Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy PathwaysSustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy PathwaysAuthors:Judy Kepher Gona(Sustainable Travel and Tourism Africa),Paul Baraka,(CORDIO East Africa),Angelo Sciacca,(IDDRI),Giulia Balestracci(Eco-Union),Joshua Rambahiniarison(CORDIO East Africa),Lucy Atieno(Sustaible Travel and Tourism Africa)Reviewers:Jeremie Fosse(Eco-union),Julien Rochette(IDDRI),Samson Obiene,(CORDIO East Africa)Coordinators:Angelo Sciacca(IDDRI),Giulia Balestracci(Eco-Union)Citation:Kepher Gona,J.,Baraka,P.,Sciacca,A.,Balestracci,G.,Rambahiniarison,J.,Atieno,L.,(2024).Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges and Policy Pathways.Blue Tourism Initiative.Layout:A.ChevallierPublication date:September 2024Cover photo:Stephen Holzner/Unsplashwww.BlueTourismInitiative.orgThe Blue Tourism Initiative project partners:IDDRI is an independent think tank based in Paris(France)at the interface of research and decision-making that investigates sustainable development issues requiring global coordination.Eco-Union is an independent Think and Do Tank based in Barcelona(Spain),whose objective is to accelerate the ecological transition of the Euro-Mediterranean region.CORDIO East Africa is a nonprofit research Organisation based in Kenya focus on the sustainable use and management of coastal and marine resources in the Western Indian Ocean.IUCN Centre for Mediterranean,established in Malaga(Spain),works to bridge gaps between science,policy,management and action in order to conserve nature and accelerate the transition towards sustainable development in the Mediterranean.CANARI(Caribbean Natural Resources Institute)is a non-profit institute headquartered in Trinidad and Tobago,facilitating stakeholder participation in the stewardship of renewable natural resources in the Caribbean.This publication was produced with the financial support of the French Facility for Global Environment(FFEM).The contents of this document do not necessarily reflect the views of the funder.About the Blue Tourism InitiativeThe Blue Tourism Initiative is a global multi-stakeholder innovation program focused on the environmental management,governance,and planning of coastal and maritime tourism in three marine regions:the Mediterranean,the Western Indian Ocean and the Caribbean.The project supports the participatory development of sustainable blue tourism initiatives through policy actions and a multi-stakeholder approach to inform the scalability of sustainable blue tourism in other regions.The objectives of the Blue Tourism Initiative are to:1.Assess the current global and regional situation of blue tourism,focusing on challenges and opportunities,and recommend directions for sustainable blue tourism development.2.Support and monitor the implementation of sustainable blue tourism initiatives in the Mediterranean,Western Indian Ocean,and the Caribbean.3.Integrate sustainable blue tourism management and governance at the regional policy level,share best practices,and raise awareness among key local,national,and regional stakeholders.The Blue Tourism Initiative is co-led by the Institute for Sustainable Development and International Relations(IDDRI)and the Spanish Think and Do Tank Eco-Union and co-funded by the French Facility for Global Environmental(FFEM),and implemented by three partners responsible for the projects activities in each region:The International Union for Conservation of Nature(IUCN)in the Mediterranean;Coastal Oceans Research and Development in the Indian Ocean(CORDIO East Africa)in the Western Indian Ocean and the Caribbean Natural Resources Institute(CANARI)in the Caribbean.1 Abbreviations and Acronyms 4Executive Summary 51.Introduction 72.Blue Tourism in the Western Indian Ocean 92.1.Blue Tourism Developments 92.2.Blue Tourism Market Segments 133.Tourism Impacts in the Western Indian Ocean 153.1.Socio-economic Impacts 153.2.Environmental Impacts 153.3.Impacts of Polycrisis on Blue Tourism 163.4.Best Practices for Sustainable Tourism 174.Blue Tourism Governance in the Western Indian Ocean 184.1.Regional Blue Tourism Governance 184.2.Destination Blue Tourism Governance 184.3.Blue Tourism Governance in Marine Protected Areas 205.SIDS and Small Island Destinations 226.Challenges for Sustainable Blue Tourism 236.1.Socioeconomic Disparities 236.2.Infrastructural Development 236.3.Overcrowding 236.4.Marine Plastic Pollution 247.Policy Pathways for Sustainable Blue Tourism 25Policy Pathway 1-Strengthening Regional Cooperation for Sustainable Blue Tourism 25Policy Pathway 2-Driving Sustainable Economic Growth through Blue Tourism 25Policy Pathway 3-Advancing Social Equity Within and Through Blue Tourism 26Policy Pathway 4-Promoting and Safeguarding Environmental Sustainability in Blue Tourism 27References 29Table of contentsSustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways2 List of FiguresFigure 2.The Western Indian Ocean 8Figure 1.International Tourist Arrivals 8Figure 3.Ocean Gross Marine Product in WIO 9Figure 4.State of Tourism Development in Western Indian Ocean countries 9Figure 5.International Arrivals to the Western Indian Ocean post-COVID-19 Pandemic 10Figure 6.Changes in International Arrivals since 2019 in the Western Indian Ocean 10Figure 7.Tourism Contribution to Employment in the Western Indian Ocean 11Figure 8.Tourism Contribution to Country GDP in the Western Indian Ocean 11Figure 9.Marine Protected Areas in the Western Indian Ocean 13Figure 10.Average Percent Share of Visitor Source Markets for Each Country between 2010 and 2021 14Figure 11.Blue Tourism In Coevolutionary Governance Framework for MPAs 21List of tablesTable 1.Tourism Governance with Incentives at Local Level 19Table 2.MPA Governance Based on Incentives Relating to Tourism 203 Abbreviations and AcronymsABAS Action Based Adaptation StrategyAFDB African Development BankAMCEN Africa Ministerial Conference on the EnvironmentAMCOW Africa Ministerial Conference on WaterAPTA Association of Promotion of Tourism to AfricaASATA Alliance of Sustainable Tourism Certification Stakeholders in AfricaATA Africa Tourism AssociationATTA Africa Travel and Tourism AssociationAU African UnionAWF Africa Wildlife FoundationCOMESA Common Market of Eastern and Southern AfricaCOP Conference of PartiesEAC East African CommunityFDI Foreign Direct InvestmentGSTC Global Sustainable Tourism CouncilGDP Gross Domestic ProductGMP Gross Marine ProductICZM Integrated Coastal Zone ManagementIGAD Intergovernmental Authority on DevelopmentIOC Indian Ocean CommissionIORA Indian Ocean Rim AssociationIUCN International Union for Conservation of NatureIWRM Integrated Water Resource ManagementKATA Kenya Association of Travel AgentsKATO Kenya Association of Tour OperatorsMLG Multi level GovernanceMPAs Marine Protected AreasMSMES Micro Small and Medium EnterprisesNEPAD New Partnerships for Africa DevelopmentNGOs Non-governmental OrganizationsOECD Organization for Economic Cooperation and DevelopmentPPCP Public Private Community PartnershipROGS Regional Ocean Governance StrategyROI Return on InvestmentSADC Southern African Development CommunitySDGs Sustainable Development GoalsSIDS Small Islands Developing StatesSMES Small and Medium-sized EnterprisesTDG Tourism Destination GovernanceTVET Technical and Vocational Education and TrainingUN United NationsUNCLOS United Nations Convention on the Law of the SeaUNCTAD United Nations Conference on Trade and DevelopmentUNDP United Nations Development ProgrammeUNECA:United Nations Economic Commission for AfricaUNEP United Nations Environment ProgrammeUNESCO United Nations Educational,Scientific and Cultural OrganizationUNWTO United Nations World Tourism OrganizationUS United StatesWIO Western Indian OceanWIOMSA Western Indian Ocean Marine Science AssociationWTTC World Travel and Tourism CouncilWWF World Wide Fund for NatureSustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways4 Executive SummaryThis report reviews the state of play of blue tourism in the Western Indian Ocean(WIO),including trends,challenges,and its current policy and governance landscape.It proposes policy opportunities and potential directions to foster a more enabling environment for the sustainability of the sector.The 10 countries that make the vast WIO includes the nations of Madagascar,Kenya,Tanzania,South Africa,Comoros,Mozam-bique,Mauritius,Seychelles,Somalia and France,united by the ocean with diverse reliance on economic activities including agriculture,fisheries,tourism,heritage and mining.The role of the ocean to the WIO region and the African conti-nent at large is significant.A report published by WWF in 2017,estimates that the Gross Annual Marine Product of the WIO is at least US$20.8 billion and the total ocean assets base is at US$333.8 billion.1 The same report also indicates that around 60 million people in the WIO live within 100km of the shoreline from where they draw their livelihoods.This charts the need for careful consideration of the impact of economic activities in these areas.Against this backdrop,a sustainable and inclusive blue economy could provide a more responsible approach to leverage opportunities2 provided by the ocean for economic growth,improved livelihoods and job creation,mindful of conservation and preservation of ocean resources.1 WWF,(2017).Reviving The Western Indian Ocean Economy:Actions for a Sustainable Future.2 UNDP,(2018).Harnessing the Blue Economy for Sustainable Development Policy Brief.Issue 6/2018.The blue economy already generates nearly US$300 billion in Africa and supports 49 million jobs.3 Therefore,the sustain-ability,resilience and continuity of the blue economy sector is critical for a more sustainable future where economic sectors operate in sync with ocean and coastal natural resources as well as social and cultural capitals of communities living in coastal areas.As such,blue tourism,taking place in coastal and marine areas,plays an important role in driving a more sustainable blue economy.Coastal tourism accounts for 5%of global GDP and about 7%of employment.4 