1.

The political discussions at the Gothenburg Social Summit in 2017, where it was stressed that 44 % of Europeans do not have basic digital skills, that 90 % of jobs in the future will require digital skills and competences, and that 40 % of European companies struggle to recruit ICT specialists. Launching a reflection on the Future of Learning, to respond to future trends and the digital revolution, including artificial intelligence (AI), was one of the ideas discussed by European leaders on that occasion.

2.

The first principle of the European Pillar of Social Rights, namely, that everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market.

3.

The communication from the Commission on achieving the European Education Area by 2025, which underlines the need to create supportive learning environments for groups at risk of underachievement and to support well-being at school.

4.

The Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030), which stresses that education and training have a vital role to play in shaping the future of Europe, at a time when it is essential for citizens to find personal fulfilment and well-being, to be prepared to adapt and perform on a changing labour market and to engage in active and responsible citizenship.

5.

The Digital Education Action Plan (2021-2027), which outlines the concept of a high-performing digital education ecosystem and stresses the importance of digital skills and competence development for everyday life.

6.

The ongoing structured dialogue on digital education and skills with Member States, launched by the Commission in 2021, and its whole-government approach to digital education.

7.

Council Recommendation (EU) 2021/1004 of 14 June 2021 establishing a European Child Guarantee, which is aimed at preventing and combating social exclusion and ensuring equal opportunities by guaranteeing free access to education for children from disadvantaged backgrounds. In this regard, the Recommendation underlines the importance of providing digital educational tools, high speed connectivity, digital services and adequate equipment, as well as of improving digital skills and tackling all forms of digital divide.

8.

The Strategy for the Rights of Persons with Disabilities 2021-2030, which indicates that effective use of digital technologies requires the removal of accessibility barriers for persons with disabilities and investing in their digital skills.

9.

The Council Recommendation on Pathways to School Success and replacing the Council Recommendation of 28 June 2011 on policies to reduce early school leaving, which aims to promote better educational outcomes for all young Europeans, irrespective of their personal characteristics, family, cultural and socio-economic background and stresses well-being at school and physical and mental health as key components of school success.

10.

The informal Commission expert group currently being set up to promote supportive learning environments for groups at risk of underachievement and to support well-being at school.

11.

The Council Recommendation of 29 November 2021 on blended learning approaches for high-quality and inclusive primary and secondary education, which underlines the importance of prioritising well-being (both physical and mental) and suggests including learner well-being and anti-bullying policies in school objectives, as well as increasing the focus on the well-being and the quality of the professional life of teachers and trainers, school leaders and other educational staff in order to mitigate stress and prevent burnout.

12.

The Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience, which emphasises VET policies suited to the digital economy.

13.

The Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies, which aims to develop the digitalisation of VET in a new lifelong learning culture.

14.

The Council conclusions on digital education in Europe’s knowledge societies, which emphasise that digital education should consider the well-being of all actors involved in the learning process.

15.

The Education and Training Monitor 2021, which focuses on the topic of well-being in education.

16.

The Commission Communication ‘A Digital Decade for children and youth: the new European strategy for a better internet for kids (BIK+)’, which focuses on the improvement of children’s well-being in online environments.

17.

The updated ‘Digital Competence Framework for Citizens’ (DigComp 2.2) produced by the Commission, which emphasises safety, e.g. in the context of supporting well-being and health as well as understanding and combating cyberbullying.

18.

The European Framework for the Digital Competence of Educators (DigCompEdu), which underlines the importance of measures meant to ensure learners’ physical, psychological and social well-being while using digital technologies.

19.

For the purposes of these Council conclusions, ‘well-being in digital education’ is understood as a feeling of physical, cognitive, social and emotional contentment that enables all individuals to engage positively in all digital learning environments including through digital education and training tools and methods, maximise their potential and self-realisation and helps them to act safely online and supports their empowerment in online environments (1). These Council conclusions focus on digital well-being in and through education and training at primary, lower and upper secondary levels, including vocational education and training (VET).

