In an increasingly digital society, even in less developed communities, it is important not to lose sight of societal technological development. We must not fail to consider the expected population development – in 2030 it is estimated that there will be 400 million students worldwide. The 2030-student will also have a very different profile and if teaching practices are not adjusted it will not align with this profile. The Chair on Digital Humanities in Education is in alignment with the different 2030 agendas in global education, in particular the UNESCO Futures of Education project and the OECD Future of Education and Skills 2030.
As stated in these Agendas, knowledge acquisition, learning and education in the next decade will be very different, however, the COVID-19 pandemic has significantly accelerated needs and the regulation of our schools and learning environments. The project aims at supporting professionals in education to improve their digital skills and successfully and confidently employ new digital tools in classroom contexts regularly, while integrating global citizenship education principles. The Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4, Target 4.4 points to the competences and skills the project will endeavour to develop:
Target 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
- 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
- 4.4.2 Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills.
Target 3, point 43, relates specifically to online and open education, which will also be a key reference to all actions of this project: “A well-established, properly-regulated tertiary education system supported by technology, Open Educational Resources (OERs) and distance education modalities can increase access, equity, quality and relevance, and narrow the gap between what is taught at tertiary education institutions and what economies and societies demand. The provision of tertiary education should be progressively free, in line with existing international agreements.”