Coastal and marine tourism also constitutes the largest economic sector for most Small Island Developing States(SIDS)and many other coastal states.Current projection estimates that by 2030,coastal and marine tourism will represent the largest ocean economy sector,employing approximately 8.5 million people.5 Blue tourism has a similar relevance to the WIO.In Africa,blue tourism contributed US$80 billion representing 3.4%of GDP and 24 million jobs in 2018.6 The World Bank estimates7 by 2030,blue tourism in Africa will generate US$100 billion of the US$405 billion expected by the global blue economy,suggesting the economic potential of Africas blue tourism to drive Africas future economic growth,if aligned to sustainability.3 IGAD,(2021).Regional Blue Economy Strategy and Implementation plan for 5 years(2021-2025).4 World Travel&Tourism Council,(2019).Economic Impact Report.5 World Bank,(2017).Sustainable tourism can drive the blue economy:Investing in ocean health is synonymous with generating ocean wealth.6 World Bank,(2022).Blue Economy in Africa:A Synthesis.7 World Bank,(2022).Operational Brief-Blue Economy in Africa.X.Coiffic/Unsplash5 Yet,the same report suggests that a sustainable Africas blue economy is threatened from poorly managed fishing prac-tices,unsustainable infrastructure development,pollution,inadequate management of natural habitats and resources,and weak governance,which intensifies in areas suffering from ecosystem fragility and social conflicts.These threats,if not managed,could affect the ability of the WIO states to shift blue tourism practices towards more sustainable models.Equally,direct threats related to blue tourism include climate change,loss of coastal ecosystems and rapid growth of tourism,potentially impacting the resilience of the sector and of the reliant communities.8 The combination of challenges makes ocean ecosystems,communities and the blue tourism sector vulnerable to changes,limiting the sector contribution to global and regional sustainability targets and agenda.New investments in technologies for early warning,resilient build-ings,capacity building for first responders,maritime workers and artisanal fishermen are increasingly needed in coastal areas.Climate change has also necessitated a rethinking of the landscape-seascape planning and forced remodelling of existing infrastructure to withstand extreme weather in coastal destinations.Against this backdrop,a shift towards a more sustainable blue tourism in the WIO should pay attention to the following policy areas:Policy Pathway 1.Strengthening Regional Cooperation for Sustainable Blue TourismStrengthening regional cooperation in the WIO would foster sustainable blue tourism through a unified approach that can address shared challenges and opportunities such as envi-ronmental protection and economic growth.Developing a Regional Master Strategy,aligned with the Regional Ocean Governance Strategy and other relevant frameworks,could guide regionally aligned sustainable blue tourism models,promote best practices,and enhance resilience through collaboration and innovation.8 UNCTAD,(2023).Review of Maritime Report.Policy Pathway 2.Driving Sustainable Economic Growth through Blue Tourism Driving sustainable economic growth in the WIO through blue tourism involves diversifying beyond beach and resort tourism.Integrated planning can promote year-round activi-ties and leverage cultural and nature-based attractions,whilst addressing the challenges of seasonality.Moreover,scaling up local businesses with supportive policies and programs would enhance inclusivity and sustainability.By incorporating diverse tourism segments and strengthening local busi-nesses,the region can achieve more balanced and resilient economic growth.Policy Pathway 3-Advancing Social Equity Within and Through Blue Tourism Advancing social equity in WIO blue tourism could be fostered by incentivising more inclusive value chains that support local businesses and marginalised groups,improving skills through targeted training programs,and decentralising tourism management to enhance local community benefits.These strategies can foster broader economic and social develop-ment while ensuring sustainable and equitable growth in the blue tourism sector.Policy Pathway 4.Promoting and Safeguarding Environmental Sustainability in Blue Tourism To safeguard environmental sustainability through blue tourism in the WIO,multi-stakeholder and multi-level collab-oration should be fostered for transparent policy-making,strengthen local marine governance through training and inclusive decision-making,and implement a regional certifi-cation program.This approach could ensure more effective management,promotes adherence to sustainability stand-ards,and builds trust among stakeholders and travellers.Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways6 1.Introduction KEY MESSAGES:Coastal regions attract approximately 80%of all trav-el and tourism activities globally and there is a grow-ing emphasis on sustainable tourism practices aimed at minimizing environmental impact of the sector.Tourism is one of the established sectors of Africas blue economy contributing approximately US$39.2 billion to Africas GDP in 2019,representing about 8.5%of the continents total GDP.The Western Indian Ocean presents an increasing necessity to shift coastal and marine tourism models towards more sustainable practices and supporting governance mechanisms.This report reviews the state of play of blue tourism in the Western Indian Ocean(WIO)by drawing upon desk research and stakeholder consultations.The reports main objective is to inform possible policy solutions to pertinent challenges associated with fostering a more sustainable blue tourism economy in the WIO.Attention is also given to Small Island Developing States(SIDS)and other small island destinations in the region facing their own vulnerability to climate change.A diagnosis of the blue tourism sustainability opportunities and challenges in the region develops throughout the report,along with analysis of the existing governance mechanisms.This diagnosis informs enabling and targeted policy proposi-tions that could be considered by relevant blue tourism stake-holders in the WIO region.Blue tourism refers to coastal and marine tourism activities9 and is one of the most established sectors of Africas blue economy.For example,in Kenya,among the blue economy subsectors,coastal tourism is the largest contributor to the ocean economy accounting for about 65%of the blue economy,followed by marine tourism representing around 28%.10 To sustain the blue tourism sector,the WIO draws from the diverse product offerings stemming from the rich coastal and marine natural and cultural resources existing in the region.For the WIO countries,Marine Protected Areas(MPAs)play an important role for blue tourism due to their often high tourist visitations.Yet,their conservation value can be jeopardised by more impactful tourism development.Thirty-eight coastal states within Africa have opportunities to benefit from blue tourism,both in terms of fostering livelihood and supporting conservation.A strong reason for this is that coastal regions attract approximately 80%of all travel and tourism activities globally,11 positioning marine environments as crucial drivers of tourism while being highly subject to the sectors negative externalities.Despite a downturn in interna-tional travel during the COVID-19 pandemic,post pandemic data on international tourist arrivals shows that Africa has 9 Balestracci,G.and Sciacca,A.,(2023).Towards Sustainable Blue Tourism:Trends,Challenges and Policy Pathways.Blue Tourism Initiatives.10 University of Nairobi Maritime Centre(2023).As Assessment of the Status of Blue Economy Sectors in Kenya.11 World Resources Institute,(2021).Webinar-Building a Sustainable Coastal and Marine Tourism Economy.Matemwe Beach,Zanzibar,Tanzania(Jones/Unsplash)1.Introduction7 SomaliaKenyaTanzaniaMozambiqueSouth AfricaSeychellesMauritiusReunionMadagascarComorosGlobally,blue economy initiatives cover a wide range of activities such as maritime transport,fishing,manufacture of ocean-based products,among others,both at sea and along coastlines.In the WIO region,where around 60 million people live within 100 kilometres of the coastline,these initiatives are vital for supporting opportunities for livelihoods and sustain-able economic growth.The Western Indian Ocean(WIO)covers about 8.1%of the global ocean surface13(Figure 2).The region comprises 10 countries:Comoros,Kenya,Madagascar,Mauritius,Mozam-bique,France,Seychelles,Somalia,South Africa,and Tanzania with a total ocean asset base estimated at US$333.8 billion14.A healthy marine habitat and stable abundance of marine biological diversity are important components to support human activities in the WIO region along with ensuring the functioning of marine ecosystem services,e.g.it has contri-butions to the hydrological cycle,is important for ocean sourced carbonate production,and has immense aesthetic,cultural and spiritual value.13 Obura,O.,(2017).Reviving the Western Indian Ocean economy:actions for a sustainable future.Figure 2.The Western Indian Oceanbeen picking up momentum in the tourism sectors recovery(Figure 1).In 2024,the continent registered a 5%positive change in arrivals over 2019,a feat yet to be achieved by few other regions.This progress is equally reflective of potential for tourism growth in the WIO,indicating the growing need for sustainable blue tourism models.The coastal and marine tourism sector is predicted to repre-sent the largest segment of the ocean economy by 2030,making up to 26%of the total value generated by ocean-based industries.12 As an established sector with local populations participating in various work opportunities,tourism provides an entry point for coastal populations linkages to the blue economy.If properly designed,long standing tourism activi-ties in coastal and ocean environments can reduce barriers for community involvement in the blue economy.Compared to other segments of the blue economy that can be demanding in terms of infrastructure development,tourism and hospitality industries allow ease of access to opportunities in the blue economy.However,unsustainable growth of blue tourism in WIO country destinations could lead to the overconsumption of natural resources,increase coastal and marine pollution,and degrade the environment,resulting in negative social,economic,and ecological impacts that outweigh its benefits.12 OECD,(2016).The Ocean Economy in 2030.Europe-100-80-60-40-2002040Middle EastAsie and the PacificAmericasAfricaWord-69 -34 -12 -3-59 -20 -6 2-93 -75 -35 -18-63 -29 -10 -1-72 -31 -4 5-58 -5 22 362021202220232024%change over 2019Source:UN Tourism,(2024).UN Tourism Barometer.Figure 1.International Tourist ArrivalsSource:Authors,2024.Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways8 2.Blue Tourism in the Western Indian Ocean KEY MESSAGES:Countries in the Western Indian Ocean are at differ-ent stages of tourism development,showing some variation and similarities in the challenges they face to sustainable blue tourism.In most Western Indian Ocean countries,planning approaches could further be integrated,and the ob-jectives of sustainable tourism are generally insuffi-ciently defined.As tourism is expected to grow in the region,there is an urgent necessity to structure tourism towards more sustainable models.2.1.Blue Tourism DevelopmentsBlue tourism plays a significant role in the WIO region economy.In this area bordering approximately 8,000 km of Africas East coastline,blue tourism constitutes to approxi-mately 69%of the ocean-based economy,14 viewed in terms of Gross Marine Product.15 Compared to each WIO countrys Gross Domestic Product(GDP),WIO Gross Marine Product is the 4th largest16(Figure 3).14 Boston Consulting Group,(2017).The economic imperative to revive our oceans.15 Ibid.16 UN Tourism,(2024).Global and regional tourism performance.Region GPD in$South Africa 349.8Kenya 60.9Tanzania 49.2WIO 20.8Mozambique 16.4Mauritius 12.6Madagascar 10.6Seychelles 1.4Comoros 0,6Contributions to WIO$20 billion blue economyCommercial marine fisheries8rbon storage 14%Other9%Cruiseindustry0%Marine and coastal tourism69%Tourism development levels in the WIO coastline varies signif-icantly,with some countries already having matured destina-tions where tourism is deepening its successes(Figure 4).Few others are identifying their potential,or at different scales of picking up progress.For instance,Comoros,an emerging desti-nation,is still developing its tourism infrastructure.Compared to other WIO destinations,it is the least visited country.Mada-gascar,at the initiation stage of tourism development,has significant potential for tourism investments.Kenya,a mature destination,is strategizing to rejuvenate blue tourism in view of stagnating visitor numbers to its coastal destinations.The WIO offers various tourism products including tradi-tional leisure destinations(i.e.,Mauritius,Seychelles),diving(i.e.,Kenya,South Africa,Tanzania),marine wildlife watching(i.e.,whales,dolphins,marine turtles,sharks)and nature-based tourism(i.e.,Tanzania,Kenya,Seychelles).In some countries,tourism is also focused on inland circuits such as safaris in Kenya,South Africa,and Tanzania.Tourism in the WIO is dispersed across various islands and coastal areas,significantly boosting local economies.However,it also presents sustainability challenges that demand more respon-sible management practices.In these countries,the general pattern is location of tourism along the coastline.Inland tourism is concentrated in conservation areas,for example,in Kenyas Maasai Mara triangle.For Comoros,Kenya,and Mada-gascar,key tourism hotspots are situated along the coastline or developed in conservation areas.Latest statistics on tourist arrivals confirm a growing tourism demand for WIO countries.South Africa leads in overall tourist numbers,whereas island nations have fewer visitor numbers,owing to their smaller sizes.The unavailability of comprehen-sive tourism data for Somalia presents a significant challenge for understanding the tourism sector in the region.SomaliaKenyaTanzaniaMozambiqueSouth AfricaSeychellesMauritiusReunionMadagascarComorosPre emergingInitiatingEmergingConsolidatingFigure 4.State of Tourism Development in Western Indian Ocean countriesSource:UNECA,(2020).Sustainable Tourism Investment Financing in Eastern Africa.Figure 3.Ocean Gross Marine Product in WIOSource:Authors,2024.2.Blue Tourism in the Western Indian Ocean 9 Taking 2019 as a benchmark year,tourist arrivals for the WIO countries initially registered a negative change effect,attrib-uted to the COVID-19 pandemic travel restrictions(Figure 5).While these countries on a post pandemic tourism recovery journey approach their benchmark figures,only Tanzania had surpassed the 2019 benchmark in their latest reporting of arrivals(Figure 6).Over the years,tourism has made notable contributions to employment in the WIO countries,compared to the continents averages(Figure 7).The sector averages about 10%contribu-tion to country employment in Comoros and Kenya,Mauritius,and Reunion Island,accounting for at least 1 in every 9 jobs in these countries.17 In Seychelles,the sector contributes 1 in every 2 jobs.As tourism remains a strong source of employ-ment for WIO countries,the top figures for island destinations could be reflective of a strong driving force of blue tourism.Likewise,the figure shows the relevance to get tourism right in its development and management,considering its contri-butions to the financial well-being of local people,who can access paid work opportunities in the sector.17 World Travel&Tourism Council,(2019).Economic Impact Report.ComorosKenyaMadagascarMauritiusMozambiqueSouth AfricaTanzaniaReunionSeychelles20192020202120220.11.860,380,380,53Arrivals numbers in million10,231,381,442,02ComorosKenyaMadagascarMauritiusMozambiqueTanzaniaReunionSeychellesSouth Africa%change over 2019-20,97%-65,79%-27,54%-5,66%-13,6%-44,28%1,39 2020212022Figure 6.Changes in International Arrivals since 2019 in the Western Indian OceanSource.UN Tourism,(2024).Global and regional tourism performance.Figure 5.International Arrivals to the Western Indian Ocean post-COVID-19 PandemicSource.UN Tourism,(2024).Global and regional tourism performance.Tourisms contribution to GDP in the WIO has varied over time(Figure 8).Trends for island destination,i.e.Seychelles,Mauritius,and Madagascar,take the lead in GDP contribu-tions in the WIO.Once again,the lead by island destinations which thrive on blue tourism,points to the fact that ocean and coastal based tourism has great potential to contribute to local economies.2024 estimates and 10-year forecast to 2034 show expected increase in the scale of tourism contribution to GDP,for each of these countries.1818 National Bureau of Statistics,(2024).The 2023 International visitors exit survey report.Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways10 The WIO offers diverse blue tourism products,including traditional leisure destinations like Mauritius and Seychelles;diving spots in Kenya,South Africa,and Tanzania;marine wildlife watching for whales,dolphins,marine turtles,and sharks;and nature-based tourism in Tanzania,Kenya,and Seychelles.Some countries also focus on inland tourism,such as safaris in Kenya,South Africa,and Tanzania.Addi-tionally,the WIO has become a popular cruise destination.For example around 200,000 tourists visit the Seychelles by cruise ship every year.19 Regional governments,including those of Comoros and Kenya,are planning to expand cruise tourism,with new routes in South Africa,Mozambique,Mada-gascar,and Tanzania set for 2024.This expansion stresses the need for sustainable policies and regional cooperation to support sustainability across the blue tourism sector.19 Gabbay,R.and Ghosh,R.,(2017).Tourism in the Seychelles.In Tourism and economic development.Africa20192023Estimate 2024Forecast 20340 10 20 30 40 50 60 70 80%change over 2019ComorosKenyaMadagascarMauriciusMozambiqueReunionSeychellesTanzaniaAfrica20192023Estimate 2024Forecast 2034%change over 2019ComorosKenyaMadagascarMauriciusMozambiqueReunionSeychellesTanzania0 10 20 30 40 50 60 70%Figure 8.Tourism Contribution to Country GDP in the Western Indian OceanSource.WTTC,(2024).Africa Travel&Tourism Economic Impact Factsheet.Figure 7.Tourism Contribution to Employment in the Western Indian OceanSource.WTTC,(2024).Africa Travel&Tourism Economic Impact Factsheet.2.Blue Tourism in the Western Indian Ocean 11 Ordinarily,beach,cruise,and diving,are key defining compo-nents,and common sequence of product development,for blue tourism activities across coastal destinations.These components are also reflected in blue tourism for WIO coun-tries.Moreover,beach resorts,cruise facilities,and Marine Protected Areas(MPAs)have always been a precondition for product development in blue tourism in the WIO.All-inclu-sive beach resorts offered inroads for beach products in e.g.Kenya and Tanzania.Port facilities allowed for cruise tourism in Seychelles.Marine protected areas are instrumental in developing dive tourism products in both Kenya and Mada-gascar;along with their role in preserving marine ecosystems and biodiversity.In turn,by maintaining healthy and vibrant marine environments,MPAs help create exceptional dive experiences that attract tourists and support local economies.The timelines of these developments almost neatly map onto that of varying stages of destination development observed in tourism dependent WIO countries(Figure 4).Beach element comprises a large share of product packages in blue tourism.The WIO beach tourism product has been a characteristic offer in destination early-stage development.Often,coastal resorts in these destinations are central in drawing visitor numbers to the region,to enjoy sun,sand,and sea,conveniently packaged as beach products.This trend is not isolated to WIO destinations,as Mediterranean beaches set the pace earlier on in this manner of blue tourism devel-opment.Comoros is at an emerging stage,primarily focused