Digitization of education: European format

Abstract

Introduction. During the last decade, the transition to digital education has become one of the main policy issues of the European Union. The importance of responding to the challenges facing higher education lecturers in the digital world has become apparent.

Problem. The unprecedented transition to online learning caused by the COVID-19 pandemic has shown the real unpreparedness of the EU education system for a full transition to online education and demonstrated the main policy weaknesses that need to be eliminated.

Methods. General scientific methods are applied: analysis and synthesis, comparison, genera­lization, analytical and statistical.

Results. The Digital education action plan 2021–2027 of the European Commission stated that digital competences should be among the core skills for all educators and training staff. In its Conclusion, the Council of the European Union confirmed the importance of digital competences of teachers. In its Resolution, the European Parliament stressed the importance of providing financial support for training courses and making them accessible to ensure that teachers possess the necessary digital skills. The EUA emphasized the importance of actions of the governments of EU member-states as the main policy developers at the national level to ensure the financial and professional support for universities staff.

Conclusions. Only the urgent transition to online learning, caused by the total closure of educational institutions of all levels during Covid-19, showed the real state of the EU digital education system and clarified the main problems that EU policy makers have to solve. Two strategic priorities have been identified that should be promoted at the EU level: promoting the development of a highly effective digital education ecosystem and enhancing digital skills and competences for the digital transformation.