  change and a  culture that values and rewards innovation and 
experimentation.  Education  and  training  systems  need  to  evolve  and  adapt  and  this 
requires all players, including institutional leadership and decision makers in policy, 
to lead this change.  

  Digital  literacy  is  essential  for  life  in  a  digitalised  world.  With  computers  and 
algorithms  mediating  many  daily  activities,  it  is  important  to  educate  people  at  all 
ages  about  the  impact  of  digital  technology  on  well-being  and  the  way  technology 
systems  work.  This  is  instrumental  to  developing  an  understanding  of  the  risks  and 
opportunities of digital technology and encouraging healthy, safe and meaningful uses 
of  digital  technology.  Information  overload  and  the  lack  of  effective  ways  to  verify 
information  make  it  all  the  more  necessary  for  individuals  to  be  able  to  critically 
approach,  assess  and  filter  information  and  be  more  resilient  against  manipulation. 
Digital education and skills should also take into account environmental and climate 
impacts of the development and use of digital equipment and services.  

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

  To support competitiveness, we need people to have the latest advanced digital skills 
to  support  the  twin  digital  and  green  transitions  of  society,  public  services,  and  all 
parts of the economy. The deployment of technologies is affecting jobs and everyday 
life. This  makes it even  more important  to  invest in  lifelong learning by  promotion, 
provision and recognition of upskilling and re-skilling for the digital economy.   

9 

 
 
  There is a need for high-quality education content to boost the relevance, quality 
and  inclusiveness  of  European  education  and  training  at  all  levels.  Education 
institutions  have  an  increasingly  important  role  as  providers  of  lifelong  learning. 
Digital  technology  should  be  harnessed  to  facilitate  the  provision  of  flexible, 
accessible  learning  opportunities,  including  for  adult  learners  and  professionals, 
helping them to re-skill, upskill or change careers. More ambitious efforts are needed 
in  the  areas  of  digital  education  content,  tools  and  platforms11.  These  efforts  should 
encourage  the  uptake,  quality  assurance,  validation,  and  recognition  of  courses  and 
learning  opportunities  in  all  sectors  of  education  and  training.  Promoting  short 
learning courses that are recognised can play an instrumental role in upskilling and re-
skilling. This can be supported through micro-credentials which capture the learning 
outcomes  of  short-term  learning.  In  this  regard,  the  Commission  is  developing  a 
European approach for micro-credentials.  

4 

Priority areas and actions  

The EU should ambitiously address the opportunities and challenges of digital transformation 
in education and training. The guiding principles above underpin two strategic priorities to be 
taken forward at the EU level, while fully upholding the principle of subsidiarity:  

4.1  Strategic  priority  1:  Fostering  the  development  of  a  high-performing  digital 

education ecosystem  

Promoting high-quality and inclusive digital education must be a common endeavour across 
society. Governments, education and training institutions, the private sector and the public all 
need to be engaged in this endeavour in order to develop a high-performing digital education 
ecosystem. Policies relevant for digital education need to be better connected and the EU can 
contribute to this work at all levels. The Annual Sustainable Growth Strategy 202112 has, in 
fact, highlighted the need for unprecedented investments in skills and connectivity and made 
each of them one of the seven flagship investments for the Recovery and Resilience Facility. 
Key  players,  in  particular  teachers  and  trainers,  should  be  better  equipped  and  trained  to 
participate  more  effectively  in  the  digital  transformation  of  education  and  understand  the 
opportunities this can bring, when used effectively.  

Effective digital capacity planning and development is vital for education and training 
systems. This requires the development and ongoing review and updating of digital strategies 
addressing technology gaps in infrastructure, devices and developing relevant organisational 
capabilities  in  education,  including  the  capacity  to  deliver  hybrid  modes  of  learning  and 
teaching  (remote  and  on-site).  Capacity  should  be  developed  to  ensure  accessibility  to 
assistive  technologies  and  accessible  digital  content  and  more  generally  address  unequal 
access,  e.g.  on  socio-economic  or  rural-urban  grounds.  Institutionalised  support  is  essential 
for  such  planning  and  development,  as  are  interdisciplinary  teams  including  management, 
technologists  and  instructional  designers,  with  the  needs  and  experience  of  education  and 
training staff at the centre.  

11 Centres of Vocational Excellence, funded by Erasmus foster excellence in vocational education and training, and can act as a technology 
diffusion centre for companies, including on digital learning tools. 
12 COM(2020) 575 final. 