on exploring and discovery of its beach product,and banking on its luxurious beach resorts to boost the islands low visitor numbers.In Madagascar,there are efforts to integrate local businesses into the tourism economy,enhancing both local livelihoods and tourism experience.Hospitality establishments and tour operators are encouraging local businesses,especially those run by women,to become part of the tourism economy such as by supporting craft centres/markets that showcase local artisans work.Hotels and resorts collaborate with local craft centres,which are often cooperatives run by women.These centres produce handmade crafts and souvenirs that reflect the local culture and tradition.Tourism operators promote these craft centres as part of their guest experience.For instance,hotel guests are organized into excursions/visits to these craft centres/markets,positioned along the popular beach areas or close to tourist attractions and managed by local women cooperatives.These centres provide a venue where tourists can purchase authentic local crafts.The beach product continues to dominate in mature destinations,for example Zanzibars tropical beaches where beach products comprise over 80%of visitor activities,dominating wildlife,cultural and other forms of tourism in the island.20All-inclusive resorts in Kenya and Tanzania that promote beach tourism,today fits under the concept of more conventional blue tourism.Many other ocean front establishments,even though not all inclusive,are still riding on the beach product to appeal to their target clients.For instance,beach tourism is a defined activity for blue tourism in Comoros,Kenya,and Madagascar,countries which are in different phases of their 20 National Bureau of Statistics,(2024).The 2023 International visitors exit survey report.tourism development.21 Blue tourism has been marketed for long as sun,sand,and sea components of beach activities.This is common in other WIO countries,as visitor peak seasons coincide with winter weather in source market countries.This therefore makes warm weather a key pull factor for visitations.In Madagascar,the coastal areas are celebrated for their sun,sand,and sea attractions,which are key components of the islands appeal to tourists.These elements combine to make Madagascars coastal regions popular destinations for tourists seeking natural beauty,relaxation,and adventure.Ports are crucial for ocean-based industries and have signifi-cantly boosted cruise tourism in the WIO.Emerging destina-tions,e.g.Madagascar,focuses on the economic opportunity from incorporating cruises into their tourism offerings.They leverage enhanced cruise terminal facilities to accommodate disembarkation,benefiting from externally designed itiner-aries by cruise planners.WIO countries with cruise ports are regularly included in various cruise line schedules,benefiting from externally planned itineraries.Several destinations in the WIO are becoming regular stops on cruise schedules.Coun-tries with established tourism infrastructure,for example Kenya,serve as disembarkation points for cruise ships.An already developed circuit for cruise tourism in the Indian ocean incorporates island hopping with the Comoros,Mada-gascar,Mauritius,Seychelles,and Reunion included in the cruise route.Last but not least,is the diving aspect which has more immersive visitor activities relating to underwater marine excursions.Observations of WIO countries show that this picks up at initiating and emerging stages of destination development,with establishment of MPAs.MPAs in the WIO countries,for example in Madagascar,offer rich biodiversity spots for underwater adventures.Underwater activities e.g.snorkelling,scuba diving at Nosy Tanikely,in Madagascar are popular for international visitors.Nosy Be is a tourism hot spot in Madagascar,where swimming with whale sharks has been established as an important tourism activity.22 Diving and underwater adventures are continually being promoted,espe-cially in MPAs in the WIO.In Kenya,snorkelling,coral garden visitations,scuba diving are core activities on this aspect.Marine excursions for island visitations,e.g.off the coast of Watamu Kenya,are popular activities too for international visitor markets,and gaining attention for domestic markets.In Zanzibar,dolphin tours offer opportunities for local liveli-hoods.23 In South Africa,activities include whale watching,visits to marine protected areas,shark-cage diving.24 Explo-ration of marine big five(whales,sharks,dolphins,seals,and penguins),is an example of marine excursions at Grootbos Nature Reserve,South Africa.25 Additionally,seasonal sardine run is one of the most spectacular marine phenomena which offers extraordinary opportunities for wildlife obser-vation,attracting thousands of tourists,divers,and marine enthusiasts.21 Butler,R.W,(1980).The concept of a tourist area cycle of evolution:implications for management of resources.22 Ziegler,J.A.,et al.,(2021).Economic value and public perception of whale shark tourism in Nosy Be,Madagascar.23 Pike et,F.,al.,(2024).Dynamic livelihoods,gender and poverty in marine protected areas:Case study from Zanzibar,Tanzania.24 Jonas,A.G.,et al.,(2020).The influence of cognitive dimensions on memorable experiences within a marine tourism context.25 Dube,K.,and Nhamo,G.,(2021).Sustainable development goals localisation in the tourism sector:Lessons from Grootbos private nature reserve,South Africa.Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways12 While most of the aforementioned are common activities for early to mid-stage destinations,new products are emerging in mature destinations aiming to rejuvenate their market sources and offerings.Broadly speaking,these emerging products can be categorised as ecotourism,given the touch they have for both community and marine conservation.Ecotourism,including bird watching,educational tours,and regenerative tourism,are developed.Though not predominant,this compo-nent of blue tourism has a considerable level of linkages to local community,as part of it is community driven.Commu-nity based initiatives linking ecotourism to ecosystem conser-vation,for example in Mwazaro and Shimoni in Kwale county,in Kenya,are examples of regenerative tourism.Women in Lamu are offering immersive experiences based on culture,e.g.henna art,cooking experiences,organising themselves so that they can be invited to functions,e.g.offer local cuisine for guests,but not in the frontline.Emerging products are keen to address the main challenge of local community exclu-sion,inherent in implementation of earlier forms of coastal and ocean-based tourism activities.Ecotourism promises conservation and economic benefits,which can be optimized across the WIO countries with a sustainability approach to product development and management.2.2.Blue Tourism Market Segments KEY MESSAGES:Visitor source markets present a mixed scorecard for Western Indian Ocean countries,where Europe and Africa comprise the majority share of visitor numbers in different countries.Leisure travellers are the majority in these desti-nations,associating with the beach product which dominates blue tourism destinations.Market trends are pushing mature blue tourism desti-nations in the Western Indian Ocean to opening-up to diverse tourist typologies,including visitors seeking eco-tourism and community-based tourism.WIO countries have defined international source markets for tourists visiting.Key regions of these based on UN Tourism categories are shown in Figure 10(next page),detailing percent share of visitor numbers from source region between 2010 and 2021.A higher fraction of visitors to the WIO arrive via air.Improved air connectivity between WIO countries and Europe,is a contributing factor to the regions high visitations from European markets.WIO countries have varied prime visitor source markets.For South Africa and Mozambique,a larger percentage of their visitors are from Africa.Reunion has the United States as its foreign primary source market.For the rest of the countries,Europe contributed the highest share of total visitor numbers between 2010 and 2021.Considering that the beach product is predominant in the WIO region,the majority of these visitor numbers plug on to a general typology of leisure travellers to coastal areas.This is also supported by the fact that the location of tourist hotels on the beachfront in many of these destinations,is a proxy SomaliaKenyaTanzaniaMozambiqueSouth AfricaSeychellesMauritiusReunionMadagascarComorosFigure 9.Marine Protected Areas in the Western Indian OceanSource:UNEP-WCMC,(2024).Protected Area Profile for Africa from the World Database on Protected Areas,September 2024.Leisure Lodge Beach Hotel&Resort,Mombasa,Kenya(Gudka/Unsplash)2.Blue Tourism in the Western Indian Ocean 13 for the typology of tourists the WIO region presents.Loca-tions of tourist class accommodation facilities in conserva-tion areas,for example in Kenya,Tanzania,Mozambique,and South Africa,is evidence of nature-based tourists to these destinations.Worth noting also are visitor profiles to Marine Protected Areas(MPA),as these deliver dependable economic bene-fits for tourism,equally underscoring the position of dive tourists or marine excursionists as a visitor typology for WIO destinations.MPAs in WIO countries are primarily developed for marine biodiversity protection.A regional distribution of MPAs is illustrated in Figure 9.The establishment of MPAs over the years can be viewed as enabling parallel development of blue tourism.Indeed,designation of some of these MPAs as national parks,or marine national parks,imply their opening up for tourist visi-tations.Taking a general outlook on visitations to protected areas globally,tourism revenue surpasses expenditure costs on conserving protected areas.26 Of course,sustainability thresholds for visitor numbers have to be considered,in 26 Rylance,A.,et al.,(2017).The contribution of tourism revenue to financing protected area management in Southern Africa.view of possible pressures from high visitations to