This EU comparative study on education, conducted during the 12-month period from September 2020 to September 2021, sought to assess the real and potential role of digital technologies in promoting access, quality and fairness across Europe, as well as their role in complementing and strengthening traditional forms of teaching and learning.
Main findings:
- The study found that access to high quality digital infrastructure and tools is a prerequisite for using digitalisation for inclusive education.
- Despite the importance of ensuring learners’ access to digital technologies, it is clear that access alone is not a guarantee of learning outcomes. Teachers and learners need specific digital pedagogical skills to effectively integrate digital technologies into teaching and learning practices
- The digital inclusion of certain vulnerable groups of learners usually takes the form of fragmented bottom-up initiatives without a system-wide governance framework.
- as regards promoting the inclusion of developmental learners and attention in compulsory education, research suggests that digital tools could be particularly useful in protecting this group of learners from sound, light, vision and negative movements, which will facilitate targeting and maintaining concentration.