To enhance students’ and teachers’ proficiency in using digital technologies for innovative and creative purposes with particular focus on the upper levels of Bloom’s Taxonomy; analyse, evaluate, create To leverage SELFIE survey results to track and improve student and teacher digital competence in line with the EU’s DigiComp Framework To promote educational and digital equality by fostering the exchange of knowledge and skills among institutions of diverse socio-economic backgrounds. To cultivate students’ and teachers’ educational entrepreneurial skills, focusing on risk taking, collaboration and creativity To produce a variety of digital artefacts (ebook/audiobook, podcast, short film) that offer students a chance to work collaboratively with their European peers and share best practices and experiences To provide learners with opportunities to find out about the climate crisis and sustainability and to express their views, opinion, concerns and hopes on the topic through a variety of media. To use AI to create an app to disseminate the work of the project to a wider audience, providing a platform for the students' digital artefacts.
The project emerged from a shared concern that while young people are frequent users of digital tools, they primarily use them to consume rather than create content (Schulmeister, 2015). Teacher observations, supported by literature, highlighted that students, often called ‘digital natives’, were not engaging with digital tools in creative or critical ways. Referencing Bloom’s Taxonomy, it became clear that students were mostly operating at the lower levels of learning (remember, understand, apply), with limited opportunities to reach the higher-order levels (analyse, evaluate, create). We applied for Blooming Digital! to address this gap by providing opportunities for students to develop their digital competencies (European Commission, n.d.) through the creation of digital artefacts and meaningful, student-led digital learning experiences.