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HomeWhat did we learn from schooling practices during the COVID-19 lockdown?
Insights from five EU countries
Metadejta tal-pubblikazzjoni
The unprecedented shift to remote schooling introduced in many countries in the spring of 2020 as one of the preventive measures to stop the spread of COVID-19 gave us the opportunity not only to analyse the strengths and weaknesses of remote schooling, but also to reflect on how education is being provided in general. We interviewed in total around 150 key stakeholders coming from five Member States that represent different degrees of readiness to use digital technologies in education. We aimed to obtain different perspectives about the remote schooling experience collecting insights from various groups, namely students, parents, teachers and school leaders. The topics discussed with study participants related to their experience and perceptions on: unequal access to education, learning tools and content available and put in place through urgent measures, digital and social and emotional competences to face and develop remote schooling, the assessment and certification of students' learning progress, as well as their psychological well-being.
- Ippubblikat:
- Temi Politika Edukattiva
- Suġġett: aċċess għall-edukazzjoni , edukazzjoni d-dar , il-Belġju , il-Greċja , il-Polonja , inugwaljanza soċjali , l-Estonja , l-Italja , litteriżmu diġitali , marda tal-coronavirus , materjal tat-tagħlim , rapport tar-riċerka , saħħa mentali , skolarizzazzjoni , tagħlim mill-bogħod , teknoloġija diġitali , valutazzjoni , ġbir ta' dejta
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| ISSN 1831-9424 | ISBN 978-92-76-28418-5 | DOI 10.2760/135208 | Numru tal-Katalogu KJ-NA-30559-EN-N |
- Released on EU publications website:
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