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Labour Market Diagnostic Mechanism – Greece

By Country providing the good practice, EU Initiatives, EU institutional good practice initiative, Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, Other, Public, Type of initiative of the good practiceNo Comments

Labour Market Diagnostic Mechanism – Greece

29.07.2025

Background and context

In June 2025, the Labour Market Diagnostic Mechanism was introduced as a good practice in all the practices of the European Commission’s European Network of Public Employment Services (PES), including practices reflecting EU employment policy in the context of the Europe 2020 strategy.

 

Anticipating skills needs

The Greek labour market is evolving rapidly. Within this framework, the Labour Market Diagnostic Mechanism, an online labour market monitoring tool that combines big data analysis with job demand and skills data has been developed that offers solutions for more effective employment services and labour-market policies.

The tool helps anticipate skills needs, with a view to improving labour market information and enhancing the services provided to public employment services counsellors, jobseekers and employers.

It operates under the supervision of the public employment service (DYPA) and the Unit of Experts for Employment, Social Security, Welfare and Social Affairs (MEKY) of the Greek Ministry of Labour and Social Security, and is a pioneering initiative that brings innovation to the monitoring and forecasting of skills needs.

The Facility, which was upgraded in 2024, uses data from the Ergani job register, the Hellenic Statistical Authority (ELSTAT) and the ESCO European Skills Classification System to map the most sought-after skills by sector, demographic group and region. This tool was initially tested in the IT and communications and pharmaceutical sectors, with plans to expand to all economic sectors by the end of 2025.

The initiative is supported by the European Social Fund (ESF) and is part of the Human Resources Development and Social Cohesion programme 2021–2027.

mechanism of labour market diagnosis skills analysis tool
Why is this a good practice?

The Mechanism is an excellent practice for both the Greek and the European labour market for the following reasons:

  • Data-based analysis: It combines data from multiple sources (Ergani, ELSTAT, ESCO) to provide accurate skills forecasts, overcoming the challenges of traditional surveys based on questionnaires. This allows for a rapid and reliable mapping of labour market needs.
  • Reinforcement of DYPA services: The tool helps employment advisers to provide more targeted services by improving the match between unemployed and vacancies.
  • In 2024, 861 advisors and 53 senior DYPA officials received training in the use of the Facility, enhancing the efficiency of their services.
  • Adaptation of educational programmes: The results of the Facility lead to the reform of curricula in the vocational education and training (VET) institutions of DYPA, ensuring that educational offers are relevant to current and future market needs.
  • Support for enterprises and employees: By using the European ESCO classification and validation through Employers Focus Groups, the Facility helps businesses identify the required technical skills and invest in the training of their employees.
  • Flexibility and adaptability: The tool has a user-friendly interactive interface that allows for the selection of demographic or local data, making it accessible to different audiences, such as policy makers, employment advisers and students.
  • Contribution to policymaking: the Mechanism provided documentation for the update of the National Strategy for Upskilling and Connecting to the Labour Market, which received a positive assessment from the National Labour Force Skills Council .

 

Results and benefits

The Facility has delivered significant results:

  • Improved employment services: trained consultants to use skills forecasts to better match jobs and the unemployed.
  • Targeted policies: support evidence-based active labour market policies, reducing imbalances between skills supply and demand.
  • Strengthening vocational training: VET institutions receive regular information on skills needs, enabling adaptation of their programmes.
  • Labour market resilience: helps prevent unemployment and strengthen labour market resilience through preventive measures.

 

Lessons and success factors

The Labour Market Needs Diagnosis Mechanism is an exemplary practice that brings Greece closer to a modern, evidence-based and flexible labour market. The success of the Mechanism is due to its simplified presentation of complex data, regular training of consultants and validation of results through employer focus groups.

A key lesson is the need for continuous training of users on the tool and its adaptation to more user-friendly formats, such as the provision of unemployment indicators by occupation and region.

By using advanced technologies and data, the tool not only improves DYPA services but also strengthens the link between education, employers and employees, contributing to a more resilient and competitive economy. Its extension to all sectors by the end of 2025 will further strengthen the dynamics of the Greek labour market, and make it a model for other countries to emulate.

Details

Website

Target audience

Digital skills for all

Digital skills for the workforce

Digital technology

Big Data

Software

Level

Basic

Funding of the good practice

Public

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Greece

Start date

End date

Initiative: Pioneers for Artificial Intelligence

By Country of the initiative, Country providing the good practice, EU Initiatives, EU institutional good practice initiative, EU Institutional initiative, Funding of the good practice, INSPIRATION: Good practices, INSPIRATION: Initiatives, Other, Other, Public-private, Type of initiative of the good practiceNo Comments
Initiative: Pioneers for Artificial Intelligence

27.08.2024

The “Innovators for Artificial Intelligence (AI)” initiative is implemented by the non-profit organisation Science For You – SciFY and the ahedd Digital Innovation Hub of the National Centre for Natural Sciences (NCSR) “Demokritos”, with the support of the US Embassy in Athens and the John S. Latsis Public Benefit Foundation, and aims to train 1,000 Pioneers in Artificial Intelligence in Greece.

Purpose of the Initiative

The main goal of this initiative is to create an active community of 1,000 Pioneers in Greece who will know and can co-shape human-centric Artificial Intelligence (AI), leverage Artificial Intelligence to innovate and shape a better future for all.

The trained community of 1,000 will be composed of members of all professional categories such as:

  • entrepreneurs, high-level private business executives, IT executives
  • policy makers, politicians, Think Tanks, high-level ministries
  • NGO executives, social business executives
  • IT executives, IT students, tech workers, science researchers
  • Social/Political Scientists
  • involved in education (Gymnasium/Lyceum, Business, IT, Political Science, Social Sciences)

This community will be trained through an innovative program and will be networked and stimulated to be able to mobilize forces and collaborations in key sectors of the economy and society utilizing the latest technological developments.

The project includes

  • the training of 1,000 pioneers,
  • the website “AI in Greece“, which will be the central point of reference. It will inform about the developments, about the achievements of the 1,000 Pioneers for AI in Greece, will include articles on AI, educational content, etc.
  • the creation of a supportive community of researchers, experts, consultants, etc. (from Greece and abroad) who will have knowledge, motivation and the ability to contribute with their knowledge and support services. This enhances the sustainability of the project,
  • a networking and exchange platform of 1,000.

Training of the 1,000 frontrunners of the initiative

The training will combine theory and encouragement in practical application. It will be specifically designed for each different target group, and will include:

  • theoretical education (training, attending seminars, buying/offering a book),
  • action: organisation of at least one action on their own initiative, or participation in at least one initiative of another party (e.g. participation in a consultation).

The training will be completed in 3 years, with the aim of training 200 people in the first year, 300 in the second, and 500 in the third.

What is the expected impact?

The ultimate goal is to co-shape and leverage AI to increase impact primarily in the following areas:

  • the daily lives of citizens: understanding how AI works, avoiding undue fear of fake news, participating in consultations on AI,
  • the economy: taking entrepreneurial initiatives, creating new services, increasing innovation, creating competitive advantages,
  • AI policy making: raising awareness of AI issues, helping to create an appropriate regulatory framework, protecting citizens’ rights, fostering AI-enabled entrepreneurship,
  • impact of civil society action: leveraging AI tools to strengthen democracy, pluralism and more effective protection of citizens’ rights;
  • preparing young scientists to make use of AI, regardless of their field of knowledge;
  • strengthening the tools and role of Digital Humanities;
  • better formulation and more effective implementation of the ongoing National Strategy on AI

Why is it a good practice?

AI is already changing our present and future with applications in all areas of our lives. AI skills and knowledge significantly influence the demand for relevant professionals, while companies that make effective use of AI can innovate and grow through appropriate training. At the same time, proper understanding and knowledge of AI can mitigate both the risks and the unpredictable conditions created by this new technology.

New practices for the development of ethical AI systems also require the development of digital skills for human resources and there is a strong need to shape AI in a human-centric and ethical way. SciFY has trained more than 1,500 people to date in AI, participates in the DIGITAL SME Focus Group on AI, the European Commission initiative (AI Watch) and the European DIGITAL SME Alliance consisting of almost 40 AI experts representing companies from all over Europe.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills in education

Digital technology

Information and Communication Technologies (ICTs)

Level

Basic

Middle

Funding of the good practice

Public-private

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Other

Organisation providing the good practice

Robotics for Good Youth Challenge

By Bulgaria, Country providing the good practice, EU Initiatives, EU institutional good practice initiative, EU Institutional initiative, Funding of the good practice, INSPIRATION: Good practices, INSPIRATION: Initiatives, Other, Public, Type of initiative of the good practiceNo Comments
Robotics for Good Youth Challenge

20.05.2024

The Robotics for Good Youth Challenge is an initiative launched by the UN in the context of growing climate challenges and increasingly frequent and intense natural disasters. Global climate change increases the risks and intensity of disasters such as torrential rains, landslides, flash floods, earthquakes, hurricanes and forest fires. In response to these emergencies, using robots for search and rescue operations is proving particularly effective.

Autonomous robots offer a quick and accurate response to finding survivors, which is crucial when every minute counts. By reducing the exposure of first responders to hazardous situations, these machines make disaster relief safer, more efficient and more affordable. In addition, robots have the advantage of being carbon neutral, which is part of a sustainable approach. They can speed up search and rescue operations, conduct geological mapping, assess damage, remove rubble and deliver medical supplies, among other tasks.

Why is this a good practice?

In this context, the Robotics for Good Youth Challenge invites teams from worldwide to design, build and code robots to address specific challenges related to disaster response for the year 2024-2025. Participants can use platforms such as Arduino, Raspberry Pi, or LEGO Mindstorms. The process includes research, brainstorming, prototyping, and programming. This educational competition aims to promote robotics and programming skills among young people, while raising awareness of the United Nations Sustainable Development Goals (SDGs). Participants acquire technical knowledge in robotics and coding, while developing essential skills for their professional and future lives, such as teamwork, problem solving, project management, critical thinking and information retrieval.

How can I participate in this initiative?

Contest participants can register in person if a national organiser is present in their country or region. In the absence of a physical event, they have the opportunity to individually prepare their project and submit their results as a video for evaluation by a jury. In Luxembourg, this challenge is organised by the Lëtzebuerger Kannerduerf Foundation in Luxembourg. Private and public entities are encouraged to organise national events for this challenge between April 2024 and April 2025, with applications for the organisation to be submitted before 1 June 2024, and participant registrations open until 1 November 2024. Participants, usually between the ages of 12 and 18, register individually or as part of a team. Each team is encouraged to be composed of members with diverse interests and skills for a multidisciplinary approach.

The competition promotes inclusion by making learning robotics and coding accessible to all, regardless of gender, socio-economic status or academic abilities. It also encourages the use of recycled materials and environmentally friendly solutions, with a focus on the development of sustainable robots.

How the Challenge works

After registration and conniassance of the theme chosen for the edition, the challenge takes place in several stages

  1. Mentoring and workshops: Participants benefit from mentoring sessions with robotics and engineering experts. Workshops are organized to teach specific technical skills and guide the teams in the development of their projects.
  2. Presentations and evaluations: Teams present their projects to a jury of technology and sustainability experts. The evaluation criteria shall include innovation, feasibility, social and environmental impact, presentation and teamwork.
  3. Award ceremony: The best teams are rewarded at an awards ceremony. Winners may receive scholarships, funding to further develop their projects, or opportunities for continuous mentoring.
Old edition

In one of the last editions, for example, the theme was ‘Technology for Health and Well-being’, a topic relevant in the current context of the COVID-19 pandemic. Projects featured included robots to help older people stay active at home, automated disinfection systems, and solutions to improve mental health through technology.

Details

Target audience

Digital skills in education

Digital technology

Digital skills

Level

Basic

Intermidiate

Advanced

Funding of the good practice

Public

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Bulgaria

Other

Organisation providing the good practice

EdTech Estonia

By Country providing the good practice, EU Initiatives, EU institutional good practice initiative, Funding of the good practice, INSPIRATION: Good practices, Other, Public, Type of initiative of the good practiceNo Comments
EdTech Estonia

02.02.2024

Estonia is contributing to the development of its education technology sector (EdTech) in the framework of the National Education Strategy and Development Plan.

The strategic objective is to support the creation of a learner-centred education system that supports the autonomous learner – the personal capacity of each learner to set goals and plan their development.

Purpose and objectives
The main objective of the cooperation is to establish new EdTech services, to provide various programmes to promote the further science-based development of these services and enterprises, and to assist in export activities. Through this cooperation, the country aims to capture many of the services needed to create an interoperable education service system, which means that education service providers will share data to provide a more personalised learning experience for each student. The Ministry of Education and Research is working on building a digital infrastructure to facilitate data sharing.

Background to the opinion
The collaboration started in 2018 when the government funded the establishment of an EdTech priority area in a government-funded organisation called StartUp Estonia. Since then, the EdTech sector has grown significantly during the cooperation, to triple the number of service providers, increase turnover by 168% between 2017 and 2021, and increase employment in the sector by 81%.

The programme aimed to foster the development of a supportive community of EdTech start-ups. To this end, they have started to bring disruptive educational innovations closer to schools, including helping to bring new Estonian EdTech start-ups to market and supporting existing EdTech start-ups to become the country’s next success stories worldwide.

The programme is funded by the Ministry of Education and Research and the European Regional Fund in cooperation with the Ministry of Economy and Communication. The country sees the development of the EdTech sector, which has been going on for 50 years, as an educational need and an economic opportunity.

In 2020, the sector and the community have reached the level to establish an umbrella organisation in the form of EdTech Estonia. The Ministry has since signed a strategic partnership agreement with the organisation, and commitments and funding for the development of the sector have increasingly moved to EdTech Estonia.

Why is this good practice?
EdTech Estonia currently provides all relevant lifecycle support for service providers in the sector, which helped Estonia to be named a Bett International EdTech Programme in 2021.

Estonia has generally prioritised high levels of interoperability between its IT systems in its public administration. This has led to a high level of administrative capacity in the public sector in general, but also in education. Student and teacher data are easily exchanged between different administrative systems that have the appropriate authorisation. However, further cooperation between the public and private sectors is crucial to further develop the capacity of the education system to ensure the development of truly self-directed learners through technology.

A first step to establish common goals in this respect between private and public actors was set out in a Memorandum of Understanding and Cooperation between EdTech Estonia as the representative of the corporate sector and various ministries in 2022. The document outlines responsibilities and common goals and provides a framework for further future cooperation.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital technology

Digital skills

Level

Basic

Middle

Advanced

Expert

Funding of the good practice

Public

 

Type of initiative of the good practice

National initiative

Country providing the good practice

Other

Organisation providing the good practice

Ministry of Education and Research of Estonia

DigiBEST – research and promotion of digital transformation for SMEs

By Country providing the good practice, EU Initiatives, EU institutional good practice initiative, Funding of the good practice, INSPIRATION: Good practices, Other, Public-private, Type of initiative of the good practiceNo Comments
DigiBEST - research and promotion of digital transformation for SMEs

17.05.2022

In 2019, the Ministry of Environmental Protection and Regional Development of Latvia (MoEPRD)  launched the Digital Transformation of Business Environment project (Digi BEST), implementing the European Structural and Investment Funds Objective for territorial cooperation (INTERREG EUROPE – Interregional cooperation program – 2014-2020). Seven partners from six countries/regions are participating in the project: Austria, Italy, Latvia, Norway, Portugal and Spain (partner countries). The University of Latvia is participating in the project as an advisory partner.

The initiative aims to promote and support the competitiveness of SMEs and offer solutions for the digital transformation (DT) of SMEs in European rural areas, using modern technologies and new innovative business methods, and promoting sustainable and inclusive growth in Europe and its regions.

In the first phase, from August 2019 to July 2022, the state of play for SMEs digital transformation process was assessed, for each partner country, also raising awareness and sharing experience on challenges and needs and supporting an interregional learning process around these topics. As a result of the first phase, each project partner developed an Action Plan related to their chosen Policy Instrument to strengthen the digital transformation in business. The second phase of the project was carried out from August 2022 to July 2023 and implemented the defined Action Plan.

The total funding of the project is more than 1.5 Million Euro.

DigiBEST project in Latvia

The initiative established a working group with representatives from the Ministry of Economics, the Ministry of Education and Science, the Ministry of Environmental Protection and Regional Development, the State Employment Agency, the Union of Local Governments of Latvia, Vidzeme, Kurzeme, Riga and Zemgale regions, Jelgava Municipality, Zemgale Region Competence Development Center, Jelgava Region, Latvia Information and Communication Technology Association, Latvian IT Cluster, Latvian Chamber of Commerce and Industry, Latvian Employers’ Confederation, Latvian Open Technology Association, Ventspils Digital Center, ans Latvian Investment and Development Agency.

The Digital Transformation Guidelines for 2021-2027 outline how Latvian companies do not fully use their digitalization potential yet (Latvian business is behind EU average and no significant progress has been made in the integration of digital technologies in companies). Latvian companies are still under-exploiting the potential of online sales of goods and services, lagging significantly behind the EU average in terms of percentage of e-commerce revenue from SMEs. Only 11% of SMEs sell goods online, below the EU average of 17.5%. The share of SMEs trading across borders is still below the EU average as well, with only 6.6% of all SMEs compared to 8.4% in the EU as a whole and only an average of 5.3% of SME revenue comes from the online segment. Businesses have limited use of electronic information exchange, e-cloud computing and social media, and only 7.7% of businesses use big data.

The DigiBEST initiative has tackled these challenges with various national activities.

Regional Study about digital transformation and its impact on SMEs, including surveys with entrepreneurs and managers was carried out, followed by a Peer Review exercise involving experts from Norway and Austria to assess Latvian SMEs digital transformation and provide conclusions and recommendations on how to promote it in Latvia, also improving the impact of policy instruments (ERDF and Recovery and Resilience Facility). During the implementation of the project, examples of good practice were also identified – both in Latvia and in the partner countries –  to promote exchange of experiences and transfer of knowledge. Finally, 6 working group meetings and 15 individual meetings with stakeholders were organized, to actively involve them in the activities, since stakeholders play an important role in the implementation.

As results of these activities, a Business Digital Roadmap (Roadmap) was developed, as a tool to help decision making to build the Action Plan. Furthermore, as result of the recommendations, a regional Action Plan for 2022-2023 was defined, which includes various actions: one-stop platform towards SMEs Digital Transformation, Knowledge bank with useful resources for entrepreneurs and a SME Digital Maturity Test to provide individual consultation and trainings. These activities are being implemented by the Latvian Investment and Development Agency and the Latvian IT Cluster.

DigiBEST projectvideo.

@DigiBEST project

Details

Target audience

Digital skills for the workforce

Digital skills for ICT professionals

Digital technology

Digital Skills

Level

Middle

Advanced

Expert

Funding of the good practice

Public-private

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Other

Date

01.08.2019

Digital Decade

By EU Initiatives, EU Institutional initiative, INSPIRATION: Initiatives, Other, Type of initiativeNo Comments
Digital Decade

29.04.2021

The Digital Decade is the European Commission forward-looking strategic vision for the development of the digital economy and the transformation of European businesses by 2030. The plan, presented by the European Commission on 9 March 2021, aims to support a prosperous digital future for all. The Digital Decade vision and avenues for the future are also part of Europe’s Digital Compass, a framework to monitor the progress towards the 2030 targets and milestones, whilst supporting a robust governance structure, monitoring system and multi-country projects involving stakeholders and investors from the EU, Member States and industry and private sector.

To achieve the targets outlined within the Digital Decade strategic communication, actions are structured around 4 cardinal points: digital skills, digital transformation of businesses, secure and sustainable digital infrastructures and digitalisation of public services.

The Digital Decade: digital skills for all by 2030

The EU launched actions to increase the number of qualified and competent Information and communication technology (ICT) professionals and train more digital experts to reach 20 million ICT professionals in Europe (in 2019, ICT specialists in Europe were 7.8 million or 4% of the total workforce). Strategic actions on skills also include the bridging of gender and diversity gaps in the technology sector and initiatives targeting women’s career prospects in the field (the IT sector in Europe has one of the highest levels of gender disparity – in 2019, 82.1% of ICT specialists were men).

With the increased dependence on technology, digital competences and skills have become essential to participate in society, take advantage of digital public services, and remain competitive in the labour market. By 2030, 80% of European citizens should possess at least a basic level of digital skills. 

