Resources

This report reviews international evidence on promoting mental health and well-being and preventing bullying in schools, with the aim of supporting safer, more inclusive learning environments across Europe. 

This monitoring report explores the impact of eTwinning in early childhood education and care and initial vocational education and training. 

The report sheds light on the role of eTwinning in strengthening teaching practices and supporting innovation in initial teacher education, with a particular focus on the ‘eTwinning for future teachers’ initiative. 

This full monitoring report examines the impact of eTwinning on teachers’ wellbeing through a mixed-methods approach combining survey data and qualitative interviews.

The new EU guidelines on digital education content support teachers and educators at selecting, creating and using digital resources - known as “digital education content”- that are safe, reliable and effective for teaching, learning, and assessing learner performance.

The 2026 European Commission guidelines on teaching informatics, addressed to teachers and educators, aim at preparing young people for the digital world. 

The 2026 European Commission guidelines are an update to the 2022 Guidelines designed for teachers working in primary and secondary education levels, with little to no prior experience with digital literacy or disinformation.

The OECD Digital Education Outlook 2026 analyses emerging research that suggests Generative AI (GenAI) can support learning when guided by clear teaching principles. 

This ILO working paper explores why socially disadvantaged young people are more likely to drop out of apprenticeships in certain skilled trades, identifying factors linked to poor retention and limited employability.

This report provides an analytical overview of digital well-being policies in education across five European countries (Spain, Lithuania, Estonia, Finland, and Malta) involved in the WINDEE project, examining how education systems address both the opportunities and challenges of technology-rich learning environments. 

This report provides an in-depth literature review of research from the past 10-15 years examining the relationship between digital technology use and student well-being, digital competence, and academic outcomes in educational settings, with particular focus on the harmful effects of excessive screen time and early smartphone acquisition. 

This report presents a comprehensive analysis of 103 digital educational tools used across five European countries, evaluating how their features impact student and teacher well-being, while examining the relationship between digital well-being and technostress in technology-rich learning environments.