We've established a Partnership for Digital Education Readiness to enhance proficiency levels up to 7, fostering a "healthier and more responsible use of digital technology" among High School Teachers and students. Aligned with the EU Digital Competence Framework (DigComp), our project targeted Competences 4.3 and 4.4 in Area 4 "Safety" - "Protecting health and well-being" and "Protecting the environment." Despite DigComp's widespread use for learning materials, a comprehensive training pack covering all 8 proficiency levels under Area 4 was lacking. Existing materials often focused on selected competences, primarily "4.1 Protecting devices" and "4.2 Protecting personal data and privacy," up to proficiency levels 3-4. Our initiative aimed to fill this gap by providing thorough training for all competences in Area 4, with a particular focus on addressing the scarcity of materials for "4.3 Protecting health and well-being" and the almost non-existent resources for "4.4 Protecting the environment."
We applied for this project because we live in a technologically advanced world, where digital devices and smart gadgets are ubiquitous and despite the convenience they bring, the impact of excessive screen time on both well-being and the environment is often overlooked. The youth face issues such as social isolation, psychological distress, and anxiety. The long-term consequences of environmental ignorance, coupled with recently COVID – 19 pandemic crisis, exacerbate these challenges. We applied for this project because, although, basic health and environmental guidelines exist, they fall short in fostering comprehensive competence. Environmental risks, such as the carbon footprint of streaming services, and socioemotional and psychological health risks from excessive screen time are often neglected. It is crucial to develop the skills of high school teachers and students for the safe and responsible use of ICT, which are needs we want to address. Shift to digital classrooms added challenges, leaving the Safety aspects low on the priority list for teachers due to time constraints and lack of knowledge. The hybrid learning model adopted by most countries hinders proper pedagogical design for training within national curricula.