The Digital Decade is part of the wider strategic priority of the European Commission: ensuring that Europe is fit for the digital age. As a strategic initiative, it underpins and complements a variety of recent actions by the EU institutions (Digital Education Action PlanDigital Europe Programme, the Recovery and Resilience Facility) that aim to promote the upskilling of citizens and businesses.

Data from the Report on the State of the Digital Decade 2024

The latest data, published in the Report on the State of the Digital Decade 2024, show that in 2023, the EU employed just under 10 million ICT specialists, accounting for merely 4.8% of total employment. This already created a shortfall of 900 000 specialists compared to the value predicted in 2023 along the Digital Decade trajectory, with an expected deficit of 7.8 million by 2030 if no further investments are made.

Even with regard to the amount of Europeans with basic digital skills, growth is below target. The latest figures from the same report show that in 2023, only 55.6% of EU citizens had at least basic digital skills, up from 53.9% in 2021. In a couple of years, the EU has experienced a mere 1.5% annual progression, far below the necessary average annual growth of over 4.5% over a decade to meet the target. Recent trends underscore the urgent need for significant and immediate efforts to bridge the gap  towards the 2030 target on at least basic digital skills.

2024 Digital Decade - Graph digital skills and public services

The Path to the Digital Decade Policy Programme

The Communication proposed to agree on a set of digital principles, to launch rapidly important multi-country projects, and to prepare a legislative proposal setting out a robust governance through a monitoring and cooperation mechanism with Member States, to ensure progress – the Policy Programme “Path to the Digital Decade (‘Policy Programme’)”.

To this end, the “Path to the Digital Decade” sets out the concrete digital targets which the Union as a whole is expected to achieve by the end of the decade, as first delineated in the Digital Compass Communication. It then sets out a novel form of governance with Member States, through a mechanism of annual cooperation between the Unions institutions and the Member States to ensure that the Union jointly achieves its ambition.

While of course aiming at endowing the whole population of the European Union with basic digital skills, following the European Pillar of Social Rights Action Plan, and Digital Education Action Plan, the “Path to the Digital Decade” projects the  target for those aged 16-74 with at least basic digital skills to 80% in 2030. Moreover, digital training and education should support a workforce in which people can acquire specialised digital skills to get quality jobs and rewarding
careers.

In addition, addressing the major shortage of cybersecurity skills in the EU workforce will be essential, as an important component of protecting the EU against cyber threats. Therefore, in addition to the target on basic digital skills established in the European Pillar of Social Rights Action Plan, the EU shall have a target of 20 million employed Information and Communication Technologies specialists in the EU, with convergence between women and men.

© European Commission 2024

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills in education

Level

Basic

Middle

Advanced

Expert

Country 

EU

 

Type of the initiative

EU institutional initiative

 

On a quest for facts: A game to learn and practice fact-checking skills with EU resources: teachers’ kit

By Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Other, Other educational resources, Type of the educational resourceNo Comments
On a quest for facts: A game to learn and practice fact-checking skills with EU resources: teachers’ kit

29.10.2025

The Publications Office of the European Union has recently released a resource titled ‘On a quest for facts: A game to learn and practice fact-checking skills with EU resources: teachers’ kit’.

This classroom activity, aimed at students aged 16 to 18, is designed to teach critical thinking, fact-checking, and the use of EU resources. The game centres on a fictional social media post and requires students to investigate and resolve false claims using the help of six engaging EU-themed characters.

Learning objectives

By participating in this activity, students will:

  • Learn and practise fact-checking skills
  • Familiarise themselves with reliable EU resources on EU law, data, publications, and more
  • Understand how false information can distort facts and harm public understanding
  • Collaborate effectively as a team to solve complex problems
Game structure

The game lasts one hour, during which students will be divided up until teams of 5 or 6. Each team will investigate a number of claims made in the fictional social media post with the help of six EU characters who will guide them towards the appropriate resources.

After the game, the teams of students are invited to debrief and reflect on their experiences during a collaborative session. This helps students consolidate their learning and reflect on the skills they have developed.

The kit is available in English and French, and is free to download on the website of the Publications Office of the European Union.

HERE you can read the toolkit.
Details

Website

www.digitalalliance.bg 

Document

PDF

Target audience

Digital skills in education

Digital technology

Media literacy

Digital skills

Level

Basic

Type of the educational resource

Other educational materials

Language of the educational resource

English

French

Methodology

Kit for teachers

Country providing the educational resource

Other

Organisation providing the educational resource

Media law and regulation in Bulgaria

By INSPIRATION, INSPIRATION: Educational resourcesNo Comments
Media law and regulation in Bulgaria

19.09.2025

Under Bulgarian law, content is regulated separately from the transmission and therefore the rules governing the provision of media services are stipulated in a separate set of legislative acts. Currently, audio-visual media services (both linear – programmes provided at a scheduled time and watched simultaneously by the audience and non-linear or on-demand services) and radio services are regulated as media services under the Law on Radio and Television (LRT) and the related subsidiary legislation. Said law also regulates the services of video-sharing platforms, although such services are explicitly excluded from the statutory definition of media services. Except for a few rules concerning transparency of ownership and the ultimate beneficial owners set out in various laws, the content and activities of traditional print media, such as newspapers and magazines are not subject to statutory regulation.

The regulatory body in audio-visual media services is the Council on Electronic Media (CEM). It is the independent state authority vested with the powers to regulate both audio-visual media services and video-sharing platforms domiciled in Bulgaria.

Ownership restrictions

Pursuant to the LRT, providers of audio-visual media services shall be traders (individuals or legal entities) registered under Bulgarian law or legal entities incorporated in another EEA member state. Effective from 1 January 2014, the Law on the Economic and Financial Relations with Entities Registered in Jurisdictions with Preferential Tax Treatment, their Controlled Entities and their Beneficial Owners prohibits any entities registered in a jurisdiction having a preferential tax treatment, as well as their controlled entities to incorporate or acquire a shareholding in an entity that applies for or has been awarded a TV or radio programme licence under the LRT, provided that the shareholding confers 10 per cent or more of the voting rights. A similar restriction applies to publishers of periodic printed media, however, not to TV and radio operators, whose programmes are not intended for distribution via electronic communications networks for digital terrestrial or analogue broadcasting, as well as to on-demand service providers.

Licensing requirements

Audio-visual media services in Bulgaria are provided under a licence, upon registration or following a notification to the CEM.

Radio and TV activity involving programmes transmitted via digital terrestrial or terrestrial analogue networks are carried out based on a licence issued by the CEM. Licences for programmes transmitted via terrestrial analogue networks are granted under a tender procedure initiated at the request of the interested party or the CEM. In its application, the interested party may indicate the broadcasting point and territorial coverage. In three (if no international spectrum coordination is required) to eight months (if international spectrum coordination is required) the CEM coordinates the technical aspects of the broadcasting with the CRC and thereafter opens a tender (depending on the available spectrum). Based on the results of the tender, the CEM resolves on the issuance of a licence for radio or television activity and a permit for the use of spectrum by the CRC for the applicant ranked first. Following the entry into force of the said resolution, the CEM would issue the respective licence and the CRC the related spectrum permit.

Foreign programmes and local content requirements

Only audio-visual media service providers under the jurisdiction of Bulgaria are subject to authorisation in Bulgaria. Where a foreign service provider is established in an EEA country the activity as an audio-visual media service provider might be carried out based on the freedom of reception principle. Bulgaria may not restrict the service if the provider complies with the Audio-Visual Media Services Directive in the country of origin. Where circumvention of rules occurs, the Bulgarian regulator may restrict certain content, such as incitement to hatred, which may not be banned in the provider’s country of origin but violates local laws. Such restrictions must follow a statutory procedure and are only allowed under exceptional circumstances (eg, where the service openly, substantially and grossly violates public order or gives rise to a serious and grave risk of affecting public health, etc).

Advertising

Broadcast media advertising is regulated primarily by Chapter 4 of the LRT, which implements the relevant provisions of the AVMS Directive. The rules on media advertising cover audio-visual commercial messages, commercial messages transmitted on the radio, as well as those distributed by the operators of video-sharing platforms under the jurisdiction of Bulgaria. Thus, the operators of such video-sharing platforms also have to comply with the LRT advertising requirements (mainly commercial communication to be clearly identified as such, not to incite discrimination or behaviour that endangers human health and safety, to comply with the restrictions related to advertising of alcoholic beverages, and with the prohibition on advertising of cigarettes, other tobacco and related products, including e-cigarettes and refill containers, to protect children’s health and mental well-being, etc). The operators of video-sharing platforms should also introduce appropriate measures that prevent the distribution of user-generated content that violates the above-identified advertising requirements.

Must-carry obligations

Bulgarian law sets forth two sets of must-carry obligations – for providers of radio and TV programmes distribution networks (cable and satellite) and DTB network operators.

Must-carry obligations for conveying nationwide and regional programmes of the Bulgarian National Television and the Bulgarian National Radio free of charge are imposed on all cable and satellite operators that distribute TV programmes in Bulgaria. This obligation was reviewed and confirmed by the CRC in 2014.

Regulation of new media content

Following the transposition of the revised AVMS Directive, currently, the LRT also regulates the video-sharing platform services provided by video-sharing platform providers under Bulgarian jurisdiction.

Provision of such video-sharing platform services is subject to a notification to the CEM, which notification shall be accompanied by draft general terms and conditions of the service in respect of which the LRT prescribes a minimum content requirement. The notification is thereafter entered into the public registry of video-sharing platforms kept by the CEM and the general terms and conditions are coordinated by the authority within 30 days of submission. The providers of video-sharing platforms have the obligation to protect:

  • minors from programmes, user-generated videos and commercial communications that may impair their physical, mental, moral and (or) social development; and
  • the general public from programmes, user-generated videos and commercial communications containing incitement to violence or hatred directed against a group of individuals or a member of a group based on any discrimination criteria, as well as from content the distribution of which constitutes an activity being a crime under the Bulgarian Penal Code, such as public provocation to commit a terrorist act, child pornography, racism and xenophobia.

Digital switchover

Analogue TV broadcasting was switched off on 30 September 2013 and from that date, broadcasting of terrestrial television in Bulgaria is digital only.

The relocation of the frequencies freed up as a result of the digital switchover has been carried out based on the Plan for Implementation of Terrestrial Digital Television Broadcasting (DVB-T) in Bulgaria and several amendments to the Electronic Communications Law and the ЗРТ. The licences for use of the frequencies for DVB-T have been granted on the grounds of the competitive bid procedure; however, from 2021, only one national and one regional multiplex operator is in service, each providing for six programmes. The 782-862MHz band has been designated for mobile wireless broadband applications (the digital dividend) once this band is released from current government use, therefore, such band cannot be used for digital broadcasting.

Digital formats

Bulgarian telecommunications law is technology neutral and therefore authorisation regimes are based on the use of particularly scarce resources (spectrum), rather than on the type of particular technology (multi-channelling, high-definition, data services). In principle, the LRT regulates only two types of permits – for programmes transmitted via digital terrestrial networks and for programmes transmitted via terrestrial analogue broadcasting networks. Only TV and radio operators transmit programmes via terrestrial analogue broadcasting networks’ own spectrum permit issued by the CRC in addition to the programme licence granted by the CEM. Providers of programmes transmitted via digital terrestrial networks do not have a spectrum licence on their own. Rather, they are using the services of an entity authorised by the CRC for the use of the DTB spectrum (multiplex operators) to broadcast their programmes. Such multiplex operators have the obligation to transmit licensed TV and radio programmes of the type and profile determined by or coordinated with the CEM under the rules of the LRT.

Media plurality

There are no specific legal rules or processes for assessing media plurality by competent state bodies or for instructing companies to take steps in that regard. There is a general requirement that when deciding on whether to issue a licence for radio or TV activities, the CEM shall evaluate, among others, whether by issuing a licence, favourable conditions for media diversity and pluralism will be created. Additionally, the LRT prescribes that in exercising its functions, the CEM can undertake measures to ensure sufficient visibility of media services in accordance with general interest objectives, such as media pluralism, freedom of expression and cultural diversity. Furthermore, the LRT requires that the CEM shall protect freedom of expression, the independence of media service providers and media pluralism in exercising its powers. Thus, in the lack of effective mechanisms, quality journalism and media independence may be affected by the lack of plurality in media owners or economic models.

Key trends and expected changes

In 2024, based on the CEM Annual Report 2024, the issues attracting the attention of the media regulator in Bulgaria were very similar to those at the EU level. Some of these issues were the media coverage of the war between the military group Hamas and Israel, and the events in the Russian Federation provoked by the Wagner private military group. Focused monitoring was conducted on the coverage of the death of Russian opposition figure Alexei Navalny and the coverage of the war in Ukraine for the period from 16 February to 3 March 2024. Focused thematic monitoring was also carried out with respect to the adoption of the euro in Bulgaria and the entry of the country in the eurozone between 18-31 January 2024.

In 2024, the protection of children, as a vulnerable audience, remained a priority of the regulator. On 15 February 2024, the CEM held a discussion on the topic ‘Children and the Media,’ during which a commissioned study on children’s media consumption was presented. The results of the study indicate that television is the most widely consumed type of media among children, with a significant majority (67 per cent) watching television daily. Furthermore, in 2024, the CEM adopted a document entitled Recommended Screen Time for Children and Guidelines for the Use of Media and Online Content. The recommendations primarily focus on child protection and adult support, emphasising that screens — and especially quality content — can offer numerous benefits in areas such as education, digital literacy, and access to culture.

On 11 April 2025, the Accessibility Requirements for Products and Services Law was promulgated in the State Gazette. This legislative act applies inter alia to services providing access to audiovisual media services. The legislation does not apply to pre-recorded media content with a fixed duration, published before 28 June 2025 on websites and mobile applications. The new law regulates the accessibility requirements for products and services; the procedure for assessing the conformity of products with these requirements; the obligations of economic operators who place products on the market or provide services; the supervision of products made available on the market and (or) put into operation; and the control of the compliance of services with the accessibility requirements. The CEM is designated as the supervisory authority for services providing access to audiovisual media services.

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Digital skills for all

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Single opportunity

LEGAL ASPECTS OF DATA. GOVERNANCE AND MANAGEMENT.WHITE PAPER

By INSPIRATION, INSPIRATION: Educational resourcesNo Comments
LEGAL ASPECTS OF DATA. GOVERNANCE AND MANAGEMENT.WHITE PAPER

15.09.2025

The 8 layer legal framework for Data Governance and Management /the 8 layer stack 

Scope. As artificial intelligence (AI), machine learning and big data become ubiquitous, gaining unique competitive insight from data has become an indispensable strategic goal of organisations large and small. Organisations increasingly look at their data estates recognising that data has value as a business asset but also carries risk and potential liability (for data breach, for example). To maximise value and minimise risk, organisations are looking to: • establish common processes that apply to their data assets across the data lifecycle; • appropriately protect data assets and address any misuse; and • enable efficiency gains to be harnessed from a structured, managed, consistent, standardised, repeatable approach that can be applied to all the organisation’s data-centred activities, operations and services. This white paper provides a practical guide to help organisations develop a structured approach to managing and governing its data operations in a legally compliant way. 

Difference between data management and data governance. Data governance and data management are different. In essence, governance sets the standards at a high level and management ensures those standards are followed day to day. By analogy with building a house, governance is the architect’s plans and governance is the building process. Data governance sets standards, policies, frameworks, and guidelines for data access, use and compliance, with the objective of ensuring that data is secure, accurate and responsibly and compliantly used. Governance stakeholders are drawn from all relevant parts of the organisation, focusing on the ‘what’ and ‘why’. Data management is more concerned with the ‘how’ and ensuring that data is fit for the organisation’s needs consistently with applicable governance: that it’s available, usable and reliable, with appropriate processes and tools in place. 

Data governance is evolving rapidly. Data governance does not arise in a vacuum. Large organisations will typically already have in place governance for all or part of their data activities and compliance requirements, including: • data protection and privacy (for example, records of processing activities, impact assessments and data protection by design and by default as required by the GDPR); • information security; • digital operational resilience; • critical infrastructure; • sector specific data regulatory compliance; and • information architecture management and AI and data science best practices and ethics frameworks.

  A structured approach to data governance and management. One way of developing a structured approach to data governance and management within an organisation is to: • consider the legal framework that applies to data • use this as a basis to develop a structured approach to managing data projects and operations based on four steps: Step 1: risk assessment; Step 2: strategy statement; Step 3: Policy statement; and Step 4: Processes and procedures. 

LEGAL FRAMEWORK – THE 8 LAYER STACK/the picture above

Consider legal framework. The first step when developing a structured approach to managing and governing an organisation’s data operations is to identify a sound legal framework for understanding the rights and duties that may arise in relation to that data. These rights and duties arise through intellectual property (IP) rights, contract and regulation. This legal framework presents a complex picture and presents various challenges. The differences between types of right in one country, the differences between similar rights in different countries, how different rights act concurrently on the stack, the multi-layered-ness of rights in the data lifecycle and the speed of the processes that create the data being assessed, each contribute to the legal complexity of the data rights picture and the legal challenges of data projects. 

 THE DATA ENGINE – INPUT, PROCESSING AND OUTPUT  

Overlay the data engine. In the next phase, the data engine of an organisation can be overlaid on to the legal framework. An organisation’s data engine comprises its data input operations, its data processing operations and its data output operations, see Figure 2, Data engine. Each part of the data engine is explained in more detail below. Figure 2: The data engine – input, processing and output operations 

Data input operations. Particularly with the rise of generative AI, data comes into the organisation’s data engine from an increasingly wide variety of sources. Data can be structured – exchange market data, structured messages or a bought in (licensed) marketing database, for example; it can be confidential or publicly available; it can be personal data or non-personal data; and it can be one or Data Governance and Management (Kemp IT Law, v4, August 2025) 6 more of these things at the same time. Increasingly, however, it consists of unstructured data like location and other data from mobile and data from home sensors, wearables and other IOT devices and sensors. Roughly 80% of an organisation’s data estate is currently estimated to be unstructured. 

The ‘pan-enterprise’ view. This picture conceptualising the data engine is of course over simplified: data input is starting to be but is rarely yet fully coordinated on an enterprise-wide basis: processing operations are likely to be carried out at the desktop as well as at the (on-premises or in-cloud) data centre; and departments may have their own systems and IT requirements. The ways in which an organisation can procure and use data are also increasing: they may procure data as a service (‘DaaS’) and AI as a Service (‘AIaaS’) from the cloud, rather than make the investment itself, or they may carry out some of these activities in house and some externally, 

 Data processing operations. Although data volumes and the power to store and process them are growing exponentially, there nevertheless remains a gap between the amount of data that organisations can accumulate, and their abilities to leverage that data in a way that is useful. The gap is narrowing with the migration from on-premises to in-cloud processing and as AI datasets and predictive forecasting and modelling techniques catch up with traditional retrospective reporting software. AI today incrementally assists organisations in unlocking the ‘unspoken secret of data’ – small effects with large, aggregated consequences. 

 Data output operations. The results of the processing then need to go to the places internally within the organisation (the departments and functions where it is of value) and externally (marketing and distribution partners and, increasingly, regulators) where it will be used. Use depends on the industry sector of the company concerned. In insurance for example, vehicle telematics and location based services can inform the insurer of a driver’s general skill and care and where he or she was when the accident occurred. This data can be used by underwriters to assess risk and premium costs, by claims assessors to evaluate fault, by the finance department to allocate capital based on risk and hence pay-out profile, by the compliance team for reporting to the regulator, and by product development for new product offerings and for marketing purposes. It is here that the licensing and data protection and other regulatory implications of using data for a different purpose than that for which it was originally obtained become particularly important. These legal issues are explored in more detail in our white paper, our white paper, Legal Aspects of Managing Data. 

 A 4 STEP APPROACH TO DATA GOVERNANCE

 Managing your data projects. The third view of data – balancing effective and legally compliant use of the organisation’s data assets – is superimposed on the first two, the common data legal framework and the data engine (see Figure 3 below). Here, the objective is a structured approach to managing data projects with the aim of achieving legally compliant data use across the organisation in a technically enhanced and practical way that allows the business to gain maximum advantage from its data assets. 