20.

For the purposes of these Council conclusions, the term ‘learners’ covers all pupils, students and apprentices attending primary, lower and upper secondary levels of initial formal educational systems, including initial vocational education and training (VET).

21.

For the purposes of these Council conclusions, the term ‘educators’ covers teachers, school leaders, trainers and other pedagogical staff involved in teaching learners at the primary and secondary levels of initial formal educational systems, including initial vocational education and training (VET).

22.

Digital technologies have radically changed the ways in which people learn, work, use information and communicate. The digital transformation brings new challenges and opportunities for learners and has an impact on their cognitive, physical, social and emotional life.

23.

The COVID-19 pandemic and the switch to emergency distance and online teaching and learning has brought many challenges to digital learning environments. The way in which digital education and training systems, including learners and educators and other relevant actors, have reacted to these challenges may serve as a useful experience and lessons learned for the development of well-being approaches in digital education.

24.

High-quality and inclusive education and training should enhance the opportunities opened up by the digital transformation to support learners’ and educators’ well-being in digital learning environments. This should be systematically supported and fostered in all aspects of the digital education ecosystem (2).

25.

The reinforcement of learners’ well-being in the context of digital education is a two-way process. Digital environments may bring some challenges, including within the digital education context, e.g. cyberbullying, which can negatively impact well-being, especially if some aspects of those environments are poorly designed or deployed. In contrast, well-designed digital education ecosystems that are effective and inclusive can promote the development of learners’ well-being and improve their educational, life and work prospects.

26.

The digital divide poses a serious threat to well-being in digital education and training for both learners and educators, often reinforcing existing inequalities or creating new ones. School systems at national, regional and local level should be able to respond to any problems of insufficient access, inadequate equipment or unsatisfactory learning conditions faced by learners, in particular disadvantaged learners including those with disabilities and/or special educational needs and those facing challenges relating to the digital gender divide.

27.

New learning models, including those involving the use of accessible and findable digital tools, extend outreach to disadvantaged learners, including those with disabilities and/or special educational needs and those who are temporarily unable to attend school because of a health condition, as well as learners living in isolated, insular or remote areas, such as the EU’s outermost regions. They also support stronger motivation and commitment to benefit from online experiences, and together with learner-centred approaches help reduce the digital divide.

28.

With the arrival of learners from migrant backgrounds and/or those whose first language is different from the language of instruction, digital tools and high-quality educational content can facilitate the continuity of their education and training, can help them to maintain their connection with their language and culture of origin and to cope with possible traumatic experiences and new challenges.

29.

More frequent and growing access to and use of digital environments can expose learners to a greater risk of suffering from threats in the digital world, e.g. cyberbullying and/or isolation. Efforts must be made to ensure that learners are educated and that educators are adequately trained and cooperate with other relevant professionals in order to truly promote a safe digital learning environment.

30.

The focus on critical thinking, media and digital literacy and resilience to disinformation and misinformation should be strengthened in education and training systems, with a view to empowering learners with the skills needed to respond to potential threats and challenges and providing for a safer and more positive experience online.

31.

Educators, together with administrative and management staff, have an important and irreplaceable role in the development of education and training environments (3) and in supporting the well-being of learners. They should develop and strengthen their digital competences and enhance their knowledge of the benefits and challenges of using digital tools in education and training e.g. within their initial education, induction and continuous professional development, as well as on the importance of raising the attractiveness of ICT skills development for girls inter alia by gender-sensitive approaches to teaching digitalisation-related competences.

32.

Digital technologies are not intended to replace physical presence and face-to-face interactions between educators and learners. The purpose of integrating digital technologies in educational processes is to support and facilitate educators’ work and to enhance learners’ learning experience.

A.

Acquisition of knowledge, skills and competences required for the fostering of well-being in digital education and training

B.

The design of teaching and learning approaches and digital environments that enhance learners’ well-being

C.

