Resources

This research on teaching practices in Swedish schools reveals varying effects of teaching practices on students' academic success and mental well-being. The paper reviews the effects of three different teaching styles, teacher-centred, student-centred, and student-dominated.

The Framework for the Digital Competence of School Principals was developed as part of Croatia’s “e-Schools” project to define the digital competences necessary for school principals to foster digitally mature schools.

This study reveals the different perspectives of young people and educators on the key risk factors for early school leaving (ESL). While educators tend to focus on structural issues and personal challenges, young people emphasise the importance of social relationships and school environment. 

Early School Leaving (ESL) remains a significant concern in Europe, with far-reaching consequences for individuals, society, and the economy. A conceptual framework has been developed to research the risks associated with ESL, combining ecological systems theory and the concept of educational "binds" of poverty.

The European Commission has developed guidelines for school leaders, teachers, and educators to address wellbeing at school, which are based on a whole-school approach. 

The European Commission has developed concrete, hands-on guidelines for education policymakers to address wellbeing and mental health at school, emphasising the importance of a whole-system, whole-school approach (WSA) to wellbeing and mental health. 

The UNESCO’s AI competency framework for students has a vision that goes beyond basic AI literacy. Its goal is to empower students to become not only skilled and responsible users of AI, but also active contributors to the development of more inclusive and sustainable AI systems. 

The UNESCO’s AI Competency Framework for Teachers (AI CFT) offers a global vision that outlines the necessary skills and knowledge for teachers to effectively integrate artificial intelligence (AI) into their teaching practices.

The concept of student engagement plays a crucial role in understanding the risk factors leading to dropout, particularly among vulnerable students.

This report summarises the state of play of European Social Fund (ESF) implementation in 2022 and with it sheds light on use of the Youth Employment Initiative, the financing tool behind the European Youth Guarantee.

During the past three decades, EU Cohesion Policy has played a pivotal role in fostering economic and social convergence across Europe, not least in view of the 2004 enlargement. Today, socio-economic disparities persist and a growing number of regions across Europe are facing new challenges. This report takes stock of achievements of EU Cohesion Policy but also look into ways it can be adapted to meet emerging challenges. 

In the framework of the European Pillar of Social Rights Action Plan, the Commission proposes three EU headline targets to be achieved by the end of 2030 in the areas of employment, skills, and social protection. 

This illustrated material targets teachers and educational staff in formal education with limited or no prior experience using AI and data in teaching. 

These illustrated 2-page factsheets focus on the topic of tackling disinformation and promoting digital literacy through education and training. 

The Commission’s ethical guidelines on the use of artificial intelligence (AI) as well as data usage in teaching and learning are designed to help teachers and trainers understand the potential that these new tools can have in education. 

These Guidelines on tackling disinformation and promoting digital literacy provide hands-on guidance for teachers and educators.