marine protected areas,alongside related infrastructure develop-ment.Thus,MPAs take over regulation of tourism activities mostly comprising underwater excursions.Zoning of areas to allow differentiated under water excursions is an example from South Africa for regulating tourism in MPAs.27 Market trends are shaping the profile of current travellers as discussed in earlier sections.As a result,blue tourism destina-tions are opening up to a mix of tourist typologies,including visitors seeking eco-tourism and community-based tourism.Besides MPAs formally managed by government institu-tions,community managed protected areas are on the rise,for example in Kenya and the United Republic of Tanzania.These would be ideal to tap on to the visitor profiles of those seeking eco-tourism or community-based tourism in marine environments.The profile of future travellers is additionally being influenced by trends in tech.Destinations for blue tourism should be aware of how to leverage mobile devices by enabling travellers connectivity and artificial intelligence.27 Rylance,A.,et al.,(2017).The contribution of tourism revenue to financing protected area management in Southern Africa.10,1 10,4 10,4 11,6 22,8 25,1 25,3 74,3 74,787,7 3,3 3,3 3,7 1,8 2,2 12 5,4 5,10 7,3 7,3 6,8 12,8 3,3 10,1 2,2 1,3 0 70,2 70,2 59,1 61,3 66,3 43,3 16,9 15,40 9,2 9,2 0 1,6 1,9 0,2 0 0,12,5 0 0 18,8 0 1,5 9,2 1,4 0,1Source RegionDestination countryAfricaAmericasAsie&PacificMiddle EastOtherEurope Reunion Seychelles Tanzania Madagascar Mauritius Comoros Kenya Mozambique South AfricaFigure 10.Average Percent Share of Visitor Source Markets for Each Country Between 2010 and 2021Source:UN Tourism,(2024).Global and regional tourism performance.Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways14 3.Tourism Impacts in the Western Indian Ocean KEY MESSAGES:The interplay between tourism negative impacts and challenges for sustainable blue tourism,drive consequences for different aspects of society and environment.A persistent challenge for the Western Indian Ocean is the gap in integrating sustainability standards with-in blue tourism operations across destinations,inten-sifying destination vulnerability to multiple crisis.3.1.Socio-economic ImpactsOne of the biggest downsides from blue tourism in the WIO is that dominant product development overlooks linkages for local community benefits.Exclusion of domestic players,especially micro,small and medium enterprises(MSMEs)from the tourism value chain,is a challenge yet to be fully addressed in Kenya,a mature tourism destination.Weak sectoral linkages to tourism value chains in Africa are occa-sioned by the fact that“African Tourism is characterized by high foreign demand,which elevates the position of global lead firms,and increases leakages of tourism spending out of local economies,(p.1)”.28 International brands operating locally worsen leakage through non-local procurement prac-tices,with most goods being imported rather than sourced locally.Economic leakages are also in tourism employment,for example in Seychelles where a high proportion of jobs in the sector are held by non-Seychellois.29 In other WIO coun-tries,rising inflows of Foreign Direct Investment(FDI)support diverse projects for economic development.Tanzania,among the 10 biggest recipients of FDI in Africa,received US$922 million in 2021.FDI policies offer incentives for investors,allowing them to repatriate profits up to certain amounts,which contributes significantly to economic leakage in the tourism industry.For WIO destinations where current forms of mass tourism tend to over tourism,a lagged negative impact on local housing is expected.Trends from some of Europes coastal cities like Venice or Barcelona,where over tourism has reduced the availability of affordable houses for local resi-dents,point to this likelihood.This could be further aggra-vated by alternative accommodation in coastal destinations,for example home stays and Airbnb.A large-scale port infra-structure development in Lamu,Kenya,though laying the foundation for trade and tourism,faced contestation from the local community on its development.Such infrastructure-led developments are faulted for reproducing colonial legacies,disrupting local ways of life.30 In Lamu,local protests cited reasons for port infrastructure displacing the community,with negative implications for marine heritage.28 Daly,J.and Gereffi,G.,(2017).Tourism Global Value Chains and Africa.29 Government of Seychelles,(2018).Seychelles Decent Work Country Program 2019-2023.30 Enns,C.,and Bersaglio,B.,(2019).Negotiating pipeline projects and reterritorializing land through rural resistance in Northern Kenya.3.2.Environmental ImpactsDamaging effects of poor infrastructure development for tourism are already hurting fragile coastal ecosystems.In the case of Seychelles,development of tourism infrastruc-ture bordering Curieuse Marine National Park,drove nega-tive change to coral cover31 due to regulatory exemption on construction on the shoreline(ibid).In coastal Kenya,flawed land policies have turned shorelines into private property for tourism development,restricting local access to beach areas.Abandoned tourist facilities along the shoreline,due to stagnation in destination development,have led to dilapi-dated properties on Kenyas south coast.Overdevelopment of resort infrastructure poses a significant challenge for Kenyas beach destinations.This issue is particularly severe on the south coast,where tourism development has encroached on beaches,and many facilities are financially struggling.On the north coast,facilities built too close to the beach now require sea walls for ocean protection against rising ocean waters.Despite being licensed,these developments cannot be easily reversed by authorities,partly due to policies that overlook environmental considerations.Moreover,diving pressure cause site degradation and then result in a shift in attractiveness and decrease of number of visitors at those same sites.32 Dive tourism in Ponta do Ouro marine reserve in Mozambique,where visitors engage mostly on drift diving35 is an example where tourism has negative environmental impacts.Findings of higher contact with underwater bottom habitats by scuba divers in this park,suggest that tropical environments are most at risk of potential negative impacts from diving activities.33 Relatedly,increased tourism related search efforts for sharks could have a negative impact in Nosy Be,Madagascar.34In Kenya,the rapid growth of beach products in the early stage of destination development,escalated to scenarios of unplanned mass tourism.This trend is replicated in other destinations for beach tourism as well,where increased visitor numbers to fragile coastal environments have led to negative environmental impacts.Negative impacts from unplanned mass tourism have resulted in habitat destruction.In the WIO,mass tourism is particularly prominent in coastal areas of Kenya targeting sun and beaches,nature Safaris(i.e.Tsavo national park,Amboseli National Park,Hells Gate National Park),Tanzania(i.e.Serengeti national park,Zanzibar Island),South Africa(i.e.Kruger national park,Robberg nature reserve),and Mauritius(i.e.Black river gorges national park,Blue bay marine park).The challenge facing beach destina-tions in Kenya includes seasonal over tourism,particularly evident with overcrowded beaches in December.Cruise tourism adds to marine pollution,affecting ocean health,a critical resource for blue tourism.31 Clifton,J.,et al.,(2021).Resolving conservation and development tensions in a small island state:A governance analysis of Curieuse Marine National Park,Seychelles.32 Lucrezi,S.,et al.,(2021).Securing sustainable tourism in marine protected areas:Lessons from an assessment of scuba divers underwater behaviour in non-tropical environments.33 Lucrezi,S.,et al.,(2021).Securing sustainable tourism in marine protected areas:Lessons from an assessment of scuba divers underwater behaviour in non-tropical environments.34 Diamant,S.,et al.,(2021).Population structure,residency,and abundance of whale sharks in the coastal waters off Nosy Be,northwestern Madagascar.3.Tourism Impacts in the Western Indian Ocean 15 Policies aimed at promoting domestic tourism further compli-cate efforts to implement effective travel restrictions.Without imminent control measures,this trend risks escalating into an environmental crisis,proven by oceanic waste and detri-mental impacts on marine biodiversity.While the short-term effects of these impacts are observable,the long-term damage could persist for thousands of years,highlighting the enduring repercussions of over tourism during peak domestic seasons.3.3.Impacts of Polycrisis on Blue Tourism KEY MESSAGES:Tourism development in the Western Indian Ocean region unfolds a crisis dynamic,relating social ine-qualities and environmental degradation to rapidly intensifying harsh consequences for local communi-ties,or other spiralling trends.These crisis issues manifest at different intensities,some escalating,others dormant,and some more seasonal.They also comprise slow moving stress-es,e.g.labour issues,or fast moving events,like the COVID-19 situation.If Western Indian Ocean destinations are to address the accelerating socio-ecological polycrisis tour-ism faces,they need to identify leverage points in the complex interactions that can promise better systemic outcomes on interventions,i.e.target the right constraints and most pressing challenges,or priorities consistent across the tourism stakeholder community.A polycrisis situation is where crisis issues intersect and overlap beyond the simplistic cause and effect relationships,with compounding effects on each other.35 Over time,an overlapping number of serious challenges facing tourism in WIO destinations show that the regions tourism faces poly-crisis.Some of these challenges are driven by tourism,or others externally driven,resulting in intersecting issues in the sector.Blue tourism has both positive and negative effects on marine socio ecological systems.36 The