10 

 
 
                                                           
internet  connectivity 

is  critical  for  education.  Demand  for 
Very  high-capacity 
connectivity  is  increasing  due  to  bandwidth-heavy  applications  such  as  video  streaming, 
video  conferencing,  cloud  computing,  and  other  emerging  applications  (such  as  virtual  and 
augmented reality). Bringing fast and reliable internet to educational institutions and learners 
plays an important role in ensuring effective and engaging learning experiences. This means 
ensuring  that  internet  access  is  not  confined  to  a  specific  classroom  or  computer  lab. 
Moreover,  educators  consider  reliable  Wi-Fi  access  as  a  pre-requisite  if  they  are  to  use 
technology with confidence in their teaching. The recent period of educational disruption and 
closure of physical sites has underlined the need for learners to be able to access devices and 
the internet to continue with their learning at home or in other settings.  

Digital  education  content  and  training  in  digital  skills  –  including  digital  teaching 
methods – will be essential for staff. They will benefit from stronger support for online, in-
person  or  blended  teaching,  depending  on  the  context  and  needs  of  the  learner.  Educators 
should be empowered to adopt innovative methods; have the awareness of environmental and 
climate  impact  of  digital  technologies  and  services  to  make  most  sustainable  choices 
collaborate; engage in peer learning and share their experiences. A trusted digital education 
ecosystem requires high-quality content, user-friendly tools, value-adding services and secure 
platforms that maintain privacy and uphold ethical standards. Accessibility, inclusiveness and 
learner-centred  design  are  vital.  The  development  of  European  digital  educational  content 
should promote the highest pedagogical and educational quality and respect the diversity and 
cultural richness of the Member States. 

To  support  a  high-performing  digital  education  ecosystem,  the  European  Commission  will 
pursue the following actions13: 

1. Launch a strategic dialogue with Member States in order to prepare a possible 
proposal  for  a  Council  Recommendation  by  2022  on  the  enabling  factors  for 
successful digital education, including: 

  tackling  connectivity  gaps  (using  EU  funding  as  well  as  Member  State  and 

private funding); 

  tackling equipment gaps (using EU funding as well as Member State and private 
funding  and  setting  up  schemes  to  reuse  suitable  hardware  from  public 
administration and enterprises in schools); 

  supporting education and training institutions with know-how on how to adapt 
and digitise in an inclusive manner (using relevant EU tools and instruments); 

  addressing accessibility and availability of assistive technologies; 
  encouraging  Member  States  to  foster  closer  dialogue  on  digital  education 

between stakeholders in the economy and education institutions; 

  encouraging Member States to  develop  guidelines for digital  pedagogy,  drawn 

from best practice and experience, and upskilling their teachers; 

lessons 

the  COVID-19  crisis,  propose  a  Council 
2.  Drawing  on 
Recommendation  on  online  and  distance  learning  for  primary  and  secondary 
education by the end of 2021. This would help develop a shared understanding at EU 
level  of  the  approaches  needed  for  distance,  online  and  blended  learning  that  is 

from 

13 The financing of certain initiatives may be subject to the adoption of the basic acts of the respective programmes and will be implemented 
in accordance with their rules.  

11 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
   
     
 
 
 
 
                                                           
effective, inclusive and engaging.  

3.  Develop  a  European  Digital  Education  Content  Framework  that  will  build  on 
European  cultural  and  creative  diversity  and  include  guiding  principles  for  specific 
sectors  of  education  and  their  needs  (such  as  high-quality  instructional  design, 
accessibility,  recognition  and  multilingualism)  while  reflecting  the  need  for  the 
interoperability,  certification,  verification  and  transferability  of  content.  Launch  a 
feasibility  study  on  the  creation  of  a  European  exchange  platform14  to  share 
certified  online  resources  (such  as  massive,  open  online  courses)  and  link  existing 
education platforms.15 

4. Support, where necessary, Gigabit connectivity of schools, as well as connectivity in 
schools16  under 
the  Connecting  Europe  Facility  Programme.  Carry  out  
Connectivity4Schools  awareness  raising  actions  on  funding  opportunities.  Encourage 
Member States to include broadband in investment and reform projects in national 
recovery  and  resilience  plans  under  the  Recovery  and  Resilience  Facility,  in  line 
with  the  European  Connect  flagship.  Make  the  most  of  EU  support  with  regard  to  
internet access, purchase of digital equipment and e-learning applications and platforms 
for  schools  and  in  particular  for  students  from  disadvantaged  groups  and  for  students 
and educators with disabilities.  

