IDEAL FUTURE Work Package 3 Pedagogical Model

5 Objective Question Completion of a systematic literature review on transformative approaches to professional development using digital technologies (cross sectoral, international - exploring the various models, the impact on practice, key success factors and the successful use of technology to support such) What are the most effective models, methods, approaches (Comparison ) of professional learning (Intervention) that professionals (Population) engage with to support digital transformation (outcomes), enable change (outcome), or impact the micro, meso or macro context (outcome)? How can these be adapted to meet the needs of educational leaders, educators, and those in education? Empathise with pre-service and in-service teachers through survey and interviews - Identify and understand the difficulties pre- service, in-service, and educational leaders face in engaging in PD (Professional Development) and how to support them in developing their digital educational leadership skills What are preservice, in-service, and educational leaders experience in leading digital transformation in schools? What skills do they feel that they need to lead digital learning in their individual contexts? What are their experiences of engaging in professional development and how can this be applied in the teaching academy? How do pre-service, in-service, and educational leaders perceive successful pedagogical models to support skills development in the area of digital transformation and digital leadership? Development of a pedagogical model and position paper How can we support pre-service, in-service, and educational leaders to engage in professional development and develop their digital leader skills to succeed in a digital era? Table 1: Research objectives and Associated questions 2 Digital competency frameworks a standardised approach to professional learning There are ongoing European efforts to increase the digital skills of those internationally, a clear focus of which is supporting the digital competence of educators. In March 2021, the EU commission outlined their vision to dedicate 2020-2030 the digital decade, committing to preparing Europe to transition to a digital economy by 2030. It is guided by a digital compass which has four guiding points skills, infrastructure, government, and business. Digital rights and principles are at the core of this vision, encouraging a people centred, rights-based approach to digital transformation and transition. Central to supporting people’s rights is the development of critical digital literacies and skills. Consequently, t he European digital skills coalition highlights the need for skills at four levels. 1. Digital skills for all: developing digital skills to enable all citizens to be active in our digital society. 2. Digital skills for the labour force: developing digital skills for the digital economy, e.g. upskilling and reskilling workers and jobseekers, and actions on career advice and guidance. 3. Digital skills for ICT (Information and Communication Technology) professionals: developing high level digital skills for ICT professionals in all industry sectors.