A four step approach to data governance. However, the rise of generative AI and ML are fuelling a ‘democratisation’ of the benefits of data utilisation, with operational departments outside the CIO’s group looking to use the new capabilities and features. A ‘top down’ approach to data governance may result in a lack of responsiveness and flexibility, whilst a ‘bottom up’ approach driven by operational usage may be fragmented and insufficiently address legal, regulatory and business risk in a way that is consistent with good governance. Practical, incremental management can be built into a structured approach to data governance projects based around four steps: • Step 1: risk assessment; • Step 2: strategy statement; • Step3: policy statement; and • Step 4: process and procedures. Figure 3: Towards a structured approach for managing data projects step 2: strategy statement • high level statement of company goals and strategy re data operations • establish working group • start point • risk assessment • GDPR/data protection compliance policies • information security assessments and policies • information architecture • data science best practices • AI ethics frameworks • CIO’s group is key: • information assets • information architecture • Legal group is key: • IPR • contract • regulatory compliance step 3: policy statement • statement of policy re data operations focusing on: • people context: • stakeholder groups • internal structure: • steering group • working party • compliance officer • governance detail • e.g. ISO/IEC 38505-1 • management detail • e.g. ISO/IEC 19944 • data sharing arrangements • project planning process • scope • resources • deliverables • timelines • authority levels • approval processes step 4: processes/ procedures • standardised data governance and management • build on existing compliance work • assessments (DPIA, LIA, infosec) • policies, practices • AI/data science best practices and frameworks • an-/pseud- onymise / hash PD/PII if possible • data sharing • data trusts and frameworks • awareness training • initial • refresher step 1: risk assessment • structured process to review/assess/report/ remediate • involve all the business • establish all data types used & their sources •where does the data come from? •legal wrappers applying to all data – IPR, contract, regulatory •what consents were obtained/are needed? • what processes do these data undergo? • what does organisation use these data for? Data Governance and Management (Kemp IT Law, v4, August 2025) 8 

Step 1: risk assessment. The first step or work stream in a data management and governance project is the risk assessment as to how the organisation is currently using its data, carried out along the normal lines of review > assess > report > remediate. The review will focus particularly on where data is sourced from, the terms under which it is supplied and how it is being used. The next stage will assess whether use is consistent with contractual and licence terms, etc. and whether all consents necessary for the use cases in question have been obtained (including where the data is personal data). The review and assessment will be part of a report to senior management. The review will normally also include recommendations by way of remediation plan to put right any areas of non-compliance that may have been identified in the assessment and also that are forward looking to the strategy and policy aspects of data governance. 

Step 2: strategy statement. The strategy statement is the articulation of the organisation’s rationale, goals and governance for data, prepared by an inclusive working group or task force consisting of senior management, the legal team, the CIO’s team and all other stakeholders. Identification and inclusion of all stakeholders, and articulating the prime objective of each in relation to data and how that objective will be achieved, will be critical to successful data governance and management. The strategy statement for big data will need to align with high level corporate objectives and with other strategy statements in the areas of: • data protection and privacy; • utilisation of AI and AI/ML ethics frameworks and guardrails; • information security; • sector specific data regulation; • information architecture and data methodologies; • data science best practices; and • intellectual property management. Organisations will therefore be able to build on work already done in these areas to avoid reinventing the wheel. The role of the CIO’s group (looking after IT procurement strategy, the organisation’s information architecture and assets and data modelling) and the General Counsel’s group (looking after the organisation’s IP assets, contracting and regulatory compliance) in formulating the organisation’s strategy will be key. 

Step 3: policy statement. Building on and implementing the governance level strategy statement, the policy statement is the next level down and focuses on the people context, internal structure, governance and management detail, approach to data sharing and development of re-usable project planning processes. The working group or task force will be responsible for the third work stream or step of preparing of the data policy statement. As part of its focus on the ‘people context’ of data governance, the policy statement Data Governance and Management (Kemp IT Law, v4, August 2025) 9 will generally settle the detail of the institutional framework – for example, steering group, working party or task force, whether there will be a data compliance officer (who may also be the current Data Protection compliance office for example). The policy statement will also mandate a project planning process for individual data projects, including setting out: • scope and dependencies; • resources needed; • deliverables; • timelines (to ensure that projects are to be completed on budget, on time and to standard); • authority levels; and approval processes. The working group/task force and policy statement are where the legal considerations around compliant data use across the organisation and the technical considerations around the organisation’s information architecture come together. Central to this work is the organisation’s overall approach to data management, governance and categorisation. 

A standards-based approach to data governance: ISO/IEC 38505-1. Organisations increasingly look at their data estates recognising that data has value as a business asset but also carries risk and potential liability (for data breach, for example). 

A standards-based approach to data management and categorisation: ISO/IEC 19944. ISO 38505-1 makes the point that data governance should not be confused with the field of data management, which has “many well-defined methods for the processing of data as well as mechanisms for ensuring the confidentiality, integrity and availability of that data” (ISO 38505-1, p. 7). ISO/IEC 199444 looks at the nitty gritty and provides in the context of data management relating to the cloud and personal data a standardised, structured and repeatable approach based on identifying relevant use cases, management practices and common taxonomy. 

Step 4: processes and procedures. The policy statement will drill down to the level of the fourth step or work stream, the detailed processes and procedures to be used in the organisation’s data management. They will likely align to GDPR impact assessments (DPIAs, legitimate interests, compatibility and information security assessments), work on anonymisation, pseudonymisation and hashing, AI principles and ethical frameworks. They are increasingly likely to be built on technical standards such as ISO/IEC 38505- 1, 29100 and 19944 and involve data trusts and data trust frameworks. The processes and procedures will also tie into the organisation’s HR policies and provide for awareness training. 

DATA TRUSTS AND DATA FRAMEWORKS: ENABLING COMPLIANT DATA SHARING

 Introduction. Data trusts and data trust frameworks (DTFs) are gaining traction as an innovative way to facilitate trusted and regulatorily compliant data sharing. Whilst organisations have different ideas about what data trusts could do, they are nevertheless enthusiastic and eager to find ways of sharing data whilst retaining trust, and still deriving benefits for themselves and others

Towards a definition of data trust. The ODI in its research on what is meant by ‘data trust’ found the term interpreted variously as a ‘repeatable framework of terms and mechanisms’, ‘mutual organisation’, ‘legal structure’, ‘store of data’ and ‘public oversight of data access’, before deciding in favour of ‘a legal structure that provides independent stewardship of data’. In addition to aligning to the ODI’s principles for good data infrastructure, the ODI set out six characteristics that a data trust should have: 

What does a data trust framework (‘DTF’) look like? The emerging view is to see the DTF as a legal framework together with a set of common operating rules, technical specifications and interfaces (APIs) agreed by and applying for the DTF’s specific purposes and  These may arise internally within the entity (between the entity and its trustees or directors, for example) and between the entity and third parties (around capacity, contracting, rights, duties and liabilities, etc.)  Equitable remedies for breach of fiduciary duty include rescission (setting aside), account of profits and other equitable compensation and proprietary remedies (constructive trusts, tracing and recovering tainted proceeds). Together, the legal and operating rules, specifications and interfaces enable and manage all ‘lifecycle’ activities for the data concerned (acquisition, flow, storage, use, sharing, consumption and deletion) within the ecosystem. The DTF is underpinned by a standardised approach to data categorization, data management and data governance

 Data trusts on a legislative footing. To capture the benefits of data-driven innovation, the EU and the UK are taking steps to facilitate data sharing across various industries. In the EU, the European Commission is fostering the development of common European data spaces, while the UK government announced the establishment of data-sharing frameworks, referred to as smart data schemes, through Part 1 of the Data (Use and Access) Act (DUA Act). This can be seen as paving the way to put the broad concept of a data trust onto a more specific mandatory, legislative footing for certain types of data sets in the UK and Europe. 

The EU’s legislative agenda.

 The EU’s legislative agenda in this area is more advanced, with its goal being to develop a number of common European data spaces in strategic sectors, including health, finance, agriculture, energy, mobility, research and innovation. These data spaces are intended to make sector-relevant data (such as financial data) findable, accessible, interoperable and reusable (FAIR data principles). It is doing this by proposing various sector-specific regulations.

 The EU Data Act. Key EU legislation in this area includes Regulation (EU) 2023/2854), the EU Data Act, which introduces some general rules of contract law in relation to certain data-sharing agreements to prevent contractual imbalances. There are two sets of key restrictions.

  • The first set of restrictions is relevant in cases where data-sharing obligations apply, regardless of the nature of those obligations and whether they are imposed by the EU Data Act or any other EU or national law. Here, Chapter III of the Data Act determines that the data-sharing agreement between the data holder and the data recipient (that is, a third party that receives data on the user’s request) must not be unfair, and (in a B2B situation) the data must be made available under fair, reasonable, nondiscriminatory (FRAND) terms and, unless on the user’s request, non-exclusively. Even in B2B relationships, these agreements may only provide for a reasonable and non-discriminatory compensation that considers the Chapter III criteria. These general access rules do not apply to obligations to make data available under th0 GDPR and voluntary data sharing remains unaffected. 
  • The second set of restrictions relates to unfair clauses and applies where certain data-related contractual terms have been unilaterally imposed by one party. These data sharing agreements can be either voluntary or result from a legal obligation to make data available. In these situations, the EU Data Act contains a blacklist of clauses that are always unfair, a grey list of clauses that are presumed to be unfair and a general catch-all clause for unfair terms. An unfair contractual term about access to and Data Governance and Management (Kemp IT Law, v4, August 2025) 16 use of data, or related rules about liability, remedies for breach or termination, that one enterprise has unilaterally imposed on another enterprise are not binding on the other enterprise. In addition, the EU Data Act, itself, creates a data sharing framework which enables users of connected products (and related services) to access their data and request their data be shared with data recipients). The Act also sets conditions for when a data holder can be required to make data available to an EU national public sector body, the Commission, the European Central Bank and an EU body in a B2G scenario. 

The EU Data Act has extraterritorial effect, meaning it may apply to non-EU organisations in certain circumstances. 

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Methods for managing data from a legal perspective

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One-time opportunity

Internet governance: Keeping the internet open, free and unfragmented

By Bulgarian, English, INSPIRATION, INSPIRATION: Educational resources, Methodology, Other, Other educational resourcesNo Comments
Internet governance: Keeping the internet open, free and unfragmented

09.05.2025

The internet is a decentralized network of networks, governed from its inception by a wide range of stakeholders—governments, private companies, the technical community, and civil society. This diversity fuels an ongoing global debate: should states have a dominant role in internet governance, or should all stakeholders participate equally?

Two Opposing Approaches

There are two primary models of internet governance: the multilateral model, where states lead decision-making, and the multistakeholder model, where governments, businesses, technical experts, and civil society collaborate as equals.

The European Union (EU) strongly supports the latter. It advocates for an open, free, and unfragmented internet in which all actors have an equal say. In contrast, countries like China and Russia favor state-centered control, asserting greater authority over internet infrastructure, content, and norms within their borders.

Key Stakeholders and Organizations

Internet governance is carried out by various organizations, including:

  • ICANN – manages domain names and IP addresses through global consensus.

  • IETF – develops foundational internet protocols via open working groups.

  • ISOC – promotes a free, open, and secure internet worldwide.

  • W3C – creates web standards like HTML and CSS.

  • ITU (a UN agency) – regulates telecoms and radio frequencies globally.

  • IGF – a dialogue-based forum uniting stakeholders to discuss policy challenges.

The EU as a Guardian of Internet Openness

The EU plays a key role in promoting net neutrality and consumer rights. Regulations like the Open Internet Regulation, Digital Services Act, and Digital Markets Act aim to create a fairer, safer digital space. The EU also engages in global dialogues and helps shape international standards for internet governance.

Challenges from Authoritarian Models

China and Russia are advancing a “sovereign internet” vision—restricting content, monitoring users, and building national infrastructures. China’s controversial proposals, such as the “New IP” standard by Huawei, sparked fears of centralized state control and fragmentation of the global internet. Though rejected, these proposals continue to surface under new names, such as IPv6+.

Such initiatives raise the risk of creating multiple incompatible networks or “splinternets”, undermining the open exchange of information, trade, and cybersecurity cooperation.

A Global Digital Compact

In 2024, the UN adopted a Global Digital Compact (GDC) to promote a safe, inclusive, and rights-based internet. While it supports the multistakeholder model and condemns internet shutdowns, some critics argue that its development lacked sufficient non-governmental involvement, and its voluntary funding mechanisms for initiatives like IGF remain unstable.

Conclusion

Internet governance is a complex, evolving process involving actors with competing values and interests. The EU plays a leading role in defending a free and open internet through inclusive, expert-driven processes. However, divergent approaches from authoritarian states challenge this vision, requiring ongoing diplomatic efforts and global cooperation to preserve the internet as a shared, open resource for all.

You can find the full document in the details below or HERE.

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Educational resource to introduce students to global models of internet governance, the role of various stakeholders, and the importance of maintaining an open and free online space.

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Cybersecurity Awareness Month Toolkit

By Bulgaria, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Other, Self-assesment tool, Type of the educational resourceNo Comments
Cybersecurity Awareness Month Toolkit

26.09.2024

Every October, hundreds of events, learning and community-building activities all around Europe, are dedicated to the topic of cybersecurity. With the fast development and deployment of technologies like AI, cybersecurity is a necessary cornerstone not just in our work lives, but also in our day-to-day business.

This October also, SANS takes part in the Cybersecurity Awareness Month with a special, free toolkit to help employees in any organisation understand (and start unlocking) the potential of AI.

About this toolkit

Organisations throughout Europe, and especially SMEs, struggle with new developments as AI technologies are being rolled out worldwide. For managers and senior executives, it can often be challenging to put suitable processes in place to manage how these new technologies are implemented and built, without compromising one’s competitive edge or wasting time.

The SANS Toolkit is designed to help streamline this process by helping managers introduce the topic of AI to employees, generate ideas, and understand the risks their sector or workforce may encounter. It offers 5 sections, including:

  • AI Factsheets
  • Sample AI Acceptable Use Policy: Make it your own to establish ethical AI use in your organisation
  • AI Infographic and Tip Sheets
  • Zoom backgrounds and more to make AI Awareness fun and accessible
Download the toolkit

The toolkit is available to be downloaded here, free of charge.

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Digital skills for the workforce

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Cybersecurity

Artificial intelligence

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Self-assessment tool

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English

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A free tool that supports download, broken down in 5 components that underscore a basic understanding of starting to work with AI technology.

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Austria
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Romania
Slovenia
Croatia
Czech republic
Denmark
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France
Germany
Greece
Hungary
Italy
Ireland
Malta
Latvia
Lithuania
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Spain
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DigComp 2.2: The Digital Competence Framework for Citizens – With new examples of knowledge, skills and attitudes

By Bulgarian, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Methodology, Other, Other educational resources, Type of the educational resourceNo Comments
DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes

27.09.2024

Abstract: The Digital Competence Framework for Citizen (DigComp) provides a common understanding of what digital competence is. The present publication has two main parts: the integrated DigComp 2.2 framework provides more than 250 new examples of knowledge, skills and attitudes that help citizens engage confidently, critically and safely with digital technologies, and new and emerging ones such as systems driven by artificial intelligence (AI). The framework is also made available following the digital accessibility guidelines, as creating accessible digital resources is an important priority today. The second part of the publication gives a snapshot of the existing reference material for DigComp consolidating previously released publications and references.
Authors:
You can READ THE DigComp2.2 HERE
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Publications Office of the European Union

European Cybersecurity Skills Framework (ECSF)

By Bulgarian, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Methodology, Other, Other educational resources, Type of the educational resourceNo Comments
European Cybersecurity Skills Framework (ECSF)

29.09.2024

The ECSF provides an open tool to build a common understanding of the cybersecurity professional role profiles in Europe and common mappings with the appropriate skills and competences required.

 

European Cybersecurity Skills Framework (ECSF)

The European Cybersecurity Skills Framework (ECSF) is a practical tool to support the identification and articulation of tasks, competences, skills and knowledge associated with the roles of European cybersecurity professionals. It is the EU reference point for defining and assessing relevant skills, as defined in the Cybersecurity Skills Academy, which was recently announced by the European Commission.

The ECSF summarises the cybersecurity-related roles into 12 profiles, which are individually analysed into the details of their corresponding responsibilities, skills, synergies and interdependencies.  It provides a common understanding of the relevant roles, competencies, skills and knowledge mostly required in cybersecurity, facilitates recognition of cybersecurity skills, and supports the design of cybersecurity-related training programmes.

The framework and the corresponding user manual were presented during the 1st ENISA cybersecurity skills conference, in September 2022.

Within this context, in April 2023, the Commission adopted the Communication on a Cybersecurity Skills Academy, a policy initiative which aims to bring together existing initiatives on cyber skills and improve their coordination, with a view to bridging the cybersecurity talent gap and boosting competitiveness, growth and resilience in the EU. The ECSF constitutes the basis on which the Academy will define and assess relevant skills, monitor the evolution of the skill gaps and provide indications on the new needs. The impact and the future of the ECSF, as well as its role in the Academy, were elaborated in the 2nd edition of the ENISA Cybersecurity Skills Conference, which took place in September 2023, in Segovia, Spain.

ECSF Goals in Brief
  1. Use of the ECSF ensures a common terminology and shared understanding between the demand (workplace, recruitment) and supply (qualification, training) of cybersecurity professionals across the EU.
  2. The ECSF supports the identification of the critical skill sets required from a workforce perspective. It enables providers of learning programmes to support the development of this critical set of skills and helps policy-makers support targeted initiatives to mitigate the gaps identified in skills.
  3. The framework facilitates an understanding of leading cybersecurity professional roles and the essential skills they require, including soft skills, along with the legislative aspects (if any). In particular, it enables non-experts and HR departments to understand the requirements for resource planning, recruitment and career planning in supporting cybersecurity.
  4. The framework promotes harmonisation in cybersecurity education, training, and workforce development. At the same time, this common European language in the context of cybersecurity skills and roles connects well with the entire ICT professional domain.
  5. The ECSF contributes to achieving enhanced shielding against cyberattacks and to ensuring secure IT systems in society. It provides a standard structure and advice on how to implement capacity building within the European cybersecurity workforce.

 

READ ECSF HERE

READ CYBERSECURITY EDUCATION MATURITY ASSESSMENT HERE

Details

Target audience

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills for public administration

Digital technology

Cybersecurity

Digital skills

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Methodology

Other educational materials

Language of the educational resource

Bulgarian

English

Country providing the educational resource

Other

Organisation providing the educational resource

The European Union Agency for Cybersecurity (ENISA)

Digital Competence Framework for Educators (DigCompEdu)

By Bulgarian, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Methodology, Other, Other educational resources, Type of the educational resourceNo Comments
Digital Competence Framework for Educators (DigCompEdu)

29.09.2024

The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications requires educators to develop their digital competence.

 

The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe.

DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.

This framework is based on work carried out by the European Commission’s Joint Research Centre (JRC), on behalf of the Directorate-General for Education, Youth, Sport and Culture (DG EAC).

 

EXPLORE the DigCompuEdu Framework

 

As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.
On International and national level a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted to implement regional and national tools and training programmes. In addition, it provides a common language and approach that will help the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational training, special needs education, and non-formal learning contexts. It aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, relevant national and regional agencies, educational organisations themselves, and public or private professional training providers.

 

Authors:
Editors:

 

 

DigCompEdu describes 22 competences organised in six Areas.

 

Area 1: Professional Engagement
1.1 Organisational communication

To use digital technologies to enhance organisational communication with learners, parents and third parties. To contribute to collaboratively developing and improving organisational communication strategies.

1.2 Professional Collaboration

To use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices.

1.3 Reflective Practice

To individually and collectively reflect on, critically assess and actively develop one’s own digital pedagogical practice and that of one’s educational community.

1.4 Digital Continuous Professional Development

To use digital sources and resources for continuous professional development.

Area 2: Digital Resources
2.1 Selecting digital resources

To identify, assess and select digital resources for teaching and learning. To consider the specific learning objective, context, pedagogical approach, and learner group, when selecting digital resources and planning their use.

2.2 Creating and modifying digital content

To modify and build on existing openly-licensed resources and other resources where this is permitted. To create or co-create new digital educational resources. To consider the specific learning objective, context, pedagogical approach, and learner group, when designing digital resources and planning their use.

2.3 Managing, protecting andsharing digital resources

To organise digital content and make it available to learners, parents and other educators. To effectively protect sensitive digital content. To respect and correctly apply privacy and copyright rules. To understand the use and creation of open licenses and open educational resources, including their proper attribution.

Area 3: Teaching and Learning
3.1 Teaching

To plan for and implement digital devices and resources in the teaching process, so as to enhance the effectiveness of teaching interventions. To appropriately manage and orchestrate digital teaching interventions. To experiment with and develop new formats and pedagogical methods for instruction.