5. Use Erasmus cooperation projects17 to support the digital transformation plans 
of  primary,  secondary,  vocational  education  and  training  (VET),  higher18,  and  adult-
education  institutions.  Support  digital  pedagogy  and  expertise  in  the  use  of  digital 
tools  for  teachers,  including  accessible  and  assistive  technologies  and  digital  content, 
through  Erasmus  Teacher  Academies  and  launch  an  online  self-assessment  tool  for 
teachers,  SELFIE  for  Teachers19,  based  on  the  European  Framework  for  Digital 
Competence of Educators to help identify strengths and gaps in their digital, technical 
and teaching skills.  

6.  To  promote  understanding  of  emerging  technologies  and  their  applications  in 
education, develop ethical guidelines on artificial intelligence (AI) and data usage in 
teaching  and  learning  for  educators  and  support  related  research  and  innovation 
activities  through  Horizon  Europe20.  This  will  build  on  the  Ethics  Guidelines  for 
Trustworthy Artificial Intelligence21. The guidelines will be accompanied by a training 
programme for researchers and students on the ethical aspects of AI and include a 

14 This European Exchange Platform reflects proposals for a MOOC (massive open online course) platform by different stakeholders during 
the stakeholder consultation process. See Staff Working Document pp. 39-40.  
15  This  will  take  into  account  the  ongoing  work  on  Europass  learning  opportunities  and  the  development  of  the  Digital  Skills  and  Jobs 
Platform. 

16 As one of the socio-economic drivers, the coverage of schools with Gigabit symmetric links is foreseen in the EU’s strategic objectives 
for 2025 and is eligible under the Connecting Europe Facility 2. 
17 This will include in particular Erasmus Key Action 2 projects. 
18 In higher education, this can be implemented through a series of strategic reviews on digital transformation for higher education 
institutions (HEIs), building on the HEInnovate initiative, targeting the innovation capacity development of HEIs.  
19 This initiative will build on the Commission’s highly successful tool, SELFIE for schools, which has been used by more than 670 000 
teachers, students and school leaders to review how technologies are used in their school and plan for improvement. SELFIE (Self-reflection 
on Effective Learning by Fostering the use of Innovative Educational Technologies) can be used by any primary, secondary or VET school 
anywhere in the world and is available in 32 language versions. New features and support material for schools are added on an ongoing 
basis: https://ec.europa.eu/education/schools-go-digital_en 
20 Focus areas include artificial intelligence, data, virtual reality, augmented reality etc.  
21 https://ec.europa.eu/digital-single-market/en/news/ethics-guidelines-trustworthy-ai 

12 

 
 
 
 
 
 
     
 
 
 
 
 
 
 
         
 
     
 
 
 
 
 
 
 
 
 
 
 
 
     
 
 
 
 
 
 
 
 
 
       
 
 
 
 
                                                           
target of 45% of female participation in the training activities. 

4.2 

 Strategic  priority  2:  Enhancing  digital  skills  and  competences  for  the  digital 
transformation  

A  changing  society  and  the  transition  to  a  green  and  digital  economy  require  solid 
digital  competences.  Boosting  digital  skills  at  all  levels  helps  increase  growth  and 
innovation  and  build  a  fairer,  more  cohesive,  sustainable  and  inclusive  society.  Being 
digitally  skilled  and  acquiring  digital  literacy  can  empower  people  of  all  ages  to  be  more 
resilient, improve participation in democratic life and stay safe and secure online. Equipping 
Europe’s workers and job seekers with digital skills will be critical for economic recovery in 
the  coming  years.  In  addition  to  digital  skills,  the  digital  economy  requires  also 
complementary skills such as adaptability, communication and collaboration skills, problem-
solving, critical thinking, creativity, entrepreneurship and readiness to learn.  

Digital  literacy  has  become  essential  for  everyday  life.  A  sound  understanding  of  digital 
information,  including  personal  data,  is  vital  to  navigate  a  world  increasingly  infused  with 
algorithms.  Education should more actively help  learners to  develop  the ability to  critically 
approach,  filter  and  assess  information,  notably  to  identify  disinformation  and  to  manage 
overload  of  information  as  well  as  develop  financial  literacy.  Education  and  training 
institutions  can  help  build  resilience  to  information  overload  and  disinformation,  which 
becomes  more  widespread  in  times  of  crisis  and  major  societal  upheaval.  Countering 
disinformation  and  harmful  speech  through  education  and  training  is  crucial  for  effective 
participation  in  society  and  democratic  processes,  especially  by  young  people.  More  than 
40%  of  young  people  consider  that  critical  thinking,  media  and  democracy  are  not  ‘taught 
sufficiently’ in school. The challenge is particularly relevant for younger students, nearly all 
of whom are online every day.  