challenges facing blue tourism in the WIO could have some level of independ-ence,and their existence purely incidental,but that does not completely rule out contexts where overlaps and intersec-tions for polycrisis are possible.Here,we identify key drivers for crisis situations that may affect blue tourism.For each,examples from the WIO region are given on resulting chal-lenges and their intersections,as well as solutions.Climate change threatsClimate induced challenges present various dimensions of socio-ecological polycrisis clear in the tourism sector.Climate 35 Helleiner,(2024).Economic Globalizations Polycrises.International Studies Quarterly.36 Lukman et al.,(2022).Tourism impacts on small island ecosystems:public perceptions from Karimunjawa,Indonesia.change as a polycrisis in tourism,relates to labour crisis due to health and migration issues,insecurity fuelled by resource conflict,economic crisis affecting financial well-being of people,or even intensifying inequalities of destination communities.Community displacement following climate disasters could affect cultural heritage across tourism destinations.Decreased tourist visits,and climate induced damage to tourism infrastructure,results to income losses,affecting financial well-being of people.Besides,climate related illnesses,to both tourists and locals,is a reality facing destinations.Illnesses put a strain on the workforce supporting tourism.Given the high involvement of women in tourism in these destinations and gendered nature of climate vulnerabilities,climate threats to tourism escalate to be risks for women in tourism.Climate threats are a risk for tourism in Madagascar,the 3rd country most prone to disasters worldwide due to the impacts of climate change.Extreme events at the ocean may affect cruise traffic to the country during the December to March high season.In the SIDs category,Comoros is shown to be most impacted by the climate crisis.Restoration of vegetated coastal ecosystems,like mangrove areas,can be a priority action supported for climate miti-gation,as carbon sinks.Also restoration fits as adapta-tion,as these can provide coastal protection from storms.In view of rising sea levels,climate proof infrastructure is recommended,to minimize damages resulting from extreme weather events.Sea walls,raised buildings,are some common examples adopted by hospitality facilities in coastal areas.Health related threatsRapidly escalating challenges,e.g.COVID-19 pandemic,can be a strong driver to polycrisis situation.The spike in chal-lenges during and immediate post COVID-19 induced tourism crisis,was a stark pointer to multiple intersecting challenges facing the WIO tourism industry.COVID-19 induced crisis in tourism,was central to other rapidly escalating challenges in tourism destinations,e.g.health challenges,labour shortages,etc.,devastating tourism livelihoods.Decreased consumer confidence in safety of travel,affected visitor numbers to WIO countries just like other regions globally.Additionally,many countries in the global south,dependent on visitor source markets from the global north,were categorized as high risk or not fit for travel during the COVID-19 pandemic.Similarly,Comoros faced a severe cholera outbreak in 2024 and Mada-gascar is exposed to recurrent plague.Over reliance on tourism,dealt Seychelles a huge blow during the COVID-19 pandemic.Reduced visitor numbers to the island destination,had implications for reduced foreign exchange inflows,affecting governments ability to loans in major foreign currencies.Other WIO countries were also affected,with consequences in reduced tourism earnings,job losses and increased unemployment in tourism dependent coastal communities.Destination responses focused on gaining visitor numbers back as a recovery strategy.This entailed adherence to new protocols for safe travel embraced by destination wide networks.Hospitality facilities took up new hygiene measures following COVID-19 pandemic,to ensure employee and guest safety.The downside to this was increased operational costs for businesses to comply with safety standards.Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways16 Political turbulences/shocksInsecurity challenges experienced in WIO countries,have direct implications on reduced visitor numbers.Intra state conflicts,political violence,and terror attacks,are some insecurity issues that have marred Kenya,Madagascar,and Comoros in previous years,resulting in travel advisories issued by key visitor source countries to their citizens.There have been recurrent coups,e.g.in the Comoros,disputed elections escalating to political crisis e.g.in Kenya and Mada-gascar,and terror threats e.g.in Kenya and Tanzania.These events can result in social instability,general disruptions of economic activities linking to tourism,and implications for negative reputation on destination image.Solutions include on-going efforts for conflict management in affected areas.Tourism actors should minimize travel related plans or promotions in periods where events likely to trigger unrest are common.During times of political uncertainty,prompt communication for information about unfolding situa-tions is helpful for travel related decisions.Financial/economic shocksDebt-laden economies in the WIO region,stare at tougher times ahead if measures are not taken to address ensuing crisis like rising costs of living affecting populations.With US$21 billion out of Africa each year in debt payments,37 there is a possibility of debt to accelerate climate crisis,as borrowers lack financial capacities to respond to climate effects.Kenya now prioritizes debt payment,which is hurting tourism MSMEs,e.g.through new taxations imposed.Debt crisis with the world bank,resulting to more taxes introduced by the government to raise money,affects peoples ability to do business,and puts pressure on small businesses that can no longer sustain and are shutting down.Economic uncertainties in Comoros,can be attributed to debts accrued to fund.Labour exploitationSevere forms of labour exploitation exist within blue tourism,to some extent due to its characteristic seasonal nature.Season-ality pushes the workforce on margins of sub employment,an issue evident in tourism related jobs held by coastal communi-ties.Lower wages,gender pay gaps,and limited opportunities for career growth,are a reality of labour exploitation by those in tourism and hospitality jobs,especially in seasonal tourism destinations.Legal consequences,social unrest,and reputation damage,are looming for destinations yet to address concern of labour exploitation.Efforts to increase employee representa-tion in trade associations,which can negotiate for better terms and conditions for those working in tourism.Targeted training programs to equip local communities with skills for manage-ment roles in tourism and conservation can also be helpful to promote career growth for those in tourism work.Social inequalitySocial inequality is a common factor that worsens the severity of experiences in every other crisis issue in tourism destina-tions.High levels of poverty in tourism rich areas,have indi-rect implications for environmental degradation,education 37 UNECA,(2016).Africas Blue Economy:A policy handbook.deficits,and over dependence on aid.It is important that tourism development pays attention to indicators for various dimensions of equity in its performance evaluation.3.4.Best Practices for Sustainable TourismDespite tourism development challenges facing these WIO regions,they can continually draw valuable lessons from successes observed elsewhere or in different types of tourism.For instance,in Kenyas inland wildlife tourism,lessons abound in workforce skill enhancement,encouraging shared value between tourism and local communities,and empowering communities through ownership of safari assets and co management of conservation areas.Also,lessons abound in the recognition of domestic small businesses as having valu-able contributions to tourism development.Informal tourism activities in Kenya are being formalized e.g.through practi-tioners associations,integrating them into the supply chain and adapting legislative frameworks to better support their contributions.This shift includes recognizing local operators associations on par with established bodies like Kenya Asso-ciation of Travel Agents(KATA)and Kenya Association of Tour Operators(KATO),ensuring their voices are heard in national tourism dialogues.Tour Operators of Madagascar is a prac-titioners association in the island destination,as a unifying voice for tour operators promoting beach and biodiversity products.The Comoros Tourism Association is business focused and draws nationwide membership in the island state.A comparable example can be seen in Gambia,where early 2000 World Bank funding facilitated community integration into the blue economy and coastal tourism.Here,local initi-atives thrive with government-built visitor offices facilitating non-hotel tours and prohibiting hotels from running excur-sions independently.Instead,guests engage local transpor-tation and services,fostering community-led initiatives like cooperative vehicle ownership for safer tourist transport and women-operated fruit stalls.These cases illustrate how tourism development can evolve through adaptive learning from diverse successes,bridging challenges with innovative solutions tailored to local contexts.Mombasa,Kenya(H.Gudka/Unsplash)3.Tourism Impacts in the Western Indian Ocean 17 4.Blue Tourism Governance in the Western Indian Ocean KEY MESSAGES:Integrating blue tourism governance into existing MPA frameworks in the Western Indian Ocean region could address the current lack of a comprehensive regional framework for blue tourism offering a prom-ising approach to managing tourism sustainably.Functionally integrated incentives from blue tourism(e.g.,eco-tourism revenues,payment for ecosystem services)are core for effectiveness of MPA govern-ance that includes tourism-related considerations,whether the governance approach is decentralised to local