3.2 Guidance

To use digital technologies and services to enhance the interaction with learners, individually and collectively, within and outside the learning session. To use digital technologies to offer timely and targeted guidance and assistance. To experiment with and develop new forms and formats for offering guidance and support.

3.3 Collaborative learning

To use digital technologies to foster and enhance learner collaboration. To enable learners to use digital technologies as part of collaborative assignments, as a means of enhancing communication, collaboration and collaborative knowledge creation

3.4 Self-regulated learning

To use digital technologies to support learners’ self-regulated learning, i.e. to enable learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions

Area 4: Assessment
4.1 Assessment strategies

To use digital technologies for formative and summative assessment. To enhance the diversity and suitability of assessment formats and approaches.

4.2 Analysing evidence

To generate, select, critically analyse and interpret digital evidence on learner activity, performance and progress, in order to inform teaching and learning.

4.3 Feedback and Planning

To use digital technologies to provide targeted and timely feedback to learners. To adapt teaching strategies and to provide targeted support, based on the evidence generated by the digital technologies used. To enable learners and parents to understand the evidence provided by digital technologies and use it for decision-making.

Area 5: Empowering Learners
5.1 Accessibility and inclusion

To ensure accessibility to learning resources and activities, for all learners, including those with special needs. To consider and respond to learners’ (digital) expectations, abilities, uses and misconceptions, as well as contextual, physical or cognitive constraints to their use of digital technologies.

5.2 Differentiation and personalisation

To use digital technologies to address learners’ diverse learning needs, by allowing learners to advance at different levels and speeds, and to follow individual learning pathways and objectives.

5.3 Actively engaging learners

To use digital technologies to foster learners’ active and creative engagement with a subject matter. To use digital technologies within pedagogic strategies that foster learners’ transversal skills, deep thinking and creative expression. To open up learning to new, real-world contexts, which involve learners themselves in hands-on activities, scientific investigation or complex problem solving, or in other ways increase learners’ active involvement in complex subject matters.

Area 6: Facilitating Learners’ Digital Competence
6.1 Information and media literacy

To incorporate learning activities, assignments and assessments which require learners to articulate information needs; to find information and resources in digital environments; to organise, process, analyse and interpret information; and to compare and critically evaluate the credibility and reliability of information and its sources.

6.2 Digital communication and collaboration

To incorporate learning activities, assignments and assessments which require learners to effectively and responsibly use digital technologies for communication, collaboration and civic participation.

6.3 Digital content creation

To incorporate learning activities, assignments and assessments which require learners to express themselves through digital means, and to modify and create digital content in different formats. To teach learners how copyright and licenses apply to digital content, how to reference sources and attribute licenses.

6.4 Responsible use

To take measures to ensure learners’ physical, psychological and social wellbeing while using digital technologies. To empower learners to manage risks and use digital technologies safely and responsibly.

6.5 Digital problem solving

To incorporate learning activities, assignments and assessments which require learners to identify and solve technical problems, or to transfer technological knowledge creatively to new situations.

 

You can read the DigComp for EDU HERE.

Details

Document

link to uploaded PDF or website

Target audience

Digital skills for all

Digital skills in education

Digital skills for children

Digital technology

Digital skills

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Framework

Methodology

Case study

Language of the educational resource

Bulgarian

English

Organisation providing the educational resource

Publications Office of the European Union

DigiAdvance – Advancing Key Digital Skill Capabilities in the SME Sector

By Bulgaria, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Other, Self-assesment tool, Type of the educational resourceNo Comments
DigiAdvance - Advancing Key Digital Skill Capabilities in the SME Sector

06.09.2024

DigiAdvance is an EU-funded platform designed to help small and medium enterprises (SMEs) improve their digital skills. In today’s rapidly evolving digital landscape, SMEs often struggle to stay competitive due to a lack of digital competencies. DigiAdvance addresses this issue through two key resources: the Skills Mapping Tool and the Course Repository.

Skills Mapping Tool

This tool is tailored to assist SMEs in identifying the specific digital skills they need to succeed. By offering a structured assessment it helps businesses pinpoint gaps between their current capabilities and the skills required for effective digital transformation. The tool analyzes key areas such as digital marketing, cybersecurity, data management, and digital customer engagement. By identifying where the business lacks expertise, SME owners and managers can strategically plan the upskilling or reskilling of their workforce, ensuring that their teams are equipped to adapt to new technologies and market demands.

Courses

Once skill gaps have been identified through the Skills Mapping Tool, DigiAdvance provides SMEs with access to a comprehensive library of training materials. This repository of courses includes both general and industry-specific courses, addressing a wide range of topics like AI, e-commerce, automation, and software development. The courses are curated to meet the specific needs of SME employees, allowing businesses to choose the most relevant training for their teams. This ensures a targeted, practical approach to upskilling, enabling SMEs to stay competitive and leverage new technologies effectively.

Together, these tools aim to drive digital innovation in SMEs, helping them grow in an increasingly digital economy. Explore more at DigiAdvance.

Details

Target audience

Digital skills for the workforce

Digital technology

Digital skills

Digital transformation

Level

Middle

Advanced

Type of the educational resource

Self-assessment tool

Language of the educational resource

English

Methodology

Skills Mapping Tool and Course repository

Country providing the educational resource

Bulgaria

Other

Organisation providing the educational resource

The best AI tools for education

By AI & ML, Basic digital skills, Bulgaria, Bulgarian, Country providing the educational resource, For all, For ICT professionals, In education, Inspiration, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Other educational resources, Technology, Type of the educational resourceNo Comments
The best AI tools for education

05.02.2024 |

Most of the discussions about artificial intelligence (AI) tools are often focused on business, but there is immense potential for AI to dramatically improve our educational systems. This is one of the most effective tools that teachers can have at their disposal, often relieving them of administrative burdens. These technologies will not replace teachers but rather allow them to allocate more time to student learning.

AI is rapidly growing in the education sector and is becoming a global billion-dollar market. This rapid growth is due to its ability to transform many aspects of teaching and learning processes. AI can create engaging virtual learning environments, generate “intelligent content,” alleviate language barriers, bridge gaps between learning and teaching, create specialized plans for each student, and much more.

Many innovative companies are creating AI tools to achieve these results. Let’s look at some of the best AI tools for education:

  1. Gradescope

What is Gradescope?

Gradescope’s AI tool allows students to evaluate each other while providing feedback simultaneously, which often consumes a lot of time without AI technology. Gradescope relies on a combination of machine learning (ML) and AI for easier grading, saving time and energy.

By outsourcing these tasks to external evaluators, teachers can focus on more important tasks. Gradescope can be used by teachers to grade paper exams and online assignments, as well as to prepare projects in one place.

Here are some key features of Gradescope:

  • AI-assisted and manually grouped questions
  • Time extensions specific to students
  • Grading with AI assistance
  • Improved efficiency and fairness
2.Fetchy

Fetchy is a generative AI-based platform created specifically for teachers. It empowers teachers to unleash their full teaching potential by simplifying and streamlining the myriad tasks they face, including creating engaging lessons, generating newsletters, crafting professional emails, and more. By harnessing the power of AI, Fetchy enables teachers to enhance their teaching methods, optimize time management, and make confident and informed decisions.

Fetchy specializes in personalizing generated language to meet teachers’ requirements without requiring them to formulate complex prompts. When using Fetchy’s personalized solutions, teachers can expect tailored results that align with their specific educational needs.

  • Generate lesson plans
  • Review history from multiple perspectives
  • Find mathematical or scientific experiments
  1. Nuance

Located in Burlington, Massachusetts, Nuance provides speech recognition software that can be used by both students and teachers. The company’s Dragon Speech Recognition product can transcribe up to 160 words per minute, aiding students who have difficulty writing or typing. The tool also supports verbal commands for document navigation, which is essential for students with accessibility needs.

Dragon offers many more features, including the ability to dictate lesson plans, curriculum, worksheets, reading lists, and more at speeds three times faster than typing, all while achieving 99% accuracy.

Here are some key features of Nuance’s Dragon:

  • Accessibility features supporting verbal commands
  • Voice assessment of students’ work
  • Dictate work in class with 99% accuracy

You can find the top 10 AI tools for education here.

Details

Website

www.unite.ai/bg

Target audience

Digital skills for all

Digital skills for ICT professionals

Digital skills in education

Digital technology

Artificial intelligence

Digital Skills

Level

Middle

Type of the educational resource

Other educational materials

Language of the educational resource

Bulgarian

Country providing the educational resource

Bulgaria

COMPUTER SCIENCE – THE PATH TO NEW AND PROMISING CAREER OPPORTUNITIES

By Bulgaria, Bulgarian, Country providing the educational resource, INSPIRATION, Inspiration, INSPIRATION: Educational resources, Language оf the educational resource, Other educational resources, Self-assesment tool, Type of the educational resourceNo Comments
COMPUTER SCIENCE - THE PATH TO NEW AND PROMISING CAREER OPPORTUNITIES

12.08.2023 |

Computer science is one of the fastest growing fields in recent decades. They include the understanding of hardware and software and their use for information processing, as well as the study of algorithms, the use and processing of databases, the design and modelling of computer and network systems, and the creation of artificial intelligence. The scope of the computing field extends from small processor components, to programming languages, computer simulations, visuals and graphics, the connectivity of devices and objects on a global internet network, to cloud computing and virtual reality.

What is taught?

Computer science is a discipline with many overlapping subjects such as programming, mathematics, information technology (IT), logic, engineering. At its core, software development serves to solve complex problems in heterogeneous fields such as electronics, physics, biology, chemistry, finance, psychology, etc. In information technology, the emphasis falls on information transfer and storage, while software engineering combines programming with the use of engineering techniques and skills. Along with some of the most used programming languages – C#, Java, JavaScript, Python, HTML, CSS, Oracle, students also have the option to study subjects such as Cyber Security, Open Source Software Development, Programming for Virtual Reality and Artificial Intelligence, Web Programming. Typically in the first year of study, the programme includes compulsory modules, while as students progress into the upper years, they are offered more flexibility to choose their major or specialisation in the field, with internships often compulsory.

Job opportunities

As one of the most dynamically developing industries, IT is constantly providing new and promising career opportunities. Graduates find careers as software and hardware engineers, software and application developers, software architects, IT project managers, data analysts, computer game developers, and IT entrepreneurs.

Programmes and specialisations in computer science:

  • Information Systems
  • Business Informatics
  • Computer Security
  • Computer and business systems modelling
  • Artificial Intelligence
  • Computer Game Design and Development
  • Cybersecurity and ethical hacking
  • Mathematics and Computer Science
  • Information Technology and Software Engineering
  • Embedded Systems Design and Programming (MA)

Integral also offers a Career Navigator course, MyUniChoices test and IELTS preparation.

Details

Website

www.digitalalliance.bg 

Document

link to uploaded PDF or website

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills in education

Digital skills for children

Digital skills for public administration

Digital technology

Artificial intelligence

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Self-assessment tool

Methodology

Curriculum

Massive open online course

Case study

Other educational materials

Language of the educational resource

Bulgarian

English

Methodology

Example: Linked to European Digital Security Policies and strategies

Country providing the educational resource

Bulgaria

Other

Organisation providing the educational resource

Integral

HackerStop Survey

By Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Other, Self-assesment tool, Type of the educational resourceNo Comments
HackerStop Survey

17.05.2023

HackerStop has developed an information security survey that prioritizes user-friendliness, speed, and accessibility for all organizations. The aim is to create an awareness platform that fosters a continuous safety culture, adaptable to specific situations and requirements.

The tool is freely available under registration, enabling businesses of all sizes to leverage its features without financial limitations. The survey has been collaboratively developed with IT experts from Dansk IT’s professional council, guaranteeing industry expertise and adherence to best practices. It can be taken in English and Dutch.

The survey

The HackerStop has designed a 36-question survey based on six important factors that are vital for cultivating a robust security culture within the organization. These factors are: passwords, messages, informations, devices, incidents and rules. By focusing on these key elements, HackerStop helps organizations assess their current security practices and identify areas for improvement.

Tailored recommendations

Following the completion of the HackerStop survey, organizations receive immediate and tailored recommendations based on their measurement results. These recommendations are specifically designed to address the areas where the organization has the greatest potential for development. By offering targeted guidance, HackerStop enables organizations to take proactive steps to enhance their cybersecurity posture effectively.

Details

Website

Document

link to uploaded PDF or website

Target audience

Digital skills for the workforce

Digital technology

Cybersecurity

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Self-assessment tool

Language of the educational resource

Dutch

English

Methodology

Анкета

Organisation providing the educational resource

DIGITAL LITERACY SKILLS ASSESSMENT

By Audience, Basic digital skills, For all, INSPIRATION, INSPIRATION: Educational resources, Self-assesment tool, Technology, Type of the educational resourceNo Comments
DIGITAL LITERACY SKILLS ASSESSMENT

27.03.2023 |

 Digital literacy and skills are critical for most employees and employers in the 21st century. The gradual introduction of digital technologies into every sector of the economy places new demands on employees who want to succeed in the labour market.

In this article you can find a Digital Literacy and Skills Test that will help you assess your competitiveness in terms of the work skills that employers are looking for in their current, but also future employees.

The test consists of 26 questions of varying difficulty and is designed to assess your digital skills and should serve as a starting point for your subsequent development. The results, which will be given to you immediately, will show whether you have the minimum knowledge required to use computer systems, e-mail and other tools indispensable in carrying out everyday work tasks, regardless of the sector to which they relate.

Translated with www.DeepL.com/Translator (free version)

Details

Document

Target audience

Digital skills for all

Digital skills for the workforce

Digital technology

Digital Skills

Level

Basic

Type of the educational resource

Self-assessment tool

Language of the educational resource

English

Methodology

Country targeted for the educational resource

All

Organisation providing the educational resource

Accelier

Design WeekEnd 2025 – Creative Pathways

By Bulgaria, Country providing the good practice, Funding of the good practice, INSPIRATION: Good practices, National good practice initiative, Private, Type of initiative of the good practiceNo Comments
Design WeekEnd 2025 – Creative Pathways

29.09.2025

What?

Design WeekEnd is a three-day design competition aimed at high school and university students. It features an introductory evening with a discussion panel, lectures by professional design mentors, and 26 hours of team work to create a brand from scratch.

The Story of Design WeekEnd

We are a small team of volunteers, and every bit of support means the world to us.

Nearly 10 years ago (yes, 10—we are just as surprised) we launched Design WeekEnd with a small design conference in Sevlievo. Since then, we have been creating and participating in diverse design events in Bulgaria, developed three original formats, moved to Plovdiv, built valuable friendships and lasting connections, endured a pandemic, and came back stronger. Today, we continue to create with the same childlike enthusiasm—though perhaps a little more grown-up.

Over the years, we have had the pleasure of working with incredible people as part of the team, as lecturers, or as mentors.

2015 – The Beginning
After participating in Startup WeekEnd @Blagoevgrad, EU Code Week Blagoevgrad, and HackConf 2015, the idea of Design WeekEnd was born. We weren’t sure what we were looking for or how to achieve it, but we tried—and just a few months later, the first event came to life.

2016 – Meet the Experts
In 2016 we began in Sevlievo with the city’s first design conference. Our speakers included Ivan Ginev, Zhustin Tom, Meri Hristoforova, Daniel Lidyanov, Viktoria Raycheva, and organizer Emil Totev. Nearly 100 participants with an interest in design and photography joined the two-day conference at “Vasil Levski” Secondary School.

2017 – Challenge Your Limits #limitations
A year later, in March 2017, again in Sevlievo, Design WeekEnd hosted a design competition for students. More than 70 participants from across the country joined the three-day event. Speakers and jury members included Svet Simov and Plamen Motev from FontFabric, Dimitar Petrov from Studio Zmei, Miroslav Marinov from Sofia Photography School, Alex Kostov from BrandЪ, and Georgi Kandev from Netpeak, with returning participants Meri Hristoforova and Zhustin Tom.

By Sunday evening, five teams presented their projects, and the jury had the tough task of evaluating their work. Sweet energy came from Cherno Morets chocolate candies, while the winners received unique 3D-printed awards with live Scandinavian moss, created specially for us by 3DEA Design Studio.

2017 – Design Conf
That fall, we experimented with a larger format—Design Conf, a two-day design conference in Sevlievo featuring exciting presentations by Bulgarian and international speakers.

2018 – Creativity. Passion. Design.
In 2018, we moved to Plovdiv, hosted by Limacon Event Center. From March 30 to April 1, we filled the venue with creative, curious, and talented young people. Returning speakers included Meri Hristoforova, Alex Kostov, and Spasimir Dinev, along with new additions like Elena Rapondzhieva and Krzysztof Filipiuk from Studio Zmei, Vanya Ananieva, Bogdan Vasilev, and Botyo Botev.

2019 – Design Connects
The second Plovdiv edition took place March 22–24, 2019. With a new team, new mentors, and many new participants, we created a vibrant atmosphere at the Rowing Base and beyond. Mentors included Baycho Georgiev, Svetoslav Stankov, Milena Trifonova, Ana-Maria Stefanova, and Minyo Kostadinov, alongside returning faces Meri Hristoforova and Daniel Spasov. The speakers included Vera Mihaylova, Docho Katsarov, and others.

2020 – Spark the Fire
The 2020 edition was canceled due to Covid-19 restrictions.

2023 – A New Direction
After a three-year pause, we returned to Plovdiv, hosted by the Technical University of Sofia, Plovdiv branch. Despite cold November days and even a snowstorm, the enthusiasm and creativity of our participants shone bright.

Ten student teams competed, creating brand identities in just over 24 hours. The winning team “Bad girls and one langur” designed a brand for winter sports gear, followed by teams “Moles” (a bakery brand) and “Zaroyad” (a board game store brand).

2024 – Team up. Create. Stand out.
From November 22–24, 2024, we were back in Plovdiv at the Technical University. This edition broke records with 19 teams, guided by our dedicated mentors. In just 26 hours, the participants built brand identities from scratch. The winners, team “Tara Dara,” impressed with their innovative brand for chocolate products. Teams “Razlichim” and “Yunashki Hapki” took second and third place with a men’s fashion magazine brand and a packaged sandwiches brand.

2025 – Creative Pathways
Once again in Plovdiv, we are ready to explore both familiar and untrodden creative paths. Join us from November 14–16!


Why is Design WeekEnd a good practice?

Design WeekEnd is a good practice because for nearly a decade it has brought together people with shared interests, connecting young talents with professionals and creating a space for creativity, growth, and passion. The event proves that with consistency and dedication, an idea can grow into a sustainable platform that inspires new generations of designers.

Learn more about the upcoming edition here – Design WeekEnd 2025.

Details

Target audience

Digital skills for ICT professionals

Digital skills in education

Digital technology

Web development

Graphic design

Digital skills

Level

Basic

Middle

Advanced

Funding of the good practice

Private

Type of initiative of the good practice

National initiative

Country providing the good practice

Bulgaria

Organisation providing the good practice

Team of Design Weekend

Start date

2016

End date

ongoing

Digital Arrow – Slovakia

By Country providing the good practice, EU institutional good practice initiative, Funding of the good practice, Inspiration, INSPIRATION: Good practices, Other, Public, Type of initiative of the good practiceNo Comments
Digital Arrow - Slovakia

02.08.2025

The Slovak ‘Digital Arrow’ project aims to empower girls throughout Slovakia be confident and educated users of technology.

The project is placed well within core EU ambitions for the next decade (the EU Digital Decade targets) – seeing 80% of EU citizens be digitally-literate, and reaching 20 million ICT experts in employment in Europe by 2030.

About this initiative

The focus of the ‘Digital arrow’ project in Slovakia is to bring digital skills closer to girls – and the IT sphere and digital careers too. With this aim, the project addresses several challenges present in the Slovak digital skills and jobs landscape, but specifically the shortage of girls going into STEM and ICT education, and subsequently – in the job market.

Why is this a good practice?

The initiative has succeeded in bringing about concrete results since its kick-off. Its focus on empowering girls to discover their potential in IT and in digital careers makes it relevant, transparent, and up-to-date with the latest trends and challenges in the field of digital skills and jobs. Within the scope of the initiative, 2 innovative tests have been developed – a testament also to its accessibility and ambition to engage parents and teachers too.

‘Digital Arrow’ is also scalable: as an initiative, it is designed to remain accessible for all. It scores high in accessibility also due to its user-friendly design and alignment with students’, parents’ and teachers’ needs alike. Finally, it has the potential to be replicated as a good practice in other contexts, regions and for other target groups, or even Member States.

