On 9 December, the European Commission’s Directorate-General for Education, Youth, Sport and Culture (DG EAC) published the ‘Study on Learning for Sustainability and Digital Education in Primary and Secondary Schools: Synergies, Challenges, Opportunities’ final report.
This document examines how the green and digital transitions, which are at the heart of Europe’s priorities, can be integrated into education to improve student performance while meeting environmental and technological challenges.
The report explores the benefits of this dual approach. For example, digital tools such as smart sensors and augmented reality help to raise students’ awareness of climate issues while developing their technological skills. An initiative like the GLOBE programme, which brings together 40,000 schools worldwide, shows how pupils can collect and analyse environmental data in collaboration with scientists.
The study also illustrates how digital tools can be used to monitor biodiversity in schools, manage smart irrigation systems or organise local campaigns to raise awareness of environmental issues.
However, the report highlights a number of issues, such as the increasing use of digital technologies, which is adding to the ecological footprint of schools, particularly due to the energy consumption of data centres and the difficulties associated with recycling equipment.
In addition, disparities in access to technological infrastructures exacerbate inequalities, particularly in rural or disadvantaged areas. These challenges are compounded by the lack of training for teachers, who sometimes struggle to incorporate these new methods into their teaching practices.
In addition, examples from Germany, Finland and Spain, which have developed policies combining the green and digital transitions, demonstrate the potential of this approach.
These countries have invested in innovative educational frameworks, targeted teacher training and sustainable digital tools.
The report calls on Member States to develop integrated national strategies while supporting schools with appropriate resources and enhanced training. Despite the tensions between these two priorities, the report establishes that synergies exist and that a joint approach can transform education within the European Union, while also contributing to its climate and digital objectives.
Read the report: https://aeur.eu/f/etn (Original version in French by Nithya Paquiry)