數字教育行動計劃2021—2027：重置數字時代的教育和培訓（四）

Product by European Commission? 歐盟

《數字教育行動計劃2021—2027》是繼歐盟2018年1月發布《數字教育行動計劃2018》之后的第二個歐盟數字教育行動計劃。《數字教育行動計劃2018》制定了歐盟數字教育框架，在2018至2020年推進了11項教育行動，幫助成員國應對在教育和培訓中使用數字技術的挑戰和機遇。《數字教育行動計劃2021—2027》則將重點放在了教育和培訓的長期數字化變革上，并提出了數字教育的長期愿景。

Fostering the development of a high-performing digital education ecosystem

Promoting high-quality and inclusive digital education must be a common endeavour across society. Policies relevant for digital education need to be better connected and the EU can contribute to this work at all levels. Key players， in particular teachers and trainers， should be better equipped and trained to participate more effectively in the digital transformation of education and understand the opportunities this can bring， when used effectively.

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

Very high-capacity internet connectivity is critical for education. Demand for connectivity is increasing due to bandwidth-heavy applications such as video streaming， video conferencing， cloud computing， and other emerging applications （such as virtual and augmented reality）. Bringing fast and reliable internet to educational institutions and learners plays an important role in ensuring effective and engaging learning experiences. This means ensuring that internet access is not confined to a specific classroom or computer lab.

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

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

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

2.Drawing on lessons from the COVID-19 crisis， propose a Council Recommendation on online and distance learning for primary and secondary education by the end of 2021.

3.Develop a European Digital Education Content Framework that will build on European cultural and creative diversity， launch a feasibility study on the creation of a European exchange platform to share certified online resources and link existing education platforms.

4.Support Gigabit connectivity of schools， as well as connectivity in schools under the Connecting Europe Facility Programme. Carry out Connectivity4Schools awareness raising actions on funding opportunities. Encourage Member States to make the most of EU support with regard to internet access， purchase of digital equipment and e-learning applications and platforms.

5.Use Erasmus cooperation projects to support the digital transformation plans of primary， secondary， vocational education and training （VET）， higher， and adult-education institutions. Support digital pedagogy and expertise in the use of digital tools for teachers， through Erasmus Teacher Academies and launch an online self-assessment tool for teachers.

6.Develop ethical guidelines on artificial intelligence （AI） and data usage in teaching and learning for educators and support related research and innovation activities through Horizon Europe.

促進高性能數字教育生態系統的發展

促進高質量和包容性數字教育需要全社會共同努力。與數字教育有關的政策需要更好地聯系起來，歐盟可以在各級為此項工作做些努力。特別是教師和教育培訓人員等關鍵參與者，應得到更好的裝備和培訓，以便更有效地參與教育的數字化轉型，并在有效使用這些技術時能抓住潛在的機會。

有效的數字能力規劃和開發對教育和培訓系統十分重要。這就需要發展并不斷審查和更新數字戰略，縮小基礎設施、設備方面的技術差距，發展教育相關的組織能力，包括傳輸混合教學模式（遠程和現場）的能力。應注重發展能力，以確保獲得輔助技術和可獲取的數字內容，并更普遍地解決因社會經濟或城鄉差異等因素所致的資源獲得不平等的問題。制度化的支持對這類規劃和發展極為必要，因為對包括管理者、技術專家和教學設計師在內的跨學科團隊來說，教育和培訓人員的需求和經驗才是核心。

超大容量的互聯網連接對教育至關重要。視頻流、視頻會議、云計算等帶寬密集型應用以及其他新興應用（如虛擬現實和增強現實），對連接性的需求正在增加。為教育機構和學習者提供快速可靠的互聯網，對確保學習體驗有效且吸引人具有重要作用。這意味著要確保互聯網接入不局限于任何特定的教室或計算機實驗室。

數字化教育內容和數字化技能培訓（包括數字化教學方法）十分必要。基于學習者的背景和需求，他們將從對在線教學、面對面教學或混合教學的更強有力的支持中受益。教育工作者應有權采用創新的方法，參與同儕學習并相互分享經驗。一個可信的數字教育生態系統需要高質量的內容、用戶友好的工具、增值服務和安全的平臺，以維護隱私和道德標準。可訪問性、包容性和以學習者為中心的設計極為關鍵。歐洲數字教育內容的發展應促進形成最好的教育理論、最高的教育質量，并尊重成員國的多樣性和文化豐富性。

為了支持建設高性能的數字教育生態系統，歐盟將采取以下行動：

1.與成員國啟動戰略對話，以便在2022年之前就數字化教育成功的有利因素為理事會提出可能的建議。

2.從疫情中吸取教訓，到2021年底，理事會就中小學在線和遠程學習提出建議。

3.建立一個基于歐洲文化和創意多樣性的歐洲數字教育內容框架系統，并啟動一個創建歐洲交流平臺的可行性研究，以共享認證的在線資源和連接已有教育平臺。

4.支持學校和學校內部的千兆互聯，開展“為學校連通”（Connectivity4Schools）意識提升行動，鼓勵成員國充分利用歐盟在互聯網接入、購買數字設備、電子學習應用和平臺等方面的支持。

5.通過伊拉斯謨合作項目，支持各級教育和培訓的數字化轉型計劃。通過伊拉斯謨教師學院支持數字化教學和教師使用數字化工具的專業知識，并為教師推出在線自我評估工具。

6.教育開發者在教學和學習中使用人工智能和數據的倫理準則，并支持地平線歐洲在這一領域的研究和創新。