institutions with state oversight,or state gov-erned,or fully governed by local communities.Incorporating incentives into MPAs and blue tourism governance can be an effective strategy for encour-aging various actors to support blue tourism goals within marine governance frameworks,which can drive sustainable practices and promote effective management of marine resources.An integrated approach to blue tourism governance,working with different levels of governance,across multiple actors,and involving relevant institutions,is desired for the Western Indian Ocean region.4.1.Regional Blue Tourism Governance At the regional level,the recently adopted Regional Ocean Governance Strategy(ROGS)38 developed under the Nairobi Convention39 is attuned to concerns for the blue economy for the region,through aims to address a wide range of regional challenges,including marine pollution,climate change,disaster,response,among others.Anchored on aims for regional cooperation for marine science,capacity building,and public awareness of ocean issues,implementing the framework can result to effectiveness on marine resource use with benefits for blue tourism in WIO countries.The ROGS is a recent development approved and endorsed by the contracting parties at Conference of Parties(COP)11 of the Nairobi Convention in August 2024,soon moving to its implementation taking a collaborative approach with inter-ested stakeholders in the marine and tourism environment.Other key instruments elaborated by the Nairobi Convention Contracting Parties and relevant to blue tourism include the Integrated Coastal Zone Management Protocols(ICZM),and Integrated Water Resource Management(IWRM)activities.38 The Regional Ocean Governance Strategy(ROGS)was developed in response to decisions by the Nairobi Convention COP and AMCEN through a participatory process led by a regional Task Force.It aims to guide sustainable ocean management,blue economy growth,and climate change action in the Western Indian Ocean,aligning with African policies and regional initiatives.39 The Nairobi Convention,part of UNEPs Regional Seas Programme,focuses on tackling the growing degradation of the worlds oceans and coastal areas through sustainable management and use of marine and coastal resources.It brings together countries of the Western Indian Ocean region to collaborate in protecting their shared marine environment.The ROGS states that the UN Convention on the Law of the Sea(UNCLOS)requires countries to cooperate on ocean governance both with other countries and with global and regional institutions.These obligations range from suppres-sion of piracy to prevention of pollution and conservation of biodiversity.WIO countries are party to numerous other inter-national conventions and treaties,under which the countries incur international legal obligations to cooperate on ocean-re-lated matters,including on shipping,climate change,science and human rights.In addition,WIO countries have also made numerous international ocean-related commitments which are not legally binding.These include:commitments related to the SDGs,with respect to the UN Decade for Ocean Science and through commitments to various action plans and codes of conduct,and the approval of the Antigua and Barbuda Agenda for SIDS(ABAS)40 a the 4th United Nations Small Island Developing States Conference in Antigua which represents a significant step forward in supporting small island nations in their efforts to adapt to climate change and build resilience in various sectors including coastal manage-ment and tourism.Yet,looking at strategies,regulations,frameworks and commit-ments,it is important to think through whether they have the range to address issues peculiar to blue tourism at WIO bloc level.While these countries share the WIO geographic region,their decisions for instance on tourism investments or interna-tional visitors to attract,could lead to competing interests in terms of resource use or regional collaborations.It would be straight forward to address such details in an umbrella frame-work for tourism governance at regional scale,which the WIO region lacks.Essentially,governance driven by regional block tourism poli-cies can reshape conduct of stakeholders in blue tourism regional networks.Two examples of regional bloc tourism strategies in the WIO are the Intergovernmental Authority on Development(IGAD)sustainable tourism master plan which was applicable to Kenya and Somalia as member states;the Southern Africa Development Community(SADC)protocol which establishes tourism as a priority sector for Southern Africa,with focus on Madagascar,Mauritius,Mozambique,Seychelles,South Africa and Tanzania.4.2.Destination Blue Tourism Governance At the destination level several stakeholders are actively involved in blue tourism and should all potentially support the sustainability of the sector.These include government author-ities,destination management organisations,marine and coastal authorities,tourism operators and local communities.Tourism Destination Governance(TDG)applications focuses on organizing behaviour across local stakeholder networks,while factoring in linkages with other spatial scales upwards,41 therefore,fostering relevant multi-level communication and collaborative channels that are crucial for integrated policy 40 United Nations(2024).The Antigua and Barbuda Agenda for SIDS(ABAS)a Renewed Declaration for Resilient Prosperity.41 Mach,L.and Ponting,J.(2018).Governmentality and surf tourism destination governance.Journal of Sustainable Tourism.Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways18 making.Below are the main destination governance actors and their roles in sustainable blue tourism:In blue tourism contexts,local government authorities enforce policies and regulations including,but not limited to,zoning,issuing permits,and ensuring compliance with environmental and social standards.They also coordi-nate with other stakeholders to implement and monitor sustainable tourism initiatives,provide infrastructure for waste management and environmental protection,and develop long-term strategies that align with sustainability goals.Destination Management Organizations(DMOs),play an important role in marketing to sustainable blue tourism markets and implement sustainability strategies,and coordinating with local businesses and communities to ensure that tourism activities adhere to sustainable prac-tices.DMOs also work to enhance the visitor experience while minimising negative impacts on the environment and local culture.Marine and coastal authorities are particularly relevant for blue tourism as they regulate marine tourism activi-ties and enforce environmental protection laws.They are crucial in ensuring that marine ecosystems are preserved and that tourism activities do not exceed ecological thresholds.They also engage in monitoring and research to assess the health of marine environments and adjust policies accordingly to address emerging issues.Blue tourism operators such as hotels and tour organisers,are on the front lines of implementing sustainable prac-tices.They can adopt eco-friendly practices,such as mini-mising waste,conserving energy,and reducing pollution.Operators can also offer tours and activities that highlight and protect local ecosystems and cultural heritage,and collaborate with local communities to ensure that tourism benefits are equitably distributed.Last but not least,local communities in blue tourism desti-nations are both beneficiaries and stewards of tourism.They contribute to the cultural and environmental attrac-tiveness of a destination and should be actively involved in tourism planning and decision-making processes.Communities can also participate in monitoring environ-mental impacts and advocating for practices that align with their values and needs.Table 1 illustrates how blue tourism governance at the sub-na-tional level can be operationalized to balance economic development,environmental conservation,and community welfare by incorporating various incentives into the govern-ance framework.These common incentives include:Economic incentives,to work out revenue sharing across stakeholder groups,for example between local commu-nity and investor community as stakeholder groups of interest to community based tourism.Legal incentives,for governance to address sustainability issues on conservation,or enforce compliance of sustain-ability practices among tourism businesses,e.g.through issuance of permits and licences for tourism.Cross link-ages on this incentive are evident between the tourism business community and government.Participation incentives,for collaboration on environ-mental conservation,policy advocacy,and community inclusion in decision processes.Cross linkages on this incentive are seen between government agencies and NGOs or civil society organizations.Against this backdrop,community driven tourism governance presents a scenario where the agenda for tourism develops through private sector engagement,particularly trade associ-ations articulating stakeholder and community issues in these sectors.Taking the example of Kenya,inland based trade associations come out stronger in all matters for governance applicable to tourism,dominating coastal based associations.Marine organizations appear to be the strongest non-state actors supporting tourism in coastal areas.They combine tourism as part of resource management approaches,rather than tourism organizations getting involved,and this trend could be a limitation of tourism stakeholders political agency in blue tourism governance through MPAs.Taking this into account,an important consideration for governance approaches would be how they enhance greater stakeholder participation.Table 1.Tourism Governance with Incentives at Local LevelActor networksLocal CommunitiesEconomic incentivesTour operators,investor communityLegal incentivesGovernment agenciesIncentives for participationNGOs and civil societyInstitutionsLocal governmentPractitioner associationsGovernment and interstate collaborationsNGOsSelect interestFair