This paper provides a broad overview of inclusive digital education and the issues that still need to be tackled.

Trends Shaping Education examines the main social, political, economic, and technical developments that have an impact on education.

In this podcast, Professor Rachel Lofthouse explains about differences between coaching, mentoring, and training.

The Open Science Hub Network is an EU project that promotes school-led community development through research and innovation.

Teachers play a key role in preparing students for the challenges of the future. They will need to equip students with the skillset and knowledge required for success in an increasingly global, digital, and complex world.

The educational challenges associated with creating safe learning environments for LGBTIQ youth can be manifold. It highlights best practices in sexual diversity education across the EU and addresses key myths and misconceptions regarding LGBTIQ persons.

Children and adolescents use social media applications, music recommendation platforms and intelligent tutoring systems on a daily basis. In this context, researchers are currently experimenting with social robots and how they can be used to improve education in the future. One common element of these applications is that they are all based on Artificial Intelligence (AI) techniques.

This booklet gathers good practice examples from a range of EU-funded projects, namely Creative Europe, Erasmus+, Horizon 2020 and Horizon Europe. They illustrate the power of culture and the arts to improve health and well-being through interdisciplinary initiatives.

The Russian invasion against Ukraine has resulted in the largest forced displacement crisis in recent history, with a high proportion of those fleeing being children and young people. Schools play a vital role in addressing refugee learners’ needs and in promoting their social and emotional development and well-being. This is an essential component of ensuring their inclusion in education and in society as a whole. 

This report seeks to address the gap in the formative assessment of social and emotional education taking into account the different levels of the individual learner, classroom climate and whole-school system.