Computing education22 in schools allows young people to gain a sound understanding of 
the digital world. Introducing pupils to computing from an early age, through innovative and 
motivating approaches to teaching, in both formal and non-formal settings, can help develop 
skills  in  problem-solving,  creativity  and  collaboration.  It  can  also  foster  interest  in  STEM-
related studies and future careers while tackling gender stereotypes. Actions to promote high 
quality and inclusive computing education can also impact positively on the number of girls 
pursuing IT-related studies in higher education and, further on, working in the digital sector 
or digital jobs in other economic sectors.  

A  solid  and  scientific  understanding  of  the  digital  world  can  build  on,  and  complement, 
broader  digital  skills  development.  It  can  also  help  young  people  to  see  the  potential  and 
limitations of computing for solving societal challenges. Yet, many young people in Europe 
still  leave  school  without  any  exposure  to  computing  education23.  Efforts  to  improve 

22 Also known as informatics or computer science in many countries.  
23 Work will begin in October 2020 to update the study by the European Commission on computational thinking from 2016. 
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC104188/jrc104188_computhinkreport.pdf. This will be accompanied by a 

13 

 
 
 
 
 
 
                                                           
 
computing education in  schools require a partnership  approach, involving higher education, 
non-formal  education,  including  libraries,  Makerspaces  and  Fablabs24,  as  well  and  industry 
and education research. EU Code Week25, which grows year on year, is an excellent initiative 
to introduce a wide and diverse audience to coding, programming and digital creativity more 
widely.    

In  2019,  a  fifth  of  young  persons  in  Europe  reported  not  to  have  basic  digital  skills,  with 
young  people  with  low  education  levels  more  than  three  times  as  likely  to  underachieve  in 
digital skills than their peers with higher levels of education. This is preventing many young 
people  from  participating  fully  in  the  labour  market.  For  this  reason,  the  Commission 
proposal for a reinforced Youth Guarantee recommends an assessment of digital skills of 
NEETs registering in the Youth Guarantee, and on the basis of gaps identified, to offer them 
a dedicated preparatory digital training.  

To  thrive  in  a  technology-driven  economy,  Europeans  need  digital  skills.  Everyone, 
including students, job seekers and workers, will need to be digitally skilled and confident to 
succeed  in  a  rapidly  changing  environment  and  adapt  to  new  and  emerging  technologies. 
Levels  of digital  skills  in  the EU are still low, albeit  gradually improving, while the digital 
transformation is accelerating. 90% of jobs in all sectors in the future will require some form 
of digital skills, yet 35% of Europe’s workers lack these skills. Demand for digital skills will 
grow with skills in demand ranging from basic to advanced, and including AI, data literacy, 
supercomputing and cybersecurity.  

Advanced  digital  skills26  are  in  high  demand.  The  Digital  Opportunity  Traineeship 
initiative,  which  has  been  running  since  2018,  has  provided  students  and  recent  graduates 
with the opportunity to acquire hands-on digital experience in industry. This scheme, which 
has trained over 12 000 students with both basic and advanced digital skills, will be scaled up 
to  include  teachers,  trainers  and  other  educational  staff  by  offering  them  professional 
development opportunities in digital education. The scheme will also be extended to include 
traineeships  for  learners  and  apprentices  from  the  VET  sector,  as  VET  systems  are  well 
placed  to  respond  to  the  skills  challenges  of  digitalisation.  The  development  of  advanced 
digital skills is also one of the objectives of the Digital Europe programme. In addition, the 
SME  Strategy  contributes  through  the  Digital  Volunteers  and  the  Digital  Crash  Courses, 
targeting specifically the current workforce. 

All Member States face shortages of digital experts, including data analysts, cybersecurity 
analysts,  software  developers,  digital  accessibility  specialists  and  machine-learning  experts. 
58%  of  companies  that  wish  to  hire  digital  specialists  report  difficulties  in  recruiting,  and 
78% of companies  cite a lack of appropriate skills as the main barrier to new investment27. 
Research by the Commission shows that there is scope for increasing the EU-based Master’s 

mapping of computer science education in compulsory education to identify trends and shared challenges, with a view to proposing a 
common set of principles to improve the overall quality and inclusiveness of computer science education in the EU.  
24 For more on the role of Makerspaces and Fablabs see the Commission’s report 
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC117481/makerspaces_2034_education.pdf 
25 https://codeweek.eu 
26 The Commission proposal for a digital Europe programme defined them by saying: ‘Advanced digital skills are specialised skills, i.e. 
skills in designing, developing, managing and deploying technologies such as high performance computing (HPC), artificial intelligence and 
cybersecurity’ COM/2018/434 final - 2018/0227. 
27 EIB investment report 2019 

