ESU’s Contribution to the Digital Education Action Plan
The European Students’ Union (ESU) welcomes the European Commission’s Digital Education Action Plan (DEAP) for 2021-2027 as a significant opportunity to promote inclusive, accessible, and high-quality digital education across Europe. However, we call for the full integration of higher education institutions (HEIs) into the plan, ensuring that the specific needs and challenges of HEIs and students are addressed. Below are our key recommendations for strengthening the DEAP to better support the higher education sector.
1. European Digital Education Content Framework (Action 3)
ESU strongly supports the creation of a European Digital Education Content Framework but stresses the need for it to encompass higher education in addition to primary and secondary levels. HEIs are experiencing a growing demand for digital content driven by emerging learning practices such as blended learning, microlearning, and personalised learning.
The framework should ensure that digital content is adaptable to various pedagogical approaches and accessible to diverse student populations, including vulnerable, disadvantaged and underrepresented students. Additionally, quality standards should be established to ensure content’s pedagogical relevance and usability across educational settings. We also emphasise the need for development of common definitions and terminology for digital content, helping stakeholders align efforts and address technological, legal, and contextual barriers that hinder the creation and dissemination of high-quality content. To this end, we welcome the work on interoperability but emphasise that it should not be restricted to the European University Alliances but needs to be applicable to all HEIs in Europe.
2. Digital Transformation Plans for Education and Training Institutions (Action 5)
We commend the support shown for digital transformation plans but emphasise the need to provide more extensive support to HEIs and the higher education sector. For higher education, digital transformation requires more than just technological upgrades; it involves a fundamental rethinking of pedagogy, curricula, and institutional culture.
We see the need to deliver clear guidelines, practical tools, and adequate funding for HEIs and public authorities to ensure comprehensive digital strategies. This support should include improving digital infrastructure, enhancing digital literacy among educators and students, and creating inclusive digital environments that meet the needs of all learners. Furthermore, fostering cooperation between HEIs and other educational sectors can help bridge gaps in digital competencies and promote a cohesive digital education ecosystem.
3. Ethical Guidelines on the Use of AI and Data in Teaching and Learning (Action 6)
ESU supports the development of ethical guidelines for AI and data use in education but stresses the need to include HEIs into the scope and the need for stakeholder involvement including the student community in the development of guidelines. Higher education faces unique ethical dilemmas, particularly in balancing the use of AI for personalised learning, new forms of assessments and data collection with the need to protect the fundamental right of privacy and to prevent discriminatory bias, especially when using proctoring software for exams and admission purposes.
We recommend involving HEIs and the stakeholder community directly in the development of these guidelines to ensure they are relevant and effective for all educational levels and higher education as such. Guidelines should also emphasise transparency and ethical considerations in the use of AI for both teaching and administration in higher education.
4. Enhancing Digital Literacy to Combat Disinformation (Action 7)
While we appreciate the focus on digital literacy to combat disinformation, we believe this initiative must extend to higher education. HE students, as future professionals and citizens, need advanced critical thinking skills and knowledge to navigate the complex digital landscape and evaluate the credibility of online information.
To address this, we propose development of strategies and resources aimed at HEIs, focusing on advancing skills like recognizing sophisticated forms of disinformation and understanding algorithmic biases. The approach should include training modules, digital toolkits, and strategic partnerships with organisations specialising in media and digital literacy.
5. Updating the European Digital Competence Framework (Action 8)
We welcome the inclusion of AI and data-related skills in the European Digital Competence Framework but call for its application to a broad range of academic disciplines. Digital skills are not limited to STEM fields; they are increasingly important across all sectors, including humanities and social sciences. At the same time, within STEM disciplines AI and data-related skills should also include ethical perspectives to foster critical thinking.
The framework should promote interdisciplinary approaches to digital competence and support HEIs in integrating these skills into diverse curricula. To this end, trans-disciplinary courses bringing students together from different study programmes can be an innovative approach to foster interdisciplinarity AI and data-related skills. This would provide students in all fields of study with the digital skills necessary to succeed in an increasingly technology-driven world.
6. Expanding Digital Opportunity Traineeships (DOT) (Action 12)
ESU supports the Digital Opportunity Traineeships (DOT) initiative but recommends expanding its scope to include a broader range of digital skills and sectors beyond ICT. There is growing demand for digital competencies across sectors and industries, including the creative, cultural, and social sectors.
Furthermore, outreach to students from diverse backgrounds, particularly those from vulnerable, disadvantaged and underrepresented communities, should be increased. Ensuring equitable access to digital education and training opportunities is critical for creating a truly inclusive digital education environment.
7. Increasing Women’s Participation in STEM (Action 13)
We commend the focus on increasing the participation of women and gender-marginalised persons in STEM but recommend targeted measures in higher education, such as scholarships, mentorship programs, and awareness campaigns. These initiatives should be monitored and evaluated to ensure they are effectively encouraging women to pursue STEM careers.
Recommendations for Future Actions
1. Inclusive Digital Transformation:
- Ensuring that HEIs receive adequate resources to foster digital inclusivity, addressing the digital divide among students, especially those from vulnerable, disadvantaged and underrepresented groups.
2. Targeted Support for Digital Skills Development:
A targeted approach is needed to integrate AI and data-related skills into higher education curricula. Collaboration with civil society organisations and industry is essential to align education with the demands of the digital society and economy.
3. Interoperability
ESU welcomes extensive work that was done regarding interoperability but highlights the need for the results and measures to be equally available and applicable amongst all HEIs and as such beneficial for all students.
Conclusion
ESU is committed to working with the European Commission to ensure that the Digital Education Action Plan fully addresses the needs of higher education institutions. By incorporating our recommendations, the DEAP can support a more inclusive, equitable, and digitally prepared education system across Europe.
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