Details

Target audience

Digital skills for the workforce

Digital skills in education

Digital technology

Information and Communication Technologies (ICT)

Level

Basic

Middle

Advanced

Funding of the good practice

Public

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Slovakia

Labour Market Diagnostic Mechanism – Greece

By Country providing the good practice, EU Initiatives, EU institutional good practice initiative, Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, Other, Public, Type of initiative of the good practiceNo Comments

Labour Market Diagnostic Mechanism – Greece

29.07.2025

Background and context

In June 2025, the Labour Market Diagnostic Mechanism was introduced as a good practice in all the practices of the European Commission’s European Network of Public Employment Services (PES), including practices reflecting EU employment policy in the context of the Europe 2020 strategy.

 

Anticipating skills needs

The Greek labour market is evolving rapidly. Within this framework, the Labour Market Diagnostic Mechanism, an online labour market monitoring tool that combines big data analysis with job demand and skills data has been developed that offers solutions for more effective employment services and labour-market policies.

The tool helps anticipate skills needs, with a view to improving labour market information and enhancing the services provided to public employment services counsellors, jobseekers and employers.

It operates under the supervision of the public employment service (DYPA) and the Unit of Experts for Employment, Social Security, Welfare and Social Affairs (MEKY) of the Greek Ministry of Labour and Social Security, and is a pioneering initiative that brings innovation to the monitoring and forecasting of skills needs.

The Facility, which was upgraded in 2024, uses data from the Ergani job register, the Hellenic Statistical Authority (ELSTAT) and the ESCO European Skills Classification System to map the most sought-after skills by sector, demographic group and region. This tool was initially tested in the IT and communications and pharmaceutical sectors, with plans to expand to all economic sectors by the end of 2025.

The initiative is supported by the European Social Fund (ESF) and is part of the Human Resources Development and Social Cohesion programme 2021–2027.

mechanism of labour market diagnosis skills analysis tool
Why is this a good practice?

The Mechanism is an excellent practice for both the Greek and the European labour market for the following reasons:

  • Data-based analysis: It combines data from multiple sources (Ergani, ELSTAT, ESCO) to provide accurate skills forecasts, overcoming the challenges of traditional surveys based on questionnaires. This allows for a rapid and reliable mapping of labour market needs.
  • Reinforcement of DYPA services: The tool helps employment advisers to provide more targeted services by improving the match between unemployed and vacancies.
  • In 2024, 861 advisors and 53 senior DYPA officials received training in the use of the Facility, enhancing the efficiency of their services.
  • Adaptation of educational programmes: The results of the Facility lead to the reform of curricula in the vocational education and training (VET) institutions of DYPA, ensuring that educational offers are relevant to current and future market needs.
  • Support for enterprises and employees: By using the European ESCO classification and validation through Employers Focus Groups, the Facility helps businesses identify the required technical skills and invest in the training of their employees.
  • Flexibility and adaptability: The tool has a user-friendly interactive interface that allows for the selection of demographic or local data, making it accessible to different audiences, such as policy makers, employment advisers and students.
  • Contribution to policymaking: the Mechanism provided documentation for the update of the National Strategy for Upskilling and Connecting to the Labour Market, which received a positive assessment from the National Labour Force Skills Council .

 

Results and benefits

The Facility has delivered significant results:

  • Improved employment services: trained consultants to use skills forecasts to better match jobs and the unemployed.
  • Targeted policies: support evidence-based active labour market policies, reducing imbalances between skills supply and demand.
  • Strengthening vocational training: VET institutions receive regular information on skills needs, enabling adaptation of their programmes.
  • Labour market resilience: helps prevent unemployment and strengthen labour market resilience through preventive measures.

 

Lessons and success factors

The Labour Market Needs Diagnosis Mechanism is an exemplary practice that brings Greece closer to a modern, evidence-based and flexible labour market. The success of the Mechanism is due to its simplified presentation of complex data, regular training of consultants and validation of results through employer focus groups.

A key lesson is the need for continuous training of users on the tool and its adaptation to more user-friendly formats, such as the provision of unemployment indicators by occupation and region.

By using advanced technologies and data, the tool not only improves DYPA services but also strengthens the link between education, employers and employees, contributing to a more resilient and competitive economy. Its extension to all sectors by the end of 2025 will further strengthen the dynamics of the Greek labour market, and make it a model for other countries to emulate.

Details

Website

Target audience

Digital skills for all

Digital skills for the workforce

Digital technology

Big Data

Software

Level

Basic

Funding of the good practice

Public

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Greece

Start date

End date

FREE TRAINING with digital competence vouchers

By Bulgaria, Country providing the good practice, Funding of the good practice, INSPIRATION: Good practices, National good practice initiative, Public, Type of initiative of the good practiceNo Comments
FREE TRAINING with digital competence vouchers

10.09.2024

The digital competence voucher trainings offered by RAABE Bulgaria are free courses funded by the Human Resources Development Programme 2021-2027. They are aimed at employees wishing to acquire or improve their digital skills at basic, intermediate and advanced level, according to the European Digital Competence Framework DigComp 2.1. The trainings are conducted remotely in a videoconferencing environment with a leading lecturer and include access to learning materials via an online platform. Upon successful completion and passing an exam, participants receive a certificate for the acquired level of competence.

 

Your new opportunity to acquire and improve your digital skills at basic, intermediate and advanced levels of digital competence in line with the European Framework – DigComp 2.1 levels 1-2 and 3-4.

 

What is the focus of the programme?

The main focus of the training is to acquire the basic knowledge, skills and attitudes to use digital technologies, build basic digital competences and apply them in different subject areas. The topics in the additional module are aimed at building skills for using basic public digital services in the Republic of Bulgaria.

What is the format of the RAABE trainings?

RAABE offers distance learning in a videoconferencing environment with a leading speaker – an expert in the field. Participants will also be able to prepare independently with unlimited access to the training materials on our platform https://raabeonline.com

What is the duration of the training?

For General Digital Skills (Levels 1 and 2 of DigComp 2.1.), 45 training hours are provided. The additional training module for Public Digital Services is 10 training hours. In total for the basic level – 55 training hours spread over several days according to a pre-announced schedule.

 

How does the training end?

Participants of the training take a final exam, which is conducted electronically in the electronic certification module of the Single Certification Center. Anyone who has attended a minimum of 80% of the scheduled hours is eligible to take the exam. A trainee may take the exam no more than twice.

Upon successful completion of the exam, the learner receives a Certificate of Competence in accordance with the European Digital Competence Framework DigComp 2.1.

Details

Website

Target audience

Digital skills for all

Digital skills for the workforce

Digital technology

Digital Skills

Level

Basic

Middle

Advanced

Funding of the good practice

Public

Type of initiative of the good practice

National initiative

Country providing the good practice

Bulgaria

Organisation providing the good practice

Design WeekEnd

By Bulgaria, Country providing the good practice, Funding of the good practice, INSPIRATION: Good practices, National good practice initiative, Private, Type of initiative of the good practiceNo Comments
Design WeekEnd

27.09.2024

The Story of Design WeekEnd

We are a small team of volunteers, and every bit of support is crucial for us. If you resonate with our cause and would like to support it, feel free to reach out so we can discuss how.

Nearly 10 years ago (yes, 10 — we’re surprised too), we launched Design WeekEnd with a small design conference in Sevlievo. Since then, we’ve been creating and participating in various design events across Bulgaria, developed three unique formats, relocated to Plovdiv, built meaningful relationships and lasting connections, weathered a pandemic, and emerged stronger afterward. Today, we continue to create with the same childlike enthusiasm, albeit a bit more grown-up.

Over the years, we’ve been fortunate to work with incredible people—as part of our team, as speakers, or as mentors.

Learn more about our story HERE.

 

Design WeekEnd

What is it?

Design WeekEnd is a three-day design competition aimed at high school and university students. It includes an introductory evening with a discussion panel, lectures by professional mentors in the field of design, and 26 hours of teamwork to build a brand from scratch. Whether your strength lies in Web, Print, or Motion, you and your team will have the chance to create something amazing.

When and Where?

Design WeekEnd 2024 will take place from November 22–24 in Plovdiv. For the second consecutive year, the event will be hosted by the Technical University of Sofia, Plovdiv branch.

What to Expect:

→ An opportunity to showcase your design skills
→ Exciting challenges and real-world design tasks
→ Guidance from industry experts
→ Prizes for the most accomplished brand presentation

Additional details about this year’s program and the speaker lineup can be found HERE.

Details

Website

Target audience

Digital skills in education

Digital skills for children

Digital technology

Digital Skills

Web Development

Level

Basic

Middle

Advanced

Funding of the good practice

Private

Type of initiative of the good practice

National initiative

Country providing the good practice

Bulgaria

Organisation providing the good practice

The Panhellenic School Network in Greece

By Country providing the good practice, Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, National good practice initiative, Other, Public, Type of initiative of the good practiceNo Comments
The Panhellenic School Network in Greece

27.08.2024

The Panhellenic School Network is the national online infrastructure for the provision of internet and communication services to the educational community of Greece. The DCF is the official national network and internet service provider for all educational and administrative units under the authority of the Greek Ministry of Education, Religious Affairs and Sport, including foreign units.

It has been developed to provide high-quality technology services to all schools, teachers and students, connecting the educational community electronically and securely and meeting the needs of the modern educational process through access to digital tools and services that facilitate teaching and learning. It provides a variety of services, such as internet access, web hosting, e-learning platforms, collaboration tools and digital support, thus enhancing the educational process and facilitating communication between teachers, students and parents. At the same time, the information provided through its services is reliable and verifiable, while there is constant updating and upgrading of services based on the needs of users.

Today, the Panhellenic School Network interconnects a total of 16,221 units, of which 14,504 are schools (public and private) of Primary, Secondary and Post-Secondary Education, 151 administrative units of Primary and Secondary Education and 1,013 other structures, such as the General State Archives, Environmental Education Centres and other support structures.

Summary of the services provided by the Panhellenic School Network
  1. Internet and Networking Services
    • Connection to the DCF: It provides broadband internet access for school units and administrative services.
    • Secure Internet access: Ensuring safe navigation and information for the safe use of the internet.
    • Hosting of websites: Hosting and managing websites and domain names for schools, with Web Analytics services.
  2. Management, certification and user support
    • Create and manage accounts for schools, teachers and students, with access retrieval support.
    • Provision of assistance and information through the central DCF portal and the Help-Desk service
  3. Communication and Cooperation
    • Providing platforms for communities, blogs, school magazines and file sharing.
    • Providing email accounts, collaboration tools and managing email lists.
    • eLearning Services: Support videoconferencing, e-teaching, and hands-on teacher training.
    • Multimedia services: Creation and management of multimedia material, live broadcasts and presentations.
  4. Support services: User identity management, provision of digital certificates and technical support through remote access.
The Panhellenic School Network in numbers

The DCF currently serves over 1,318,107 people with personalized access, including:

  • 137,640 practicing teachers
  • More than 1,000,000 students of Primary and Secondary Education
  • 4,193 administrative staff
  • 50 779 inactive teachers, such as retired and former teachers

The infrastructure of the DCF shall serve in particular:

  • 9,298 public primary schools
  • 1,012 private primary schools
  • 3,673 public secondary schools
  • 248 private secondary schools
  • 273 units of Post-Secondary Education
  • 58 administrative units of Primary Education
  • 60 administrative units of Secondary Education
  • 14 Regional Education Directorates
  • 288 support structures
  • 725 other structures, such as GBER, RCO, OEM, etc.

The total accounts in the DCF amount to 1 346 450 . Of these, 28,343 accounts are used for the needs of the units, while 1,318,107 are personal accounts for teachers, pupils, administrative staff and non-active teachers. (Statistics update: 12/08/2024 ).

Internet security priority

The Panhellenic School Network (PSD) undertakes a series of actions and initiatives to promote a creative and safe internet for the educational community in Greece. These actions aim to enhance digital literacy, safety and responsible use of the internet by students, teachers and parents. Actions and initiatives include educational initiatives on digital security, awareness-raising campaigns, the creation and distribution of educational material, support for the creative use of digital technologies, etc. Indicative actions include:

  • 1999: The online content moderation service has been launched, which is constantly being upgraded to ensure safe browsing for students.
  • 2009: Creation of the “Internet Safety” information hub to provide educational material and information to teachers, pupils and parents.
  • 2011: The provision of webinars through the “Digital Security” section of eTwinning begins, with the aim of supporting schools to use the internet safely.
  • 2014: Participation in the Web WeWant initiative, by adapting the Greek version of the book for high school students, encouraging the development of critical thinking and exploring online rights.
  • 2017: Organise eTwinning online courses, such as the “Creative and Safe Internet”, and participate in the conference “Learning to Think in a Digital Society” with the participation of teachers from the EU.
Integrated actions
  1. eSafety Label+: Become the next eSafety Champion (2017-2019): As a coordinating partner under Erasmus+ (KA2), the DCF has helped promote the exchange of knowledge and best practices on digital security in schools. A total of 341 Greek schools received the digital security label.
  2. EduWeb (2016-2018): The aim of the project was to strengthen cooperation in the fight against digital exclusion of adults, with students acting as educators of their digitally illiterate family members.
  3. Connecting with Prudence (2015-2016): In collaboration with Safer Internet, this action trained 38,319 students and 318 teachers in the correct and creative use of the Internet.
  4. School Violence and Bullying Prevention and Response Network (2014-2015): Around 16,000 teachers were trained to deal with school violence, including cyberbullying.
  5. Call a Safer Internet Expert (2015): Action that enabled schools to call experts to inform and educate the school community about safe use of the internet.
  6. SUPPORT (2012-2015): Training of more than 2,500 IT teachers for the safe and creative use of the internet through the SUPPORT project in the framework of the NSRF 2007-2013.
Why is it good practice?

The DCF is a particularly successful and well-established good practice in the field of digital education in Greece, and this can be documented in several ways:

  1. Broad Dissemination and Coverage: With a service of 16,221 credits and personalized access for over 1.3 million users, the GDS has managed to cover almost the entire educational community in Greece.
  2. Support for distance learning: The DCF provides critical e-learning services that have become an integral part of daily education. Especially during the COVID-19 pandemic, these services proved their value, ensuring the continuity of the educational process.
  3. Reduction of Inequalities: The impact of the GDS is extensive, as it offers digital infrastructure to the whole educational community. It has facilitated access to educational material, cooperation between teachers and the participation of students in digital programmes. It has also contributed to reducing inequalities in access to educational resources.
  4. Security and Data Protection: By managing more than 10,000,000 malware attacks and implementing strict security protocols, the DCF ensures data security and the protection of its users.
  5. Sustainability and Growth: The DCF is financed by national and European funds, which ensures its sustainability and development. The continuous upgrade of its services and its flexibility to adapt to new technological requirements prove its long-term success.
  6. Promoting Digital Governance: Through its eGovernment services, the DCF promotes transparency and efficient administration, facilitating interaction between educational institutions and the Ministry.

The Panhellenic School Network is a model of digital infrastructure for education, offering reliable and secure services to hundreds of thousands of users across the country. With its constant presence and continuous development, the DCF is a living example of good practice that can be a guide for other countries or educational organisations wishing to develop similar initiatives. The success of the DCF is due to the integration of modern technological solutions, data security and the continuous support of its users.

Details

Target audience

Digital skills for all

Digital skills in education

Digital technology

Digital skills

Level

Basic

Middle

Advanced

Funding of the good practice

Public

Type of initiative of the good practice

National initiative

Country providing the good practice

Other

Organisation providing the good practice

Start date

3 September 2012

End date

4 September 2034

Bulgaria: HackTues

By Bulgaria, Country providing the good practice, Funding of the good practice, INSPIRATION: Good practices, Local good practice initiative, Public, Type of initiative of the good practiceNo Comments
Bulgaria: HackTues

25.09.2024

Hack TUES is one of the key events for TUES in which students from the school in teams of 3-5 participants create from scratch their own IT project on a given topic within two days and then present it to a professional jury of teachers and IT specialists.

The hackathon gives participants the opportunity to improve their programming skills, teamwork and presentation of the finished project. They work under the mentorship of professionals from the IT business, and sometimes these acquaintanceships grow into offers of practice and internship. The organizers, in turn, learn a lot about the process of organizing such an event and strongly develop their soft skills. By interacting with the sponsors, jury, mentors and volunteers, they develop a clear picture of the real working environment.

This is the first hackathon in Bulgaria organized by students for students. The event started in 2015 and has had nine editions so far. Every year Hack TUES is organized by an organizing team of 11th grade students who work on the event under the mentorship of ASTUES.

Consideration of the main problems of society
The event is also very special for the participants.Because they know each other, they strive to succeed and make it to the finish line. The theme of the hackathon changes every year and is related to the major issues facing society. The last two editions were dedicated to aerospace and environmental problems, respectively, and participants proposed innovative solutions to these problems. these included educational games, embedded systems for collecting samples or cleaning up trash, and machine learning (ML) solutions that help analyze the probability of a successful landing of an aircraft.
Hack TUES at UNESCO
Hack TUES, the iconic hackathon organised by students for students, has found its place among UNESCO’s innovative and promising practices for Technical and Vocational Education and Training. This makes Hack TUES the only educational practice in Bulgaria to be included in this global initiative.

Read the incredible story of its latest edition with a Security theme here.
Upcoming editions and further information can be found at https://hacktues.bg/

Details

Website

Target audience

Digital skills in education

Digital technology

Artificial Intelligence

Digital skills

Software Engineering

Level

Basic

Middle

Advanced

Funding of the good practice

Public

 

Type of initiative of the good practice

Local initiative

Country providing the good practice

Bulgaria

Organisation providing the good practice

TU-SOFIA

Initiative: Pioneers for Artificial Intelligence

By Country of the initiative, Country providing the good practice, EU Initiatives, EU institutional good practice initiative, EU Institutional initiative, Funding of the good practice, INSPIRATION: Good practices, INSPIRATION: Initiatives, Other, Other, Public-private, Type of initiative of the good practiceNo Comments
Initiative: Pioneers for Artificial Intelligence

27.08.2024

The “Innovators for Artificial Intelligence (AI)” initiative is implemented by the non-profit organisation Science For You – SciFY and the ahedd Digital Innovation Hub of the National Centre for Natural Sciences (NCSR) “Demokritos”, with the support of the US Embassy in Athens and the John S. Latsis Public Benefit Foundation, and aims to train 1,000 Pioneers in Artificial Intelligence in Greece.

Purpose of the Initiative

The main goal of this initiative is to create an active community of 1,000 Pioneers in Greece who will know and can co-shape human-centric Artificial Intelligence (AI), leverage Artificial Intelligence to innovate and shape a better future for all.

The trained community of 1,000 will be composed of members of all professional categories such as:

  • entrepreneurs, high-level private business executives, IT executives
  • policy makers, politicians, Think Tanks, high-level ministries
  • NGO executives, social business executives
  • IT executives, IT students, tech workers, science researchers
  • Social/Political Scientists
  • involved in education (Gymnasium/Lyceum, Business, IT, Political Science, Social Sciences)

This community will be trained through an innovative program and will be networked and stimulated to be able to mobilize forces and collaborations in key sectors of the economy and society utilizing the latest technological developments.

The project includes

  • the training of 1,000 pioneers,
  • the website “AI in Greece“, which will be the central point of reference. It will inform about the developments, about the achievements of the 1,000 Pioneers for AI in Greece, will include articles on AI, educational content, etc.
  • the creation of a supportive community of researchers, experts, consultants, etc. (from Greece and abroad) who will have knowledge, motivation and the ability to contribute with their knowledge and support services. This enhances the sustainability of the project,
  • a networking and exchange platform of 1,000.

Training of the 1,000 frontrunners of the initiative

The training will combine theory and encouragement in practical application. It will be specifically designed for each different target group, and will include:

  • theoretical education (training, attending seminars, buying/offering a book),
  • action: organisation of at least one action on their own initiative, or participation in at least one initiative of another party (e.g. participation in a consultation).

The training will be completed in 3 years, with the aim of training 200 people in the first year, 300 in the second, and 500 in the third.

What is the expected impact?

The ultimate goal is to co-shape and leverage AI to increase impact primarily in the following areas:

  • the daily lives of citizens: understanding how AI works, avoiding undue fear of fake news, participating in consultations on AI,
  • the economy: taking entrepreneurial initiatives, creating new services, increasing innovation, creating competitive advantages,
  • AI policy making: raising awareness of AI issues, helping to create an appropriate regulatory framework, protecting citizens’ rights, fostering AI-enabled entrepreneurship,
  • impact of civil society action: leveraging AI tools to strengthen democracy, pluralism and more effective protection of citizens’ rights;
  • preparing young scientists to make use of AI, regardless of their field of knowledge;
  • strengthening the tools and role of Digital Humanities;
  • better formulation and more effective implementation of the ongoing National Strategy on AI

Why is it a good practice?

