Product by European Commission? 歐盟

《數(shù)字教育行動(dòng)計(jì)劃2021—2027》是繼歐盟2018年1月發(fā)布《數(shù)字教育行動(dòng)計(jì)劃2018》之后的第二個(gè)歐盟數(shù)字教育行動(dòng)計(jì)劃。《數(shù)字教育行動(dòng)計(jì)劃2018》制定了歐盟數(shù)字教育框架，在2018至2020年推進(jìn)了11項(xiàng)教育行動(dòng)，幫助成員國(guó)應(yīng)對(duì)在教育和培訓(xùn)中使用數(shù)字技術(shù)的挑戰(zhàn)和機(jī)遇?！稊?shù)字教育行動(dòng)計(jì)劃2021—2027》則將重點(diǎn)放在了教育和培訓(xùn)的長(zhǎng)期數(shù)字化變革上，并提出了數(shù)字教育的長(zhǎng)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(jìn)高性能數(shù)字教育生態(tài)系統(tǒng)的發(fā)展

促進(jìn)高質(zhì)量和包容性數(shù)字教育需要全社會(huì)共同努力。與數(shù)字教育有關(guān)的政策需要更好地聯(lián)系起來(lái)，歐盟可以在各級(jí)為此項(xiàng)工作做些努力。特別是教師和教育培訓(xùn)人員等關(guān)鍵參與者，應(yīng)得到更好的裝備和培訓(xùn)，以便更有效地參與教育的數(shù)字化轉(zhuǎn)型，并在有效使用這些技術(shù)時(shí)能抓住潛在的機(jī)會(huì)。

有效的數(shù)字能力規(guī)劃和開發(fā)對(duì)教育和培訓(xùn)系統(tǒng)十分重要。這就需要發(fā)展并不斷審查和更新數(shù)字戰(zhàn)略，縮小基礎(chǔ)設(shè)施、設(shè)備方面的技術(shù)差距，發(fā)展教育相關(guān)的組織能力，包括傳輸混合教學(xué)模式（遠(yuǎn)程和現(xiàn)場(chǎng)）的能力。應(yīng)注重發(fā)展能力，以確保獲得輔助技術(shù)和可獲取的數(shù)字內(nèi)容，并更普遍地解決因社會(huì)經(jīng)濟(jì)或城鄉(xiāng)差異等因素所致的資源獲得不平等的問(wèn)題。制度化的支持對(duì)這類規(guī)劃和發(fā)展極為必要，因?yàn)閷?duì)包括管理者、技術(shù)專家和教學(xué)設(shè)計(jì)師在內(nèi)的跨學(xué)科團(tuán)隊(duì)來(lái)說(shuō)，教育和培訓(xùn)人員的需求和經(jīng)驗(yàn)才是核心。

超大容量的互聯(lián)網(wǎng)連接對(duì)教育至關(guān)重要。視頻流、視頻會(huì)議、云計(jì)算等帶寬密集型應(yīng)用以及其他新興應(yīng)用（如虛擬現(xiàn)實(shí)和增強(qiáng)現(xiàn)實(shí)），對(duì)連接性的需求正在增加。為教育機(jī)構(gòu)和學(xué)習(xí)者提供快速可靠的互聯(lián)網(wǎng)，對(duì)確保學(xué)習(xí)體驗(yàn)有效且吸引人具有重要作用。這意味著要確保互聯(lián)網(wǎng)接入不局限于任何特定的教室或計(jì)算機(jī)實(shí)驗(yàn)室。

數(shù)字化教育內(nèi)容和數(shù)字化技能培訓(xùn)（包括數(shù)字化教學(xué)方法）十分必要?；趯W(xué)習(xí)者的背景和需求，他們將從對(duì)在線教學(xué)、面對(duì)面教學(xué)或混合教學(xué)的更強(qiáng)有力的支持中受益。教育工作者應(yīng)有權(quán)采用創(chuàng)新的方法，參與同儕學(xué)習(xí)并相互分享經(jīng)驗(yàn)。一個(gè)可信的數(shù)字教育生態(tài)系統(tǒng)需要高質(zhì)量的內(nèi)容、用戶友好的工具、增值服務(wù)和安全的平臺(tái)，以維護(hù)隱私和道德標(biāo)準(zhǔn)?？稍L問(wèn)性、包容性和以學(xué)習(xí)者為中心的設(shè)計(jì)極為關(guān)鍵。歐洲數(shù)字教育內(nèi)容的發(fā)展應(yīng)促進(jìn)形成最好的教育理論、最高的教育質(zhì)量，并尊重成員國(guó)的多樣性和文化豐富性。

為了支持建設(shè)高性能的數(shù)字教育生態(tài)系統(tǒng)，歐盟將采取以下行動(dòng)：

1.與成員國(guó)啟動(dòng)戰(zhàn)略對(duì)話，以便在2022年之前就數(shù)字化教育成功的有利因素為理事會(huì)提出可能的建議。

2.從疫情中吸取教訓(xùn)，到2021年底，理事會(huì)就中小學(xué)在線和遠(yuǎn)程學(xué)習(xí)提出建議。

3.建立一個(gè)基于歐洲文化和創(chuàng)意多樣性的歐洲數(shù)字教育內(nèi)容框架系統(tǒng)，并啟動(dòng)一個(gè)創(chuàng)建歐洲交流平臺(tái)的可行性研究，以共享認(rèn)證的在線資源和連接已有教育平臺(tái)。

4.支持學(xué)校和學(xué)校內(nèi)部的千兆互聯(lián)，開展“為學(xué)校連通”（Connectivity4Schools）意識(shí)提升行動(dòng)，鼓勵(lì)成員國(guó)充分利用歐盟在互聯(lián)網(wǎng)接入、購(gòu)買數(shù)字設(shè)備、電子學(xué)習(xí)應(yīng)用和平臺(tái)等方面的支持。

5.通過(guò)伊拉斯謨合作項(xiàng)目，支持各級(jí)教育和培訓(xùn)的數(shù)字化轉(zhuǎn)型計(jì)劃。通過(guò)伊拉斯謨教師學(xué)院支持?jǐn)?shù)字化教學(xué)和教師使用數(shù)字化工具的專業(yè)知識(shí)，并為教師推出在線自我評(píng)估工具。

6.教育開發(fā)者在教學(xué)和學(xué)習(xí)中使用人工智能和數(shù)據(jù)的倫理準(zhǔn)則，并支持地平線歐洲在這一領(lǐng)域的研究和創(chuàng)新。