14 

 
 
                                                                                                                                                                                     
programmes  in  artificial  intelligence  and  cybersecurity.28.  This  will  give  access  to  high-
quality and relevant learning opportunities in advanced digital areas throughout the EU. More 
needs  to  be  done  to  promote  professions  and  careers  in  the  digital  sector.  Although  many 
efforts  and  initiatives  are  underway,  including  by  professional  computer  societies  and  the 
European  Committee  for  Standardisation  on  IT  professionalism  and  digital  competences29, 
on-going efforts must be recognised, promoted and scaled-up. 

Women  accounted  for  54%  of  all  tertiary  students  in  the  EU  in  2017,  yet  they  are 
particularly underrepresented in the digital sectors. Women hold only 17% of tech sector 
jobs.  Although  girls  generally  perform  better  than  boys  in  the  Programme  for  International 
Student  Assessment  (PISA)  and  International  Computer  and  Information  Literacy  Study 
(ICILS)  international  skills  tests,  they  can  veer  away  from  STEM  subjects  with  age.  This 
affects their participation in higher education, where only one in three STEM graduates is a 
woman.  Teachers,  parents,  and  STEM  professionals  need  to  engage,  motivate  and  inspire 
female students as greater inclusion of women in the digital economy and increased diversity 
in  the  labour  market  can  bring  social  and  economic  value  for  Europe’s  competitiveness, 
growth  and  innovation.  Efforts  to  tackle  gender  stereotypes  and  gender  bias  in  the  digital 
sector are also much needed for improved gender balance in the sector. Initiatives such as the 
‘Women in Digital’ strategy and WeGate30 already work towards achieving these objectives 
but efforts need to be stepped up in order to make more progress. On top of these strategies to 
attract more women to ICT jobs, there is also a need to understand better why more women 
do not take jobs to in the ICT domain, and making these curricula and careers more attractive 
to girls and women. Such insights can only benefit the teaching and development of digital 
technologies,  as  well  as  the  objective  of  the  SME  Strategy  to  increase  women 
entrepreneurship. 

Everyone  should  acquire  a  basic  understanding  of  new  and  emerging  technologies 
including  AI.  This  will  help  them  to  engage  positively,  critically  and  safely  with  this 
technology,  and  be  aware  of  potential  issues  related  to  ethics,  environmental  sustainability, 
data  protection  and  privacy,  children  rights,  discrimination  and  bias,  including  gender  bias 
and disability and ethnic and racial discrimination. Stronger representation and participation 
of  young  people,  women  and  underrepresented  groups  in  AI  research  and  the  AI  industry 
should  also  be  encouraged  by  supporting  existing  initiatives  and  promoting  knowledge 
sharing  and  collaboration.  To  understand  the  applications  and  implications  of  AI  for 
education, both educators and students need new skills, including basic AI and data literacy 
skills.  Education  and  training  institutions  need  to  be  aware  of  the  opportunities  and 
challenges created by AI. The Commission will launch an awareness  campaign for learners 
and  education  and  training  institutions  (secondary,  VET  and  higher  education)  to  promote 
awareness of the opportunities and challenges created by AI31. 

To improve the development of digital competences, the European Commission will pursue 
the following actions: 

28 JRC (2019): Academic offer and demand for advanced profiles in the EU: Artificial Intelligence, High Performance Computing and 
Cybersecurity.  
29 CEN Technical Committee 428 
30 See https://wegate.eu/ and https://ec.europa.eu/digital-single-market/en/news/women-digital 
31 With a view to reaching 1% of EU learners and teachers by 2022 and 1% of the EU population by 2024 or 2027. 

15 

 
 
 
 
                                                           
7.  Develop  common  guidelines  for  teachers  and  educational  staff  to  foster  digital 
literacy  and  tackle  disinformation  through  education  and  training.  This  should  be 
done in close cooperation with stakeholders through a multi-stakeholder group, bringing 
together  civil  society  organisations,  European  technology  companies  and  carriers, 
journalists, media and broadcasters, the Media Literacy Expert Group and the European 
Digital Media Observatory, national authorities, education and training institutions, Safer 
Internet Centres, educators, parents and young people. This will be done in line with the 
upcoming Media Action Plan. 

