New thematic report on how blended learning (including community partnerships) can make education more inclusive

Recent challenges, such as the impact of COVID-19 on education and the inclusion of displaced learners from Ukraine in Member States, have highlighted the need for education to become more responsive and resilient, including through blended learning strategies and community involvement.

Blended learning is defined in the 2021 Council Recommendation as a mix of various learning environments and (non-)digital tools.

‘Blended learning for inclusion’ was the focus area of the European Education Area Working Group (EEA WG) on schools in 2022. In its final report (with accompanying factsheet), the group identified key messages to guide policymaking on inclusive and effective blended learning approaches.

For country, regional and/or local-level policymakers

• ensuring that school leaders and teachers have the capacity to innovate

For school leaders and staff

• supporting a culture of collective engagementand responsibility within their school
• mobilising resources within the school and community
• encouraging participation in networks

Inspiring examples

The report is accompanied by examples of blended learning in practice in schools across the EU.

The Rijdende school, Netherlands, provides flexible schooling for children whose parents travel for work, whether as circus performers or funfair operators. A teaching plan is developed in consultation with the child’s school in their country of origin.

Meanwhile, in Belgium, La Leçon Verte offers outdoor educational activities for children to allow them to reconnect with nature and learn in new ways.  

A wide blend of learning environments and tools are used at Dannewerkschule Schleswig, Germany to promote inclusion and support students’ individual learning needs. A combination of digital (tablets, laptops) and non-digital (books, art materials) tools are used.