AI is already changing our present and future with applications in all areas of our lives. AI skills and knowledge significantly influence the demand for relevant professionals, while companies that make effective use of AI can innovate and grow through appropriate training. At the same time, proper understanding and knowledge of AI can mitigate both the risks and the unpredictable conditions created by this new technology.

New practices for the development of ethical AI systems also require the development of digital skills for human resources and there is a strong need to shape AI in a human-centric and ethical way. SciFY has trained more than 1,500 people to date in AI, participates in the DIGITAL SME Focus Group on AI, the European Commission initiative (AI Watch) and the European DIGITAL SME Alliance consisting of almost 40 AI experts representing companies from all over Europe.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills in education

Digital technology

Information and Communication Technologies (ICTs)

Level

Basic

Middle

Funding of the good practice

Public-private

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Other

Organisation providing the good practice

SchuBu Systems: An Online Learning Platform for Secondary School Students

By Country providing the good practice, Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, National good practice initiative, Other, Private, Type of initiative of the good practiceNo Comments
SchuBu Systems: An Online Learning Platform for Secondary School Students

07.08.2024

SchuBu is a teaching and learning platform designed to help secondary school students acquire digital skills.

SchuBu Systems: Online Textbook for Digital Education

The SchuBu project, developed by SchuBu Systems GmbH, offers curriculum-aligned digital textbooks for free and serves as a comprehensive teaching and learning platform. The digital education section provides interactive and age-appropriate content on topics such as artificial intelligence, media literacy, and data management for secondary school students.

SchuBu: Digital Education

In the “Digital Education” section, SchuBu follows the Austrian curriculum for the corresponding subject and is specifically designed for classroom use. The digital textbooks cover the material for an entire school year, presented in illustrated learning pathways with numerous exercises. These resources can be used as standalone textbooks or as interactive supplements to existing books.

Background and Objectives

The SchuBu project was initiated with the goal of engaging students in learning through motivating tasks. The wide range of resources, including exercises, interactive elements, games, and animations, allows students to delve deeply into curriculum topics and explore connections on their own. This approach enhances intrinsic motivation and contributes to lasting learning success.

A Resource for Teachers as Well

SchuBu also offers many useful tools for teachers to make their lessons more engaging and interactive. SchuBu+ is a paid extension that provides materials specifically designed for classroom use, including online assignments with automatic grading, ready-to-use presentations, worksheets with answers, and practical teaching tools. SchuBu+ also offers detailed additional information tailored for teachers, such as learning objectives, a competency model, and comprehensive curriculum references, all of which can aid in lesson planning.

Content for Digital Education

Currently, SchuBu offers digital education content for the fifth, sixth, and seventh grades, with materials for the eighth grade expected in fall 2024. The textbooks cover various aspects of the digital world, including topics like the internet, artificial intelligence, and disinformation. Students develop an understanding of digital tools, creative online collaboration, and the ethics and privacy concerns of the digital realm.

Didactic Structure

The SchuBu learning packages are designed in three stages. To convey the content, there are presentations with animated slides, which can also be used in flipped-classroom settings. Understanding and independent learning are supported through simulations, games, and interactive content. Finally, students have various opportunities to practice and reinforce the material.

Terms of Use

The digital textbooks from SchuBu Systems are not openly licensed, but the basic content, including learning pathways and exercises, is accessible for free without a login. Premium content is clearly marked and requires registration. SchuBu may not be used for commercial purposes.

What makes “SchuBu Digital Education” a Good Practice?

The focus on interactivity and gamification in SchuBu’s learning packages creates motivating learning experiences for students. The content is developed by educators with extensive practical experience and integrates seamlessly into classroom instruction. It is compatible with all digital devices with internet access, ad-free, and GDPR-compliant. The project has been recognized by the Federal Ministry of Education, Science and Research with the Learning Apps Quality Seal and has received the State Prize for Digitalization in the category “Digital Competencies, Education, and Training.” Additionally, the online portal eLearning Journal awarded SchuBu the 2022 eLearning Award in the “School” category.

Details

Website

Target audience

Digital skills in education

Digital technology

Digital skills

Level

Basic

Funding of the good practice

Private

Type of initiative of the good practice

National initiative

Country providing the good practice

Austria

Organisation providing the good practice

Career guidance for young people through virtual company tours

By Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, National good practice initiative, Public-private, Type of initiative of the good practiceNo Comments
Career guidance for young people through virtual company tours

22.08.2024

Among other things, the digital transformation has changed the way information is communicated. This also applies to information about professions and companies. The Biwi – Virtual Company Tour project also makes use of this. 

Getting to know professions virtually

With the help of virtual reality glasses (VR glasses), young people can immerse themselves more intensively than before in a wide range of professions. They can explore training companies in 360-degree mode and experience the respective occupational field in a realistic 3D video format. The information is provided by peers who are currently undergoing training or an apprenticeship at the company in question. 

The VR glasses required for this are available in the WKO career information centers and the Berufsinformationszentrum der Wiener Wirtschaft (BiWi), for example. They are mainly used for career and apprenticeship counseling.

Visit companies from home

The virtual company tours are not only possible in the centers equipped for this purpose, but also from home. With the help of a special web application, the companies can be explored via computer or notebook. The app is freely accessible and the interface can be navigated using a mouse. A smartphone or tablet can also be used as a “window” into the virtual world of apprenticeships. The gyroscope function enables 360° rotation and free orientation within the virtual environment.

Young people currently have access to just under 80 professions they can experience, and the range is constantly being expanded. Information is currently available on professions in the fields of construction and trades; vehicles and machinery; physics, chemistry and planning; language and culture; health and social affairs; working in nature; food and hospitality; art, sport and beauty.

What makes BiWi virtual company tours a good practice?

The offer can be used on an individual and self-directed basis, but can also be used as part of career guidance courses or in a school context. In this way, young people can decide for themselves whether the respective occupational field appears interesting to them – and they also come into contact with career opportunities that may have been previously unknown. 

On the one hand, using this service increases the digital skills of the people who create the respective content. On the other hand, it automatically leads to an increase in skills on the part of the users when they use this VR technology. The open and free use of the app promotes participation for all and is a good example of the inclusive potential of digital technologies

Details

Website

Target audience

Digital skills in education

Digital technology

Virtual Reality

Level

Basic

Funding of the good practice

Public-private

Type of initiative of the good practice

National initiative

Country providing the good practice

Austria

Organisation providing the good practice

Unified Residence and Work Permit in Bulgaria for Non-EU Citizens

By INSPIRATION: Strategic documentsNo Comments
Unified Residence and Work Permit in Bulgaria for Non-EU Citizens

12.09.2025

The Unified Residence and Work Permit is a type of permit that allows foreigners from third (non-EU) countries to reside legally in Bulgaria on the basis of an employment contract with a Bulgarian employer. Unlike the EU Blue Card, it does not require the applicant to be a high-skilled or qualified individual.

The URWR is issued by the Ministry of Interior in Bulgaria given that certain requirements are met such as:

  • Presenting a valid employment contract;
  • Proof that the employer posted the job offer on local and national employment platforms;
  • A justification as to why the employer is not willing to hire a Bulgarian citizen instead;

And other necessary documents for the procedure.

The URWR is valid for up to 3 years but it can also be issued for less if the validity of the employment contract is for a shorter period of time.

How to access the Bulgarian labour market?

In order to access the Bulgarian labour market a foreign national from a third (non-EU) country must secure employment with a Bulgarian employer. To do this the applicant:

  • Should research job opportunities on Bulgarian employment platforms and apply for a published job offer;
  • The applicant must make sure that the job offer description aligns with their educational

 background (if such is required by the employer) and/or professional experience.

This can be proven by providing legalised and translated documentation of diplomas, certificates, qualifications and relevant national documents evidencing professional experience.

The application with the full set of required documents must first be made before the Migration Office and this is usually done either by an authorised individual or by the employer.

The Migration Office forwards the application set to the Labour Agency where the authorities decide on a case by case basis whether the applicant has grounds to be granted access to the Bulgarian labour market. The Labour Agency collects information on the employer through the National Revenue Agency, the Bulgarian Chamber of Commerce and Industry, the Trade Registry, etc. and issues a statement to the Migration Office regarding their stance on whether the applicant meets the requirements to become a part of the workforce in Bulgaria.

Joining the Bulgarian labour market gives applicants access to the healthcare system in Bulgaria as provided by the newest amendments to the work permit legislation. For additional information on the recent changes to the legislation please click here.

Timeline of Application

Approximately 1 month after the application has been submitted the Migration Office issues an initial approval of the applicant’s case. From the moment of receiving initial approval the applicant has a deadline of 20 days to apply for a visa D in order to be able to enter Bulgaria.

Within 14 days of entrance into Bulgaria the applicant must appear before the Migration Office to present their visa. Additionally, within 7 days of beginning the job the employer is obliged to notify the Labour Agency regarding the applicant’s employment status.

The entire application process should not take longer than 2 months. Only if the specific case is especially complex the Migration authorities can extend this period with an additional 2 months.

 

The  Digital Nomad Visa in Bulgaria

 

As of the end of June 2025, Bulgaria has officially joined the list of countries offering a Digital Nomad Visa, opening its doors to remote workers and freelancers from around the world. This change creates new opportunities for professionals who want to live in Bulgaria while working for clients or companies abroad.

What is the Bulgarian Digital Nomad Visa?

The new visa and residence permit allow non-EU/EEA/Swiss nationals engaged in remote work to legally reside in Bulgaria for up to two years. It is designed for individuals whose professional activities are carried out entirely online for foreign employers or clients.

Who qualifies for the digital nomad vida?

Under the Foreigners in Bulgaria Act, a digital nomad is a foreign national who fits one of these categories:

Remote employee

Has a valid employment contract with a company registered outside the EU/EEA/Switzerland and provides services online. The contract must remain valid for at least as long as the residence permit.

Business owner or shareholder

Acts as an owner, director, or shareholder (holding at least 25% of shares) in a foreign-registered company that provides online services exclusively outside Bulgaria.

Freelancer or independent contractor

Has been delivering online services for at least one year prior to the application and does not work with Bulgarian clients.

Note: In all cases, services cannot be provided to clients in Bulgaria under this visa.

Income requirements

Applicants must prove a minimum average annual income equal to at least 50 Bulgarian minimum monthly salaries for the previous calendar year, based on the gross amount of earnings.

Note: The minimum monthly salary for 2025 is at the amount of EUR 550.

Length of Stay

The Digital Nomad Visa is initially valid for one year and may be extended once for another year. After that, applicants must consider alternative residence options.

Why is Bulgaria an attractive base for remote work?

Low Cost of Living 

One of the biggest draws to Bulgaria is its affordability. Compared to other European hotspots, you can live comfortably without spending a fortune every month. 

From 2026, Bulgaria will officially join the Eurozone, adopting the euro as its national currency. This step is expected to bring greater financial stability, easier cross-border transactions, and reduced currency exchange costs for both individuals and businesses. It will also strengthen Bulgaria’s position within the European single market, making it even more attractive for foreign investors, entrepreneurs, and remote professionals considering relocation.

Internet & Coworking Spaces 

For digital nomads, reliable internet is a non-negotiable condition when it comes to choosing the next base. Bulgaria offers some of the fastest internet speeds across Europe, with affordable mobile data plans as a bonus. 

Sofia offers more than 30 co-working spaces, while Plovdiv, Varna, and even the ski town of Bansko also have growing remote work communities. There are also co-living spaces where you can both live and work while you are residing in Bulgaria. There are all the conditions you could wish for to continue your life the best way possible. 

Best cities for Digital Nomads in Bulgaria

Each Bulgarian city has its own vibe, culture and even micro-climate, so it’s worth considering which one suits your lifestyle best:

  • Sofia – The capital and business hub, offering the best infrastructure, a major airport, and a buzzing startup scene. Most of the business is happening here, but like everything, this has its pros and cons. The climate is pleasant, with all four distinct seasons, and a mountain located just 20 minutes by car from the city centre, also easily accessible by public transport.
  • Plovdiv – A charming cultural city with an artsy vibe, great restaurants, and a laid-back atmosphere. If you are more of a chill guy, this is the perfect place for you. It gets pretty hot during the summer months, but the beaches of Greece are really close by. 
  • Varna – A coastal city perfect for those who love the beach but still want access to urban conveniences. There is a vibrant community and also a lot of local and international freelancers. The summer is beautiful, but the winters are a bit windy, because of the sea. 
  • Bansko – A mountain retreat famous for skiing and its rich cultural life full year around – Bansko Nomad Fest, Jazz Fest, World Ski Cup and many more, attracting remote people from all over the world.

Culture, Food & Lifestyle

Bulgaria blends rich history with a modern, welcoming feel. The food is delicious and affordable, with local favorites like banitsa (a pastry snack), shopska salad, and grill. 

The country also offers an exciting nightlife scene, relaxing spa resorts, and endless outdoor activities – from hiking in the Rila Mountains to chilling on the Black Sea coast. The nature is beautiful and you can find almost any landscape possible and practice your hobbies and interests regularly. 

Taxes & Banking 

One of the biggest financial perks of moving to Bulgaria is its low tax rate. Many nomads are deciding to register a company in Bulgaria due to the attractive 10% flat tax rate. Also, becoming a tax resident of Bulgaria could also bring you positives when it comes to tax optimization for you as a person. It could be really useful, especially when you want to cut such costs to a minimum. 

Setting up a local bank account can have its difficulties, but many digital nomads prefer using online banking solutions for easier and cheaper international transactions.

Challenges to Consider

While Bulgaria has a lot to offer, there are a few things to keep in mind, before making the final decision on relocating yourself and your business:

  • The language barrier – English is widely spoken in bigger cities, but in smaller towns, learning some basic Bulgarian will go a long way. It may be good to learn some basic Bulgarian even though it is not the easiest language. 
  • Bureaucracy can be annoying and sometimes expensive – Paperwork for visas and residency permits can take time, so having a local consultant is almost a must. Even if you

have a relative – reach out to them and ask them for support, otherwise it can be really challenging and also a money-consuming process. 

For digital nomads considering the new Digital Nomad Visa in Bulgaria, the country provides an appealing combination of low taxes and a steadily growing entrepreneurial network. This visa makes it easier for freelancers and remote workers to enjoy Bulgaria’s affordable lifestyle, cultural richness, and safe living conditions, while having more time and resources to invest in both personal and professional growth. 

AI in recruitment: key considerations for employers in Bulgaria and EU

Artificial intelligence is increasingly shaping recruitment practices, transforming the way organisations assess and select candidates. AI tools offer a data-driven and efficient 

approach to finding talent, which promise to streamline the hiring process, reduce human bias, and assist companies in identifying candidates quickly and accurately.

At the same time, the increasing use of AI in recruitment introduces challenges, such as algorithmic bias, transparency, and the protection of personal data, which demand consideration and highlight the importance of regulatory compliance. Because the EU AI Act (Regulation (EU) 2024/1020) sets stricter standards, organisations in Bulgaria and the EU must balance the benefits of technological advancement with fairness, transparency, and respect for candidate rights.

As AI becomes integral to various business processes, including recruitment, organisations in Bulgaria and the EU must navigate a complex regulatory landscape. Two key regulations apply to the use of AI systems in hiring: the AI Act (EU Regulation 2024/1020) and the General Data Protection Regulation (GDPR) (EU Regulation 2016/679).

AI systems intended for recruiting or selecting candidates are classified as “high-risk” under the AI Act. Their use must therefore meet strict compliance requirements designed to safeguard fairness, ensure transparency, and protect fundamental rights.

Who Is responsible?

Under the AI Act, organisations using AI systems (e.g. employers and recruitment agencies) are generally considered “deployers”. They may, however, be reclassified as “providers” and subject to more stringent obligations if they:

  • put their name or trade mark on a high-risk AI system that has already been placed on the market or put into service (unless a contract clearly assigns these responsibilities elsewhere);
  • make a substantial modification to the system; or
  • change the intended purpose of the AI system.

Key compliance obligations for deployers

Deployers of high-risk AI systems for recruitment must comply with a set of obligations, which align with the GDPR’s requirements for automated decision-making and profiling:

 Transparency and notification obligations:

  • inform candidates and employees that they are subject to a high-risk AI system before deployment;
  • provide clear information about the system’s purpose, capabilities, and limitations;
  • ensure compliance with GDPR transparency requirements, including the right to information, access and contest automated decisions.

Human oversight obligations:

  • assign trained personnel with sufficient authority to oversee the AI system;
  • ensure they can interpret outputs, and intervene or suspend the system if necessary;
  • oversight must be active and informed, rather than formalistic.

Data quality and bias mitigation obligations:

  • input data must be relevant, representative and mitigate bias at the deployment stage, which may necessitate internal audits or validation procedures;
  • conduct bias audits are advisable to ensure data does not lead to discriminatory outcomes;
  • align with GDPR principles of data minimisation and accuracy.

Technical and organisational measures obligations:

  • use the system only as per the provider’s instructions (violation of this could result in qualifying the deployer as a provider);
  • implement safeguards to prevent misuse or unintended consequences;
  • suspend operation if the system poses a risk or malfunctions, and inform the provider, distributor and relevant market surveillance authority.

 Recordkeeping and monitoring obligations:

  • maintain logs of system operations for at least six months (if logs are under the deployer’s control);
  • monitor performance continuously to detect anomalies or risks and inform providers;
  • cooperate with market surveillance authorities and provide documentation upon request.

Impact assessment obligations:

  • before first use, perform a fundamental rights impact assessment as a part of the data protection impact assessment. The deployer may rely on previously conducted fundamental rights impact assessments or existing impact assessments carried out by provider.

AI literacy and training obligations:

  • take measures to ensure a sufficient level of AI literacy among staff and other persons dealing with the operation and use of AI systems. All staff involved in AI operations must receive adequate training.

Respecting candidate rights under GDPR

Deployers must uphold the candidate’s rights under the GDPR, particularly those in Article 22, which grants individuals protection against being subject to decisions based solely on automated processing. Where such processing is permitted, candidates must be guaranteed:

  • the right to human intervention;
  • the right to express their point of view; and
  • the right to contest a decision.

These safeguards are especially important in recruitment, where AI-driven decisions can significantly affect individuals’ careers and livelihoods.

High-risk AI systems have the potential to transform recruitment by streamlining processes and supporting better decisions. Yet this potential can only be realised if organisations apply AI technology responsibly in line with the GDPR and AI Act. Compliance not only protects candidate rights and reduces legal risks, but also builds trust in AI-powered hiring.

Details

Website

Target audience

Digital skills for the workforce

Digital technology 

Basic digital skills

Scope of the strategy

National strategy

Organisation

Ministry of Internal Affairs

Roadmap

Adopted in Bulgaria from June 2025

Latest update of the strategy

Budget

There is no information on the budget

Stakeholders involvement 

Outcome document of the Conference “A Space for the Metaverse – Virtual World and the Transition to WEB 4.0”

By INSPIRATION: Strategic documents, Regional strategy, Scope of the strategyNo Comments
Outcome document of the Conference "A Space for the Metaverse - Virtual World and the Transition to WEB 4.0"

10.04.2025

The European Commission and the 2025 Polish Presidency of the Council of the EU are organising a Global Multistakeholder High Level Conference on the governance of Web 4.0 and Virtual Worlds, on 31 March and 1 April 2025.

Objectives and expected outcomes

The conference aims at triggering a global discussion on the principles for the global governance of Web 4.0 and virtual worlds feeding into the World Summit on the Information Society 20 years review (WSIS+20).

The event will bring together, from all over the world, high-level policymakers, technologists, academics, and community leaders who will collaboratively propose governance models of virtual worlds. It will focus on policy solutions for an ethical, value-driven shift to Web 4.0. and standardisation issues related to virtual worlds (including internet standards) and its technical management. Alignment of those governance frameworks with the multi-stakeholder model of internet governance will also be a salient topic of discussion.

Outcomes of the conference

The conference Input paper (available under the tab “background document” below), produced before the conference based on extensive stakeholder consultations, was discussed and subject to rough consensus during the event, paving the way for the production of the conference Outcome paper.