8. Update the European Digital Competence Framework32 with a view to including AI 
and  data-related  skills.  Support  the  development  of  AI  learning  resources  for  schools, 
VET  organisations,  and  other  training  providers.  Raise  awareness  on  the  opportunities 
and challenges of AI for education and training.  

9. Develop a European Digital Skills Certificate (EDSC) that may be recognised and 
accepted by governments, employers and other stakeholders across Europe. This would 
allow  Europeans  to  indicate  their  level  of  digital  competences,  corresponding  to  the 
Digital Competence Framework proficiency levels33.  

10. Propose a  Council recommendation on improving the provision of digital skills 
in  education  and  training.  This  will  include  using  EU  tools  to  invest  in  teacher 
professional development; exchange of best practice on instructional methods, including 
through a focus on inclusive high-quality computing education (informatics) at all levels 
of education and fostering dialogue with  industry  on identifying  and updating new  and 
emerging skills needs, in synergy with the Skills Agenda. 

11.  Improve  monitoring  and  support  the  cross-national  collection  of  data  on  student 
digital  skills  through  participation  in  the  ICILS34  to  better  understand  gaps  and 
strengthen  the  evidence  base  for  actions  to  address  these  gaps.  This  will  include 
introducing an EU target for student digital competence to reduce the share of 13-14 
year old students who underperform in computer and information literacy to under 15% 
by 2030. 

12.  Incentivise  advanced  digital  skills  development  through  targeted  measures 
including  scaling  up  the  Digital  Opportunity  traineeships  by  extending  them  to  VET 
learners  and  apprentices,  and  offering  professional  development  opportunities  for 
teachers, trainers and other educational staff in school, VET, adult and higher education.  

13.  Encourage  women’s  participation  in  STEM,  in  cooperation  with  the  European 
Institute  of  Innovation  and  Technology  (EIT)35;  support  the  EU  STEM  Coalition  to 
information  and 
develop  new  higher  education  curricula  for  engineering  and 

32 See digital competence framework for citizens, with eight proficiency levels and examples of use. 
https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/digcomp-21-digital-competence-framework-citizens-
eight-proficiency-levels-and-examples-use.  
33 The EDSC will be supported by a self-assessment approach. 
34 The assessment will be performed by the International Association for the Evaluation of Educational Achievement (IEA), which is 
responsible for the ICILS study. The ICILS, or International Computer and Information Literacy Study (ICILS), directly measures students’ 
computer and information literacy, but does not yet cover all Member States. It is already used in seven Member States. 
35 With a view to reach up to 40 000 female students in areas such as health; food; urban mobility; added-value manufacturing; climate 
change; sustainable energy; digital technologies; raw materials. 

16 

 
 
 
 
 
 
 
 
 
 
 
 
   
     
 
 
 
 
 
 
 
 
 
     
 
 
 
         
 
 
 
 
 
 
 
 
 
     
 
 
 
 
 
 
 
 
 
     
 
 
 
 
 
 
 
 
                                                           
communications technology based on the STEAM approach36  to  be more  attractive  for 
women  and  increase  their  participation  and  career  development  in  STEM  subjects  and 
IT.  

5. Strengthening cooperation and exchange in digital education at EU level  

The Action Plan sets out a co-ordinated policy response at EU level with actions, investment, 
and  support  measures  designed  to  have  greater  impact  than  isolated  initiatives  at  Member 
State  level.  Its  implementation  will  be  ensured  as  part  of  the  enabling  framework  for  the 
European Education Area and will involve relevant working groups and arrangements. This 
will  involve  actors  at  various  levels  (EU,  national,  regional,  local)  and  engage  the  public 
more closely through direct communication channels and opportunities for co-creation.  

In response to the lessons learnt from the COVID-19 crisis and the longer-term objectives of 
this action plan, the Commission will support Member States and their education and training 
systems  through  closer  cooperation and a more focused discussion and exchange on digital 
education  at  the  EU  level.  This  is  necessary  to  enable  strategic  collaboration  with  relevant 
stakeholders across regions, Member States and the EU. In order to improve cooperation on 
digital education at the EU level, the Commission will: 

14. Establish a European Digital Education Hub to: 

  support Member States by setting up a network of national advisory services on 
digital  education  to  exchange  experience  and  good  practice  on  the  enabling 
factors of digital education; link national and regional digital-education initiatives 
and  strategies;  and  connect  national  authorities,  the  private  sector,  experts, 
education and training providers and civil society through various activities; 
  monitor  the  implementation  of  the  Action  Plan  and  the  development  of  digital 
education in Europe including through results from EU-supported projects37 and 
share  good  practice  by  contributing  to  research  experimentation  and  systematic 
collection and analysis of empirical evidence, in part through peer learning; 

  support cross-sector collaboration and new models for the seamless exchange of 
digital  learning  content,  addressing  issues  such  as  interoperability,  quality 
assurance, environmental sustainability, accessibility and inclusion and common 
standards for digital education;  

  support  the  agile  development  of  policy  and  practice  by  being  a  think-and-do-
tank  for  digital  education  and  engaging  stakeholders  in  user-driven  innovation 
through the Digital Education Hackathon.  