Interpersonal relations in the digital education ecosystem

50.

Place emphasis on strengthening learners’ and educators’ well-being when designing national policies and strategies in digital education;

51.

Promote the designing of teaching and learning processes with a view to their impact on learners’ well-being and, where relevant, encourage strong cooperation between digital education ecosystems and mental health and psycho-social professionals and services;

52.

Encourage teaching and learning processes based on a learner-centred approach, e.g. through the integration of advanced digital technologies, ethical use of AI and data (12), with a special emphasis on support for the well-being of disadvantaged learners and those in vulnerable situations including those with disabilities and/or special educational needs, as well as gifted learners, and on tackling the digital gender gap;

53.

Strengthen learners’ and educators’ awareness of the need to balance on-screen and off-screen time well, and, where possible, support schools in developing appropriate time management as regards digital and face-to-face teaching and learning activities;

54.

Explore ways of supporting the design and implementation of teaching and learning processes and the use of digital technologies in education and training in order to facilitate the integration of learners from migrant backgrounds and/or those whose first language is different from the language of instruction into Member States’ education and training systems, while allowing them to maintain their connection with their mother tongues and respective cultures;

55.

Support (13) learners’ awareness of potential threats in the digital world and the development of their resilience in order to reduce the risks and offer safe online opportunities for young people, whilst supporting data protection and online privacy;

56.

Explore ways to support educators in promoting learners’ critical thinking, media and digital literacy and working with data and information, including an informed approach to misinformation and disinformation (14);

57.

Encourage schools, where appropriate, to apply whole-school approaches which would systematically promote well-being in digital education at the primary, secondary and VET levels, including flexible policies which would support prevention and resilience and address challenges such as digital risks, as well as schools’ organisational procedures;

58.

Consider using opportunities offered by existing EU instruments (the European Social Fund Plus, Erasmus+, the Technical Support Instrument, etc.) to promote digital education policies focusing on the well-being of learners and educators in digital learning environments.

59.

Support research on the impact of the use of digital technologies on learners’ and educators’ well-being across the Member States, and draw up an evidence-based study on the state of play of well-being needs in digital education environments. Design a model for efficient practices aimed at improving well-being in digital learning ecosystems and, ultimately, criteria for a ‘digital well-being school model’ in schools as a possible example and for Member States to use on a voluntary basis. When designing this model, take stock of the work of the informal Commission expert group on supportive learning environments for groups at risk of underachievement and for supporting well-being at school, which is currently being set up;

60.

Encourage the development and sharing of high-quality content for educators and other relevant professionals aimed at further improving their knowledge, skills and competences, learner-centred pedagogical approaches and work with diverse groups of learners;

61.

Consider promoting well-being in digital education as part of the annual Digital Education Hackathon;

62.

Raise awareness among all relevant stakeholders, e.g. designers of digital tools and services, such as the education technology sector (EdTech) and those focused on cybersecurity, on integrating user-friendly approaches and solutions which would support learners’ and educators’ well-being in digital education. Raise awareness among all relevant stakeholders who develop digital education content on integrating the aspect of well-being not only in the content itself but also in teaching and learning processes.

63.

Support the use of EU programmes, such as Erasmus+, the European Social Fund Plus, the European Solidarity Corps, Horizon Europe and the Digital Europe Programme for promoting learners’ and educators’ well-being in digital learning environments and the use of advanced digital technologies, e.g. for learners with disabilities and/or special educational needs, as well as the development, testing and deployment of gamification, educational solutions based on AI, and extended reality technologies such as augmented/virtual reality for pedagogical purposes;

64.

Reflect the need for a holistic, integrated and sustainable digital education ecosystem in the Member States that promotes quality and inclusion and fosters well-being in digital education in the ongoing implementation of the Digital Education Action Plan (2021-2027) and the upcoming proposals for a Council Recommendation on the enabling factors for digital education and a Council Recommendation on improving the provision of digital skills in education and training.