The discussion notably enriched the outcome document by explicitly integrating concrete governance challenges and opportunities related to emerging technologies, particularly regarding digital divides, human rights – including children’s rights – and the evolution of the multistakeholder model.

The conference Outcome paper is a contribution to the global debate on high-level, foundational principles for the emerging fourth generation of the web.

Call for participants statements and contributions (closed)

Each conference parallel session (see agenda below) will consist in:

  1. Short opening remarks from the moderators and subject matter experts, to frame the discussion;
  2. Several participants statements;
  3. A general open discussion.

To facilitate informed and productive dialogue during these parallel sessions, participants will have access to background documents prior to the conference. These materials have been developed through extensive consultations with a wide range of stakeholders, ensuring that diverse perspectives are included in the preparation process. For more information on the steps and methodology underpinning the background documents please consult the project website.

The background documents provide both technical background and prescriptive insights on the governance of Web 4.0, furnishing participants with valuable insights and context to inform their contributions and enhance the overall quality of the discussions. They will be published under background material on this page. Attendees are encouraged to review these documents in advance to fully engage with the subject matter and contribute meaningfully to the conference.

Individuals and organisations interested in sharing their position on the topic, highlighting key areas of agreement or disagreement, are invited to register their willingness to provide participant statements through this survey by the 14th of March 2025. Two minutes will be allocated to each statement.

For logistics reasons, only in person participants will be able to register and deliver participants statements. Individuals and organisations can choose to deliver participants statements in as many parallel sessions as they wish. Online participants are invited to take part in the open discussions, without any requirement to indicate ex ante their willingness to intervene.

Individuals and organisations who will deliver participants statements will be able to share a written input (i.e., transcript of their statement and/or additional considerations) to be made available to all participants through the conference website.

Logistics

The event will take place at the Charlemagne Building, Rue de la Loi 170, Brussels and online. Connection details for online participants will be shared shortly before the start of the conference.

Background

The conference delivers on Action 9 of the European Commission Communication “An EU initiative on Web 4.0 and virtual worlds: a head start in the next technological transition“ which was adopted in 2023. This action requires the European Commission to “engage with existing multi-stakeholder internet governance institutions to design open and interoperable virtual worlds [from Q4 2023]; and support the creation of a technical multi-stakeholder forum to address certain aspects of virtual worlds and Web 4.0 beyond the remit of existing internet governance bodies [from Q1 2024].

 

You can read the outcome document of the Conference “A Space for the Metaverse – Virtual World and the Transition to WEB 4.0”    HERE

Details

Target audience

Digital skills for all

Digital technology 

Artificial intelligence

Metaverse

Internet of things

Web development

Scope of the strategy

Regional strategy

Organisation

European Commision

Stakeholders involvement 

The outcome document is implemented with the support of the Polish Embassy

DIGITAL TRANSFORMATION OF BULGARIA FOR THE PERIOD 2020-2030

By 5G & WiFi, AI & ML, Audience, Basic digital skills, Big data, Computing, Cybersecurity, For all, For ICT professionals, For public administration, For the workforce, In education, INSPIRATION, INSPIRATION: Strategic documents, IoT, Media literacy, National strategy, Software engineering, Technology, TelecommunicationsNo Comments
DIGITAL TRANSFORMATION OF BULGARIA FOR THE PERIOD 2020-2030

30.03.2023 |

 The national strategic document, “Digital Transformation of Bulgaria for the period 2020-2030” was adopted by Decision of the Council of Ministers № 493 of 21 July 2020. It defines the vision and policy objectives for the digital transformation of our country for the next decade as a generalized policy framework, which includes the National Program “Digital Bulgaria 2025”, the priorities of the “National Development Program BULGARIA 2030”, as well as a number of other national strategic documents with a technological component, covering the period up to 2030.

The document describes 6 objectives to be achieved over this 10-year period:

  • Deploy a secure digital infrastructure
  • Ensure access to adequate technical knowledge and digital skills
  • Strengthening research and innovation capacity
  • Unlock the potential of data
  • Digitalisation for a circular low carbon economy

Enhancing the efficiency of government and the quality of public services

A total of 17 impact areas for the period up to 2030 are described in the strategy document: digital infrastructure; cyber security; research and innovation; education and training; labor market adaptation; digital economy; agriculture; transport; energy; environment and climate; health; finance; culture; disinformation and media literacy; territorial development; digital governance; and security and citizen participation in the democratic process.

The development of digital technologies and their integration into all spheres of economic and social life necessitates a rethinking of the approach to harnessing their exceptional potential for enhancing the competitiveness of the Bulgarian economy, increasing demand and supply and the efficiency of public services and successfully tackling the main social challenges in the period until 2030.

The full text of the National Strategic Document “Digital Transformation of Bulgaria for the period 2020-2030” can be found at the following link:

National strategic document DIGITAL TRANSFORMATION OF BULGARIA FOR THE PERIOD 2020-2030

Details

Website

www.digitalalliance.bg 

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills in education

Digital skills for public administration

Digital technology 

Digital Skills

Digital infrastructure

Scope of the strategy

National strategy

Organisation

Roadmap

2020-2030

Latest update of the strategy

01.02.2023

Budget

Stakeholders involvement 

NATIONAL PROGRAMME DIGITAL BULGARIA 2025

By AI & ML, Audience, Basic digital skills, Cybersecurity, For all, For ICT professionals, For public administration, For the workforce, In education, Inspiration, INSPIRATION, INSPIRATION: Strategic documents, IoT, National strategy, TechnologyNo Comments
NATIONAL PROGRAMME DIGITAL BULGARIA 2025

30.03.2023 |

 The Digital Bulgaria 2025 Programme aims at modernising and increasing the widespread implementation of intelligent information technology (IT) solutions in all areas of the economy and social life. Another objective of the programme focuses on the strategic enhancement of digital competence and skills at all levels.

The Digital Bulgaria 2025 programme is coordinated by the Ministry of Transport, Information Technology and Communication of Bulgaria. Digital Bulgaria 2025 sets out 3 main objectives when it comes to digital skills development on a national level: 

  • Modernisation of school and higher education in the field of ICT

The implementation of this objective includes key activities such as: promoting the development of a modern and reliable information and communication technology (ICT) infrastructure at schools, improving assessment of students’ digital competences upon graduation from high school, modernising the educational curriculum and teaching methods, and upskilling teachers, educators and training providers. Activities also aim to further strengthen cooperation between education, industry and the non-governmental sector.

  • Increasing the number of highly qualified specialists in the field of ICT

To implement this objective two key activities are considered: increasing the number of young people trained for ICT professions, and promoting the development of qualified ICT specialists through a focus on lifelong learning and upskilling approaches. 

  • Improving  the digital and ICT skills of the workforce

Under this objective, upskilling and reskilling programmes financed by the Bulgarian Government are considered. 

More detailed information about the digital skills priorities of the Programme can be found in the full Programme document (pages 33-34) and Roadmap (both available in Bulgarian).

Details

Target audience

Digital skills for all

Digital skills for ICT professionals

Digital skills in education

Digital skills for children

Digital skills for public administration

Digital technology 

Digital Skills

Scope of the strategy

National strategy

Organisation

The Digital Bulgaria 2025 programme is coordinated by the Bulgarian Ministry of Transport, Information Technology and Communications.

Roadmap

2020-2025

Latest update of the strategy

10.02.2023

Budget

Stakeholders involvement 

CONCEPT FOR THE DEVELOPMENT OF AI IN BULGARIA BY 2030

By AI & ML, AI & ML, Audience, Basic digital skills, For all, For ICT professionals, For public administration, For the workforce, In education, INSPIRATION, INSPIRATION: Strategic documents, National strategy, Technology, TechnologyNo Comments
CONCEPT FOR THE DEVELOPMENT OF AI IN BULGARIA BY 2030

30.03.2023 |

 Protocol 72 of the regular meeting of the Council of Ministers of 16 December 2020 adopted the Concept for the Development of Artificial Intelligence in Bulgaria until 2030.

The document proposes a comprehensive vision for the development and use of artificial intelligence in Bulgaria. It is based on the strategic and programme documents of the European Commission, which consider artificial intelligence as one of the main drivers of digital transformation in Europe.

The main goal of the concept is to unite the efforts on the development and implementation of artificial intelligence systems by creating scientific, expert, business and managerial capacity. It is envisaged to provide a modern communication and scientific infrastructure for the development of new generation digital technologies. The education and lifelong learning system will be improved. The development of research and innovation in key sectors will be supported, and work will be done to put in place an ethical legal and regulatory framework that enjoys public trust.

Concept for the Development of Artificial Intelligence in Bulgaria by 2030 (official)

“Artificial intelligence has long been a concept that is not abstract. It is becoming ubiquitous , many businesses are focused in creating innovations based on it. Some of the sectors will be subject to a complete transformation as a result of the development of artificial intelligence, some will be changed forever,” Rosen Zhelyazkov, minister of transport, information technology and communications, said at a government meeting.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills in education

Digital skills for public administration

Digital technology 

Artificial intelligence

Digital Skills

Scope of the strategy

National strategy

Organisation

Roadmap

2020-2030

Latest update of the strategy

Budget

Stakeholders involvement 

ACTION PLAN FOR DIGITAL EDUCATION (2021-2027)

By Audience, Basic digital skills, In education, INSPIRATION, INSPIRATION: Strategic documents, National strategy, TechnologyNo Comments
ACTION PLAN FOR DIGITAL EDUCATION (2021-2027)

30.03.2023 |

 Digital transformation is reshaping society and the economy with an ever-deepening impact on everyday life. Prior to the COVID-19 pandemic, it demonstrated the need for higher levels of digital capabilities in education and training, but also led to an increase in a number of existing challenges and inequalities between those who have access to digital technologies and those who do not, including the disadvantaged.

The Digital Education Action Plan (2021-2027) is a renewed policy initiative of the European Union (EU) to support the sustainable and effective adaptation of the education and training systems of the countries of the Union to the digital age.

The Digital Education Action Plan:

  • Proposes a long-term strategic vision for high quality, inclusive and accessible European digital education
  • Addresses the challenges and opportunities of the COVID-19 pandemic, which has led to an unprecedented use of technology for education and learning purposes
  • Seeks stronger cooperation at EU level on digital education and stresses the importance of working together across sectors to bring education into the digital age
  • Presents opportunities, including improving the quality and quantity of digital learning, supporting the digitisation of teaching methods and pedagogy, and providing the infrastructure needed for inclusive and sustainable distance learning

To achieve these objectives, the Action Plan identifies two priority areas:

  1. Fostering the development of a high-performing digital education ecosystem

This includes:

  • infrastructure, connectivity and digital equipment
  • effective digital capacity planning and development, including advanced organisational capabilities
  • digitally competent and confident teachers and education and training staff
  • high-quality learning content, user-friendly tools and secure platforms that respect e-privacy and ethical standards

2. Improving digital skills and competences for digital transformation

For this it is necessary:

  • basic digital skills and competences from an early age
  • digital literacy, including dealing with misinformation
  • computer education
  • good knowledge and understanding of data-intensive technologies such as artificial intelligence
  • in-depth digital skills that equip more digital professionals
  • ensuring that girls and young women are equally represented in digital training and work

To support the two priority areas, the Commission will set up a Digital Education Hub strengthening cooperation and exchange on digital education at EU level. The Digital Education Action Plan is coordinated by the Digital Education Unit of DG Education, Youth, Sport and Culture.

For more information, you can follow this link: https://education.ec.europa.eu/

 

Details

Target audience

Digital skills in education

Digital technology 

Digital Skills

Scope of the strategy

National strategy

Organisation

Roadmap

2021-2027

Latest update of the strategy

Budget

Stakeholders involvement 

STRATEGIC FRAMEWORK FOR THE DEVELOPMENT OF EDUCATION, TRAINING, AND LEARNING IN THE REPUBLIC OF BULGARIA (2021-2030)

By AI & ML, Audience, Basic digital skills, Big data, Blockchain, Computing, Cybersecurity, In education, INSPIRATION, INSPIRATION: Strategic documents, IoT, Media literacy, Microelectronics, Mobile apps, National strategy, Robotics, Scope of the strategy, Software engineering, Technology, Telecommunications, Web developmentNo Comments
STRATEGIC FRAMEWORK FOR THE DEVELOPMENT OF EDUCATION, TRAINING, AND LEARNING IN THE REPUBLIC OF BULGARIA (2021-2030)

28.03.2023 |

The present strategic document and the Strategy for the Development of Higher Education in the Republic of Bulgaria for the period 2020-2030 outline the general framework for the development of education, training, and learning in the Republic of Bulgaria. The Strategic Framework for the Development of Education, Training, and Learning in the Republic of Bulgaria (2021-2030) was developed by the Ministry of Education and Science in collaboration with stakeholders.
The strategic framework takes into account that the main challenges in public affairs in the 21st century are driven by the intensive pace of development in all areas of public life, generated by mass digitization and technological advancement. According to this document, functional literacy in mathematics, technology, and digital skills needs to be further developed in current and future students if we aim for them to confidently tackle the major challenges on a global scale. For this reason, the introduction of a model of education based on interactive methods, active interaction between participants in the educational process and educational content is necessary.
Digitization and new technologies, particularly artificial intelligence, are changing the world and the structure of professions. This change requires an increase in the level of digital competencies and a focus on education on mathematics, technology, and engineering skills; on working with algorithms, developing flexibility and adaptability skills. Young people must have access to quality education. Visible from the analysis presented in the Strategic Framework for the Development of Education, a large part of the children entering school will have a profession that does not yet exist, while many other professions disappear and are replaced by automated processes. Over the next 10 years, there is expected to be a significant shortage of technical personnel with vocational and higher education.
The strategy takes into account the unsatisfactory level of digital skills among participants in the educational process, but highlights the introduced training for acquiring digital skills and the provided access to free internet and digital resources in schools as a strong point, as well as the priority policies for digitalization in education, including in relation to the transition to a digital and green economy. The conservative social attitudes and limited support for proactive changes in education in line with technological and societal developments are identified as a threat to achieving the set goals in the development of digital skills in students.
Among the 9 priority areas for the development of education and training until 2030, Educational Innovations, Digital Transformation, and Sustainable Development in Education are identified. Digital skills and competencies are a priority for the entire educational spectrum, and access to ICT for children of the 21st century is declared an integral part of education. Efforts will be focused on developing skills in students to become digital creators, to model, program, and develop digital creativity. Efforts will be directed towards introducing specialized software solutions for analyzing and assessing educational results. Education for sustainable development is closely related to international discussions on sustainable development, the UN program, and the Sustainable Development Goals until 2030.

Details

Website

Target audience

Digital skills in education

Digital technology 

Digital skills

Scope of the strategy

National strategy

Organisation

Ministry of Education and Science

Roadmap

2021-2030

Latest update of the strategy

24.02.2021 г.

Budget

Stakeholders involvement 

PROJECT ‘’PROVISION OF TRAINING FOR DIGITAL SKILLS AND CREATION OF A PLATFORM FOR ADULT EDUCATION IN REPUBLIC OF BULGARIA’’

By Audience, Basic digital skills, For the workforce, INSPIRATION, INSPIRATION: Strategic documents, National strategy, Scope of the strategy, Technology, Без категорияNo Comments
PROJECT ‘’PROVISION OF TRAINING FOR DIGITAL SKILLS AND CREATION OF A PLATFORM FOR ADULT EDUCATION IN REPUBLIC OF BULGARIA’’

06.04.2023 |

The development of digital skills is a priority in several programs and strategies for the next few years. The same is true for the project “Provision of Training for Digital Skills and Creation of a Platform for Adult Education.”

The main goal is to expand access and provide more opportunities for quality education using digital technologies. The development and implementation of a virtual platform for online learning will provide flexible and accessible forms of learning, such as online distance learning courses and electronic resources for self-study.

After the creation and implementation of the virtual e-learning platform, all courses in the electronic learning environment for unemployed and employed persons, organized within the framework of the active labor market policy and funded by the state budget and the ESF+ under the Human Resources Development Program, will be conducted through it.

The virtual e-learning platform will be linked to the “My Competence” Competence Assessment Information System, which presents models with descriptions of the skills necessary for the successful performance of key positions, work with tools, as well as databases and electronic registers related to adult education – the National Labor Market Database of the Employment Agency (EA), the Electronic Register of Vocational Training Centers of the National Agency for Vocational Education and Training (NAVET), etc.

Training providers and supervisory bodies (e.g. MLSP, EA, NAVET, employers, etc.) will have access to the platform. They will be able to monitor and control the execution of the training in real time. At any given moment during the training period, the presence of trainees, performance of the curriculum by day, performance through access to examination materials and tests, access to materials and survey cards for evaluating the training, etc. can be checked. This way, compliance with the regulatory requirements for organizing training and for the quality of the training conducted will be monitored.

The total planned financial resource is BGN 379,470,088.

Project implementation period – 54 months (2022-2026)

Details

Target audience

Digital skills for all

Digital skills for public administration

Digital skills for the labor force

Digital technology 

Digital skills

Scope of the strategy

National strategy

Organisation

Republic of Bulgaria Ministry of Labor and Social Policy

Roadmap

54 moths (2022-2026)

Latest update of the strategy

Budget

BGN 379 470 088

Stakeholders involvement 

BULGARIAN NATIONAL PROGRAM “DIGITAL QUALIFICATION”

By Audience, Basic digital skills, For ICT professionals, For the workforce, In education, INSPIRATION, INSPIRATION: Strategic documents, National strategy, Scope of the strategy, TechnologyNo Comments
BULGARIAN NATIONAL PROGRAM "DIGITAL QUALIFICATION"

10.03.2023 |

The National Program “Digital Qualification” aims to respond to the need for targeted efforts and investments to ensure high-quality training of students, teachers, and lecturers in the face of the digital transformation of education. The program is aimed at ensuring that the education system has personnel with a high level of digital competence and a mindset for continuous improvement throughout their professional lives, as well as teaching their own experiences and knowledge.

The program recognizes that the digitalization and implementation of artificial intelligence have placed new, qualitatively different requirements on the nature and characteristics of teaching in schools and universities. The specific public challenges that the program is aimed at addressing include stimulating higher education institutions to improve the quality of education and the teaching process, enhancing the prestige of the teaching profession among ICT specialists, and updating teaching methods to include innovative approaches and modern learning platforms.

The goal of the program is to retrain teachers from other disciplines and train representatives from practice to teach disciplines related to ICT and digitization at different levels of the education system. Within the program, teachers from various subjects in the secondary education system will also be trained to improve their digital skills and competencies and to provide them with opportunities to retrain as teachers of computer science and information technology.

The program is aimed at teachers from state universities accredited under the Higher Education Act, teachers from the secondary education system, and representatives of the business community who want to start teaching and lecturing. Qualification training is provided to teachers, lecturers, and representatives of the business community, distributed in groups. At the end of the training, a certificate is issued based on a conducted test. Teachers who have successfully completed the training and obtained the relevant certificate will organize a seminar at the relevant university with the presence of a representative from the Ministry of Education and/or a lecturer from the training team.

The program lasts 36 months, and the total budget is BGN 2,000,000. The program is financed through the European Social Fund and the national budget.

Details

Website

Target audience

Digital skills for all

Digital skills in education

Digital technology 

Digital skills

Scope of the strategy

National strategy

Organisation

Ministry of Education

Roadmap

05.03.2021 – 05.03.2024

Latest update of the strategy

05.03.2021

Budget

Total budget: 2 000 000 BGN
– 1st year: 800 000 BGN individual value
– 2nd year: 800 000 BGN individual value
– 3rd year: 400 000 BGN individual value

Stakeholders involvement 

Ministry of Education and Science
Universities

Initiative: Pioneers for Artificial Intelligence

By Country of the initiative, Country providing the good practice, EU Initiatives, EU institutional good practice initiative, EU Institutional initiative, Funding of the good practice, INSPIRATION: Good practices, INSPIRATION: Initiatives, Other, Other, Public-private, Type of initiative of the good practiceNo Comments
Initiative: Pioneers for Artificial Intelligence

27.08.2024

The “Innovators for Artificial Intelligence (AI)” initiative is implemented by the non-profit organisation Science For You – SciFY and the ahedd Digital Innovation Hub of the National Centre for Natural Sciences (NCSR) “Demokritos”, with the support of the US Embassy in Athens and the John S. Latsis Public Benefit Foundation, and aims to train 1,000 Pioneers in Artificial Intelligence in Greece.