Monitoring  and  evaluation  will  be  ensured  as  part  of  the  European  Education  Area 
the 
governance  framework.  This  will  provide 

transparency  and  accountability 

in 

36 The STEAM approach for learning and teaching links STEM and other fields of study. It promotes cross-cutting, ‘transversal’ skills such 
as  digital  skills,  critical  thinking,  problem-solving,  management,  and  entrepreneurship.  It  also  promotes  cooperation  with  non-academic 
partners and responds to economic, environmental, political and social challenges. STEAM encourages the blending of knowledge that is 
required in the real world and natural curiosity. 
37 In particular those funded under Erasmus, Digital Europe, InvestEU and Horizon Europe 

17 

 
 
 
 
 
      
 
 
 
 
 
 
 
 
 
 
 
                                                           
implementation of the Action Plan. Key performance indicators will apply for each action to 
help  assess  progress  and  –  where  necessary  –  adjust  and  adapt.  The  Commission  will 
undertake a comprehensive review of the Digital Education Action Plan in 2024 to assess its 
outreach and impact. On the basis of this review, the Commission will propose additional or 
new measures if necessary.  

As  digitalisation  advances,  the  Action  Plan  provides  the  policy  context  and  strategic 
guidance to increase the digital impact of the Erasmus programme. Blended mobility will be 
‘mainstreamed’  (i.e.  integrated)  into  the  Erasmus  programme  by  introducing  a  ‘virtual 
learning’  component  to  Erasmus  and  further  strengthening  successful  initiatives  such  as  e-
Twinning  for  schools.  This  will  help  bring  together  learners  and  teachers  from  different 
countries  to  work  online  collectively  on  common  projects.  This  will  complement  physical 
mobility and help improve the digital skills of educators and learners. It will also improve the 
quality  of  the  overall  digital  learning  experience.  In  addition,  greater  use  will  be  made  of 
virtual exchanges between young people and education institutions in Europe, and around the 
world, to further engage young people in intercultural dialogue and improve their soft skills. 
In  higher  education,  the  European  Universities initiative  will  develop  virtual  and  face-to-
face  EU  inter-university  campuses.  In  so  doing,  this  initiative  will  implement  innovative 
models of digital higher education. The European Student Card Initiative will play a key role 
to  facilitate  the  secure  electronic  exchange  and  verification  of  student  data  and  academic 
records,  becoming  a  real  differentiator  for  higher  education  institutions  by  simplifying  the 
management  of  their  students’  mobility.  It  will  allow  students  to  identify  and  authenticate 
themselves online in a secure and trusted manner based on the EU's electronic identification 
rules (eIDAS regulation)38 when carrying out online learning activities at a host institution in 
another  Member  State.  By  connecting  universities’  various  IT  systems,  we  will  achieve  a 
paperless Erasmus mobility in full respect of General Data Protection Rules. 

6. Outreach and international cooperation  

Successful implementation of the Action Plan will include working in close partnership and 
cooperation with the European Parliament and Member States, with the active involvement of 
the Committee of the Regions  and local  authorities. For Member States,  closer cooperation 
will  help  to  overcome  policy  fragmentation  that  can  undermine  effective  digital  education 
policies.  It  is  also  necessary  to  strengthen  and  coordinate  work  across  sectors  and  policy 
areas.  The  Commission  will  therefore  support  collaboration  and  networking  at  EU  level 
between  national  entities  dedicated  to  digital  education.  This  will  help  to  promote  the 
exchange of good practice through peer learning and support a more consistent and structured 
approach to digital education policies.  

The  Commission  will  also  organise  outreach  events,  in  the  form  of  a  stakeholder  forum, 
with  the  aim  of  increasing  participation  –  and  creating  a  sense  of  ownership  –  by  a  wide 
range  of  stakeholders.  The  events  will  bring  together  Member  States,  EU  institutions,  and 
education  stakeholders  (including  teacher  and  parent  organisations,  local  authorities,  civil 

38 Regulation (EU) N°910/2014 on electronic identification and trust services for electronic transactions in the internal market (eIDAS 
Regulation) adopted on 23 July 2014 provides a predictable regulatory environment to enable secure and seamless electronic interactions 
between businesses, citizens and public authorities. Currently, there is an ongoing review of the Regulation.  