Purpose of the Initiative

The main goal of this initiative is to create an active community of 1,000 Pioneers in Greece who will know and can co-shape human-centric Artificial Intelligence (AI), leverage Artificial Intelligence to innovate and shape a better future for all.

The trained community of 1,000 will be composed of members of all professional categories such as:

  • entrepreneurs, high-level private business executives, IT executives
  • policy makers, politicians, Think Tanks, high-level ministries
  • NGO executives, social business executives
  • IT executives, IT students, tech workers, science researchers
  • Social/Political Scientists
  • involved in education (Gymnasium/Lyceum, Business, IT, Political Science, Social Sciences)

This community will be trained through an innovative program and will be networked and stimulated to be able to mobilize forces and collaborations in key sectors of the economy and society utilizing the latest technological developments.

The project includes

  • the training of 1,000 pioneers,
  • the website “AI in Greece“, which will be the central point of reference. It will inform about the developments, about the achievements of the 1,000 Pioneers for AI in Greece, will include articles on AI, educational content, etc.
  • the creation of a supportive community of researchers, experts, consultants, etc. (from Greece and abroad) who will have knowledge, motivation and the ability to contribute with their knowledge and support services. This enhances the sustainability of the project,
  • a networking and exchange platform of 1,000.

Training of the 1,000 frontrunners of the initiative

The training will combine theory and encouragement in practical application. It will be specifically designed for each different target group, and will include:

  • theoretical education (training, attending seminars, buying/offering a book),
  • action: organisation of at least one action on their own initiative, or participation in at least one initiative of another party (e.g. participation in a consultation).

The training will be completed in 3 years, with the aim of training 200 people in the first year, 300 in the second, and 500 in the third.

What is the expected impact?

The ultimate goal is to co-shape and leverage AI to increase impact primarily in the following areas:

  • the daily lives of citizens: understanding how AI works, avoiding undue fear of fake news, participating in consultations on AI,
  • the economy: taking entrepreneurial initiatives, creating new services, increasing innovation, creating competitive advantages,
  • AI policy making: raising awareness of AI issues, helping to create an appropriate regulatory framework, protecting citizens’ rights, fostering AI-enabled entrepreneurship,
  • impact of civil society action: leveraging AI tools to strengthen democracy, pluralism and more effective protection of citizens’ rights;
  • preparing young scientists to make use of AI, regardless of their field of knowledge;
  • strengthening the tools and role of Digital Humanities;
  • better formulation and more effective implementation of the ongoing National Strategy on AI

Why is it a good practice?

AI is already changing our present and future with applications in all areas of our lives. AI skills and knowledge significantly influence the demand for relevant professionals, while companies that make effective use of AI can innovate and grow through appropriate training. At the same time, proper understanding and knowledge of AI can mitigate both the risks and the unpredictable conditions created by this new technology.

New practices for the development of ethical AI systems also require the development of digital skills for human resources and there is a strong need to shape AI in a human-centric and ethical way. SciFY has trained more than 1,500 people to date in AI, participates in the DIGITAL SME Focus Group on AI, the European Commission initiative (AI Watch) and the European DIGITAL SME Alliance consisting of almost 40 AI experts representing companies from all over Europe.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills in education

Digital technology

Information and Communication Technologies (ICTs)

Level

Basic

Middle

Funding of the good practice

Public-private

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Other

Organisation providing the good practice

Robotics for Good Youth Challenge

By Bulgaria, Country providing the good practice, EU Initiatives, EU institutional good practice initiative, EU Institutional initiative, Funding of the good practice, INSPIRATION: Good practices, INSPIRATION: Initiatives, Other, Public, Type of initiative of the good practiceNo Comments
Robotics for Good Youth Challenge

20.05.2024

The Robotics for Good Youth Challenge is an initiative launched by the UN in the context of growing climate challenges and increasingly frequent and intense natural disasters. Global climate change increases the risks and intensity of disasters such as torrential rains, landslides, flash floods, earthquakes, hurricanes and forest fires. In response to these emergencies, using robots for search and rescue operations is proving particularly effective.

Autonomous robots offer a quick and accurate response to finding survivors, which is crucial when every minute counts. By reducing the exposure of first responders to hazardous situations, these machines make disaster relief safer, more efficient and more affordable. In addition, robots have the advantage of being carbon neutral, which is part of a sustainable approach. They can speed up search and rescue operations, conduct geological mapping, assess damage, remove rubble and deliver medical supplies, among other tasks.

Why is this a good practice?

In this context, the Robotics for Good Youth Challenge invites teams from worldwide to design, build and code robots to address specific challenges related to disaster response for the year 2024-2025. Participants can use platforms such as Arduino, Raspberry Pi, or LEGO Mindstorms. The process includes research, brainstorming, prototyping, and programming. This educational competition aims to promote robotics and programming skills among young people, while raising awareness of the United Nations Sustainable Development Goals (SDGs). Participants acquire technical knowledge in robotics and coding, while developing essential skills for their professional and future lives, such as teamwork, problem solving, project management, critical thinking and information retrieval.

How can I participate in this initiative?

Contest participants can register in person if a national organiser is present in their country or region. In the absence of a physical event, they have the opportunity to individually prepare their project and submit their results as a video for evaluation by a jury. In Luxembourg, this challenge is organised by the Lëtzebuerger Kannerduerf Foundation in Luxembourg. Private and public entities are encouraged to organise national events for this challenge between April 2024 and April 2025, with applications for the organisation to be submitted before 1 June 2024, and participant registrations open until 1 November 2024. Participants, usually between the ages of 12 and 18, register individually or as part of a team. Each team is encouraged to be composed of members with diverse interests and skills for a multidisciplinary approach.

The competition promotes inclusion by making learning robotics and coding accessible to all, regardless of gender, socio-economic status or academic abilities. It also encourages the use of recycled materials and environmentally friendly solutions, with a focus on the development of sustainable robots.

How the Challenge works

After registration and conniassance of the theme chosen for the edition, the challenge takes place in several stages

  1. Mentoring and workshops: Participants benefit from mentoring sessions with robotics and engineering experts. Workshops are organized to teach specific technical skills and guide the teams in the development of their projects.
  2. Presentations and evaluations: Teams present their projects to a jury of technology and sustainability experts. The evaluation criteria shall include innovation, feasibility, social and environmental impact, presentation and teamwork.
  3. Award ceremony: The best teams are rewarded at an awards ceremony. Winners may receive scholarships, funding to further develop their projects, or opportunities for continuous mentoring.
Old edition

In one of the last editions, for example, the theme was ‘Technology for Health and Well-being’, a topic relevant in the current context of the COVID-19 pandemic. Projects featured included robots to help older people stay active at home, automated disinfection systems, and solutions to improve mental health through technology.

Details

Target audience

Digital skills in education

Digital technology

Digital skills

Level

Basic

Intermidiate

Advanced

Funding of the good practice

Public

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Bulgaria

Other

Organisation providing the good practice

HackTheBusiness

By 5G & WiFi, AI & ML, AR & VR, Audience, Basic digital skills, Big data, Bulgaria, Computing, Country of the initiative, Cybersecurity, Digital marketing, For all, INSPIRATION, Inspiration, INSPIRATION: Initiatives, International initiative, IoT, Mobile apps, Robotics, Software engineering, Technology, Telecommunications, Type of initiative, Web developmentNo Comments
HackTheBusiness

12.03.2024 |

What’s the challenge?


HackTheBusiness 
offers an entrepreneurship challenge tailored for young minds eager to explore the vast potential of Sustainability.

The challenge is to propose an innovative business idea that navigates the sustainable landscape and pioneer new frontiers in the eco-friendly industry relating to agri-food, construction, manufacturing and digital and creative industries.

Participants are encouraged to think critically, creatively, and sustainably, aiming to address environmental concerns and contribute to a more eco-conscious and resilient future in these key sectors!

Who can attend?

If you are between 18 and 40 years old, based in Europe, with a passion for innovation and sustainability – join us!

The HackTheBusiness competition is aimed at bright minds including students, new startuppers, and researchers who want to acquire entrepreneurial skills and explore their potential.

Contestants can participate as individuals or in teams of up to 4 members.

About the Competition

The final HackTheBusiness will take place in the Innovation Forum “John Atanasoff” at Sofia Tech Park in Sofia, Bulgaria on the 26th and 27th of March 2024.

You and your team will pitch to get an opportunity to participate in ENTREPRENEDU’s business acceleration programme, where your sustainable idea has a strong potential to bring real changes into the world, with the help of ENTREPRENEDU mentors.

 

You should register by the 18th of March!

APPLY NOW

Details

Уебсайт

Target audience

Digital skills for all

Level

Middle

Advanced

Digital technology

Artificial Intelligence

Software Engineering

Digital Skills

Organisation

Country 

EU

Type of the initiative

International initiative

BULGARIA: DOJOGIRLS 2022

By Audience, Basic digital skills, Bulgaria, For children, In education, INSPIRATION: Initiatives, National initiative, Technology, Без категорияNo Comments
BULGARIA: DOJOGIRLS 2022

03.04.2023 |

 In a series of virtual workshops, the little ladies learn about technology and programming, and turn their ideas into exciting projects. We introduce them to grown-up girls who are already successful professionals in the so-called “male territory” of technology. 

A Dojo is a free, volunteer-led, community-based computer club for young people. Anyone aged 7 to 17 can visit a Dojo and learn to code, build a website, or create an app or game. Dojos are a space for kids and teens to explore technology in an informal, creative, safe and social environment. The CoderDojo movement is formed of a global network of Dojos and the community of volunteers and children that make them happen.

CoderDojo Bulgaria started in 2015 and it’s the regional body of the CoderDojo movement in the country. It’s a privately sponsored initiative providing free tech education for kids aged 7-17.

DojoGirls is an initiative that is held annually. The event’s main objectives are to excite girls’ curiosity about technology, provoke girls’ interest in STEM, change gender stereotypes and present female role models.

The mentors are IT specialists and tech amateurs who generously volunteer their time and knowledge.

 

Details

Уебсайт

Target audience

Digital skills in education

Digital skills for children

Level

Basic

Intermediate

Digital technology

Digital skills

Programming

Organisation

CoderDojo Bulgaria in partnership with SAP, Telerik Academy and Digital National Aliance.

Country 

Bulgaria

 

Type of the initiative

National initiative

BULGARIA: KIDS INCREDIBLE TECHNOLOGY AND ENGINEERING PROJECTS

By Audience, Basic digital skills, Bulgaria, For children, INSPIRATION: Initiatives, National initiative, TechnologyNo Comments
BULGARIA: KIDS INCREDIBLE TECHNOLOGY AND ENGINEERING PROJECTS

03.04.2023 |

Kids Incredible Technology and Engineering Projects is 72-hour free tech event for kids aged 7 to 17. The event includes a project exhibition, competition and tech workshops.

KITE Projects – is the most exciting adventure of the year! The technology event for the youngest innovators, creators and entrepreneurs!

Kids from Dojo clubs all over Bulgaria have 3 months prior the initiative to develop their projects.

During the event hundreds of inspirational projects are being presented in front of judges and kids have opportunity to enter the world of innovations and ultimately entrepreneurship. Each of the projects is rewarded for the effort and enthusiasm spent on it.

The main objectives of the KITE Projects are to deliver the necessary skills to create a generation of digital creators, innovators and entrepreneurs; empower the youth to launch their projects; provide additional workshops and incubators and introduce the kids to entrepreneurs, innovators and industry leaders.

The event is held annually in a hybrid format.

Details

Target audience

Digital skills in education

Digital skills for children

Level

Basic

Intermediate

Digital technology

Digital skills

Organisation

CodorDojo Bulgaria and Digital National Alliance

Country 

Bulgaria

Type of the initiative

National initiative

 

BULGARIA: AI&I FACTORY

By AI & ML, Audience, Bulgaria, In education, INSPIRATION: Initiatives, National initiative, Без категорияNo Comments
BULGARIA: AI&I FACTORY

31.03.2023 |

 The pilot edition of the AI & I Factory educational program is a series of activities culminating in a hybrid hackathon for young entrepreneurs focused on the practical application of AI for good and ethical causes. Students from various universities collaborated in the process of creating and presenting startup ideas supporting the healthcare system, urban environment, and education.

AI&I FACTORY brings together experts and students in activities aimed at co-developing knowledge and culture oriented towards changing the future through the power of technology and cross-sector collaboration.

The pilot project of the AI & I FACTORY initiative was successfully launched in November 2022. CHALLENGE 1.0 is a series of activities culminating in a hybrid hackathon for young entrepreneurs focused on the practical application of AI for good and ethical causes. Students from different majors are visiting Sofia Tech Park’s lab complex, consisting of 11 innovative labs offering the opportunity to generate and test ideas for scientific and business projects in different research fields. Participants are going through a series of lectures and mentoring sessions that introduced them to the basics of artificial intelligence, its application in various fields, and what are the key steps to form the foundations of a successful startup. Finally, participants are working in mixed teams on creating and presenting their own AI-based startup projects. The best team is presenting their project idea on stage at the event called “The Bulgarian Davos” – Powers Summit 2022. In addition to the knowledge they’re gaining, the participants are getting visibility of their projects and additional development opportunities.

AI & I FACTORY initiative’s mission was deepening the understanding of the role and potential application of AI in human everyday life, encouraging experiments in the tech field, and attracting more women and youths into the tech and especially the AI industry.

Details

Уебсайт

www.digitalalliance.bg 

Target audience

Digital skills for all

Digital skills in education

Level

Basic

Intermediate

Digital technology

Artificial Intelligence

Organisation

Digital National Alliance

Country 

Bulgaria

Type of the initiative

National initiative

BULGARIA: AI N’ CYBER 2022

By AI & ML, Audience, Bulgaria, Cybersecurity, For all, For ICT professionals, For public administration, For the workforce, INSPIRATION: Initiatives, National initiativeNo Comments
BULGARIA: AI N’ CYBER 2022

31.03.2023 |

 AI N’ CYBER Conference 2022 was a conference for the latest cutting-edge technologies, trends, and challenges in the fast-evolving world of cybersecurity and artificial intelligence.

A two-day conference, “AI N’ CYBER Conference 2022”, aimed at gathering experts in the fields of cyber security, artificial intelligence, and machine learning; IT consultants; business intelligence analysts, intelligent system engineers, developers, business leaders, business managers, CEO, CIO, Governmental officials, Internet Attorneys, Start-up representatives, entrepreneurs, students, graduates, IT enthusiasts to examine the topic of cybersecurity and use of AI – ethical norms, standardization norms by international organizations such as OECD, EU regulation and use of emerging and disruptive technology for security and defense in NATO countries.

The conference presented responsible solutions to public challenges through trustworthy lectures and discussions focused on AI and showcasing the cybersecurity risks brought by the accelerating digital transformation. It addressed the necessary steps towards national digital transition in Bulgaria – a country positioned as a digital innovations hub in the South-eastern Region with a recognized pool of experts. Furthermore, during the first day of the AI N’ CYBER CONFERENCE 2022, aside from the Main stage were organized cyber workshops, provided by world-known leaders from the cyber security industry. Each workshop provided paralleled networking opportunities and stimulated the debate and discuss challenges and opportunities, possible ways to address the issues of how best to prepare for the digital transition, and the most suitable framework in line with the best practices and international standards and guidelines.

Overall, the AI N’ CYBER Conference 2022 presented a platform where responsible solutions to societal challenges connected to the digital sector can be presented and to shape the necessary steps towards a national digital transition in Bulgaria. Public sector and government representatives from Bulgaria and abroad, as well as senior officials from the European Commission, European Investment Bank, and NATO, shared experiences and discussed best practices, strategies, and skills needed for the successful deployment of digital tools to build a sustainable and secure digital infrastructure in Bulgaria. The promotion of artificial intelligence was also addressed as one of the key factors to ensure the competitiveness of the European economy. Private businesses in Bulgaria presented success stories related to the integration of artificial intelligence and machine learning, local innovative developments, and opportunities for cross-sector collaboration. Cyber industry leaders introduced the audience to the new realities in digital security, the change in cyber-attacks after COVID-19 and during the Russia-Ukraine war, and strategies to build good cybersecurity habits.

Details

Уебсайт

Target audience

Digital skills for all

Digital skills for ICT professionals

Level

Basic

Intermediate

Digital technology

Artificial Intelligence

Cybersecurity

Organisation

Digital National Alliance

Country 

Bulgaria

Type of the initiative

National initiative

Digital Decade

By EU Initiatives, EU Institutional initiative, INSPIRATION: Initiatives, Other, Type of initiativeNo Comments
Digital Decade

29.04.2021

The Digital Decade is the European Commission forward-looking strategic vision for the development of the digital economy and the transformation of European businesses by 2030. The plan, presented by the European Commission on 9 March 2021, aims to support a prosperous digital future for all. The Digital Decade vision and avenues for the future are also part of Europe’s Digital Compass, a framework to monitor the progress towards the 2030 targets and milestones, whilst supporting a robust governance structure, monitoring system and multi-country projects involving stakeholders and investors from the EU, Member States and industry and private sector.

To achieve the targets outlined within the Digital Decade strategic communication, actions are structured around 4 cardinal points: digital skills, digital transformation of businesses, secure and sustainable digital infrastructures and digitalisation of public services.

The Digital Decade: digital skills for all by 2030

The EU launched actions to increase the number of qualified and competent Information and communication technology (ICT) professionals and train more digital experts to reach 20 million ICT professionals in Europe (in 2019, ICT specialists in Europe were 7.8 million or 4% of the total workforce). Strategic actions on skills also include the bridging of gender and diversity gaps in the technology sector and initiatives targeting women’s career prospects in the field (the IT sector in Europe has one of the highest levels of gender disparity – in 2019, 82.1% of ICT specialists were men).

With the increased dependence on technology, digital competences and skills have become essential to participate in society, take advantage of digital public services, and remain competitive in the labour market. By 2030, 80% of European citizens should possess at least a basic level of digital skills. 

The Digital Decade is part of the wider strategic priority of the European Commission: ensuring that Europe is fit for the digital age. As a strategic initiative, it underpins and complements a variety of recent actions by the EU institutions (Digital Education Action PlanDigital Europe Programme, the Recovery and Resilience Facility) that aim to promote the upskilling of citizens and businesses.

Data from the Report on the State of the Digital Decade 2024

The latest data, published in the Report on the State of the Digital Decade 2024, show that in 2023, the EU employed just under 10 million ICT specialists, accounting for merely 4.8% of total employment. This already created a shortfall of 900 000 specialists compared to the value predicted in 2023 along the Digital Decade trajectory, with an expected deficit of 7.8 million by 2030 if no further investments are made.

Even with regard to the amount of Europeans with basic digital skills, growth is below target. The latest figures from the same report show that in 2023, only 55.6% of EU citizens had at least basic digital skills, up from 53.9% in 2021. In a couple of years, the EU has experienced a mere 1.5% annual progression, far below the necessary average annual growth of over 4.5% over a decade to meet the target. Recent trends underscore the urgent need for significant and immediate efforts to bridge the gap  towards the 2030 target on at least basic digital skills.

2024 Digital Decade - Graph digital skills and public services

The Path to the Digital Decade Policy Programme

The Communication proposed to agree on a set of digital principles, to launch rapidly important multi-country projects, and to prepare a legislative proposal setting out a robust governance through a monitoring and cooperation mechanism with Member States, to ensure progress – the Policy Programme “Path to the Digital Decade (‘Policy Programme’)”.

To this end, the “Path to the Digital Decade” sets out the concrete digital targets which the Union as a whole is expected to achieve by the end of the decade, as first delineated in the Digital Compass Communication. It then sets out a novel form of governance with Member States, through a mechanism of annual cooperation between the Unions institutions and the Member States to ensure that the Union jointly achieves its ambition.

While of course aiming at endowing the whole population of the European Union with basic digital skills, following the European Pillar of Social Rights Action Plan, and Digital Education Action Plan, the “Path to the Digital Decade” projects the  target for those aged 16-74 with at least basic digital skills to 80% in 2030. Moreover, digital training and education should support a workforce in which people can acquire specialised digital skills to get quality jobs and rewarding
careers.

In addition, addressing the major shortage of cybersecurity skills in the EU workforce will be essential, as an important component of protecting the EU against cyber threats. Therefore, in addition to the target on basic digital skills established in the European Pillar of Social Rights Action Plan, the EU shall have a target of 20 million employed Information and Communication Technologies specialists in the EU, with convergence between women and men.

© European Commission 2024

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills in education

Level

Basic

Middle

Advanced

Expert

Country 

EU

 

Type of the initiative

EU institutional initiative