18 

 
 
 
                                                           
society  groups,  and  businesses  –  including  companies  committed  to  the  digital  education 
agenda) to exchange best practice and discuss emerging challenges and opportunities.  

Digital  education  can  be  an  important  tool  for  the  EU  internationally,  through  sharing  and 
scaling up good practice and building communities of practice through collaboration and EU-
supported projects. A well-functioning education system is at the heart of the European way 
of  life  and  is  essential  for  the  prosperity  and  stability  of  the  EU,  Member  States  and  our 
partner countries. Digital education initiatives have the potential to help strengthen relations 
between  the  partner  countries  and  the  EU,  but  also  to  strengthen  relations  within  different 
non-EU  regions.  An  open  and  high-performing  digital  education  ecosystem  in  the  EU  can 
help attract and nurture excellence from around the world as the global competition for talent 
and innovation accelerates. This can help increase the innovation performance of the EU and 
its Member States.  

The COVID-19 pandemic has exposed the global digital divide. Strengthening international 
cooperation  on  digital  education  must  be  an  integral  part  of  the  EU  as  a  global  partner  on 
education.    This  will  be  reflected  in  EU  international  cooperation  programmes  at  global, 
regional  and  bilateral  level,  including  in  the  international  dimension  of  Erasmus+.  In 
particular,  the  EU,  under  a  Team  Europe  approach,  will  promote  global  cooperation,  while 
simultaneously addressing its strategic goals in priority regions, notably the western Balkans, 
Africa,  and  the  Neighbourhood  regions  of  the  Eastern  Partnership  and  the  South 
Mediterranean,  based,  amongst  others,  on  the  experience  gained  in  the  context  of  the 
Digital4Development Hub. Digital transformation will play a central role in relaunching and 
modernising the economies of the Western Balkans in  line with the  digital  agenda for the 
Western  Balkans39.  Similarly,  the  Commission  supports  the  efforts  of  the  Eastern 
Partnership  countries  through  the  EU4Digital  Initiative  and  its  facility.  It  will  foster 
sustainable development and deliver concrete benefits to African partners while exchanging 
best practices within the framework of the Africa Europe Alliance. 

7. Conclusion  

The COVID-19 pandemic is impacting heavily on education and training systems. In highly 
difficult circumstances it has accelerated the digital transformation and triggered rapid, large-
scale change. Developments that could have taken years happened in just a few weeks. We 
are now faced with both challenges and opportunities. This means we need to use the lessons 
of  recent  months  to  step  up  our  efforts  and  gradually  evolve  from  temporary,  emergency-
focused  remote  education  to  more  effective,  sustainable  and  equitable  digital  education,  as 
part of creative, flexible, modern and inclusive education and training. This process should be 
informed by contemporary teaching practices and research.  

Member States  should build on the momentum of recent  months to  develop  higher quality, 
more accessible  and more inclusive digital  teaching, learning and assessment.  In particular, 
Member  States  should  make  full  use  of  the  European  Union’s  Recovery  and  Resilience 
Facility for adapting their education and training systems to the digital age. This will help to 
ensure  that  all  Europeans,  whether  they  live  in  urban  or  rural  areas,  in  the  periphery  or  in 
capital  regions,  and  regardless  of  their  age,  have  the  digital  skills  they  need  to  live,  work, 

39 https://ec.europa.eu/commission/presscorner/detail/en/IP_18_4242 

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learn  and  thrive  in  the  21st  century.  Transforming  education  and  training  systems  is  a  key 
part of the vision for a Europe fit for the digital age.  

However, such transformation will not happen from one day to the next. It requires strategic 
and  concerted  action,  as  well  as  the  pooling  of  resources,  investment  and  political  will  to 
move ahead at EU and national level. Making the digital leap in education and training will 
be vital  for people to  achieve their potential without  leaving anyone behind.  It will also  be 
vital  for  proving  the  effectiveness,  relevance  and  legitimacy  of  education  and  training 
systems in preparing for – and shaping – the future.  

The  Commission  invites  the  European  Parliament  and  the  Council  to  endorse  this  Digital 
Education Action Plan as the basis for cooperation and joint action to address the challenges 
and opportunities for education and training in the digital age. 

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