distribution of benefits among local communities and minimizing negative social impacts.Generating income and employment through tourism while promoting local prosperity.Enforcing local and international regulations to sustainably manage tourism activities.Protecting coastal ecosystems,biodiversity,and natural resources.Actor collaboration to balance economic development,environmental conservation,and community welfare.Source:Author,2024.4.Blue Tourism Governance in the Western Indian Ocean 19 4.3.Blue Tourism Governance in Marine Protected AreasMarine protected areas(MPAs)are key locations for blue tourism because they offer unique natural and cultural resources to attract tourism activities.Therefore,it is impor-tant to understand how the governance of MPAs connect with and integrate blue tourism.Three important elements of marine management that can be basis for blue tourism governance in the WIO are:i)coastal habitat restoration owing to the characteristic nature of WIO blue tourism to be nature based and thus dependent of healthy marine habitats;ii)coastal community resilience owing to a growing depend-ency on tourism livelihoods for income support;and iii)marine protected areas,as these are already established for biodiversity protection alongside supporting tourism devel-opment in WIO destinations.These elements are addressed in various policies and strategies to balance economic growth with the preservation of fragile marine ecosystems for sustainable tourism.Marine management with a focus on blue tourism,will include diverse actors,having shared as well as priority interests,across several institutions and different scalar dimensions.As blue tourism is a relatively new concept in WIO marine governance,its governance in the region can be inte-grated within existing MPA governance structures,or draw approaches from such,because they already have a solid foundation.This is also due to poor applications of tourism governance in Africa,leaving room to ride on governance arrangements outside the sector.42 Current approaches for governance of MPAs in marine areas are structured in a way that allows cross linkages of diverse sectors e.g.artisanal 42 Siakwah et al.,(2019).Tourism Governance and Attainment of the Sustainable Development Goals in Africa.fisheries,shipping,biodiversity conservation,and even tourism.Against the backdrop of cross linkages,MPAs build their governance frameworks on the basis of incentives rele-vant across diverse issues of interest to different stakehold-ers.43 Integrating diverse incentives which support each other is vital to strengthening MPA governance frameworks for effectiveness(ibid).Incentives relevant for tourism in different MPA governance approaches are shown on Table 2.MPA governance can only integrate tourism to a certain degree,44 considering that the scope of blue tourism activities in countries extends beyond the confines of MPAs.Besides,the fact that MPA regulations imposed on a non-deliberative manner could be perceived as restrictive to tourism activities,could spark some disinterest for tourism.There are options for blue tourism to follow existing governance structures for the sector operating across multiple scales.The suitability of blue tourism to fit within approaches to MPA governance encounters an existing dilemma on whether institutions should be built from the top down hierarchical governance,or from bottom up,for example in the polycen-tric approach,nested on higher level institutions but way out of their interference.This dilemma has been core to poli-tics of exclusion in tourism development.A coevolutionary approach to MPA governance addresses such a dilemma,as it allows institutions to co-evolve through interactions of top down and bottom up influences.45 Figure 11,is an illustration of MPA coevolutionary governance,across different levels of governance and different sectors,with highlights on inte-gration of WIO blue tourism.Multi-Level Governance(MLG)43 Jones et al.,(2024).Incentive diversity is key to the more effective and equitable governance of marine protected areas.44 Atmodjo et al.,(2020).Governing Dynamics in Marine Conservation Tourism in Raja Ampat,Indonesia.45 Mach,L.and Ponting,J.(2018).Governmentality and surf tourism destination governance.Journal of Sustainable Tourism.Table 2.MPA Governance Based on Incentives Relating to TourismMPA governance approachGovernance incentives relevant to blue tourismMarket basedDriven by economic incentives,e.g.for the case of blue tourism,the need to promote profitable and sustainable tourism,or to invest in MPA income.Top down(state steer)Backed by legal incentives,to enforce relevant laws and regulations that may be applicable to blue tourism.Allows for capacity for enforcement and regulations on protection of marine resources,where blue tourism stakeholders are active users.Bottom up(people steer)Driven by the need for inclusive participation in MPA management and decision making.Enables collaboration among the range of stakeholders in the marine environment,including those working in tourism,for collective governance goals.It is however vulnerable to external challenges,for example where community actors lack resources to implement effective governance.PolycentrismAcknowledges diverse actors in governances,and diverse centres of governance,working on shared governance goals,with oversight involvement of the state.Blue tourism interests are covered where common resource use is factored as an incentive for governance.Coevolutionary governance*Functionally integrated combinations of diverse incentives,representing different governance approaches that interactively evolve and synergistically function to promote the health of both ecological and social systems,through impact reduction and ecosystem services flow enhancement.*Blue tourism interests are covered where incentives tailored for the sector are introduced in governance frameworks.Source:Authors(2024).*Mach,L.and Ponting,J.(2018).Governmentality and surf tourism destination governance.Journal of Sustainable Tourism.Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways20 benefits of Small Island developing states and least devel-oped countries.A major limitation here is the persistent chal-lenges for integrating the SDGs within tourism in Africa.46 46 United Nations(2024).The Antigua and Barbuda Agenda for SIDS(ABAS)a Renewed Declaration for Resilient Prosperity.in this framework enables partnerships for implementation of initiatives towards defined goals.The included categorisa-tion of laws,strategies,and agreements is not exhaustive,but serves to capture those with shared applications across WIO countries.As a marine resource user,blue tourism would fit at the lower horizontal connections,having cross linkages for example with fisheries and biodiversity,coastal development,energy projects,etc.From this level,vertical connections upwards narrow to core issues for MPAs,raising the possibility to over-look other blue tourism forms that do not have MPAs as a component of their product development.Drawing from an international level,the SDGs offer a common ground to orient governance to concerns for both MPAs and blue tourism.For WIO blue tourism applicable SDG targets include e.g.Target 5 of SDG 14 on conservation of marine areas;Target 8.9 to implement policies for promotion of sustainable tourism development;SDG Target 12b aiming for implementation of monitoring tools for sustainable develop-ment impacts for tourism that creates jobs;and Target 14.7 with goals to use tourism as a tool to increase economic Higher vertical connections to embed MPA in state institutions,from local agencies to international policy organisations Blue tourismInternationalCostaldevelopmentLand basedPollutionFisheries&BiodiversityEnergyProjectsShippings&PortsLocalProvincialNationalRegionalInternational laws and agreements for example;Convention on Biological Diversity;United Nations Framework Convention on Climate Change(UNFCCC);United Nations Convention on Law of the sea(UNCLOS);Paris Agreement;Sustainable Development Goals(SDGs).Continental or regional level agreements,conventions,and strategies,including;The African Convention for the Conservation of Nature&Natural Resources;African Regional Ocean Governance Strategy;The Nairobi Convention;Regional Ocean Governance Strategy for the WI0,etc.Domestic laws and regulations on;ocean/fisheries;wild Iife conservation;shipping;coastal development;coastal waters;marine spatiaI planning;blue economy strategy.Policies and regulations at sub national or devolved government level covering sectors related to marine environment.MPA as a Type II MLG initiative with horizontal cross-sectoral connections,as well as vertical connectionsLower vertical connections to embed MPA amongst local users and communitiesVertical and horizontal co-evolutionMARINE PROTECTED AREAFigure 11.Blue Tourism In Coevolutionary Governance Framework for MPAsSource:Adapted from Jones et al.,2024,(p.7).Incentive diversity is key to the more effective and equitable governance of marine protected areas.Tanzania(L.Stawinska/Unsplash)4.Blue Tourism Governance in the Western Indian Ocean 21 5.SIDS and Small Island Destinations KEY MESSAGES:Small Islands Developing States and other small is-land destinations with healthy marine environments have been successful in nurturing blue tourism.Small Islands Developing States are at high risk of mass tourism and need deliberate policies to manage tourism development and avoid overtourism.Challenges facing blue tourism in Small Islands De-veloping States are social empowerment,govern-ance,financing,innovation,resource management,infrastructure,climate change,adaptation to change and territory management.Small Islands Developing States(SIDS),which are territo-ries and countries located in the tropics and low latitude sub-tropics,have large coastal and marine areas,with many of them depending on tourism.Indeed,tourism has played an important role in the growth of many SIDS for several decades,underpinning a large proportion of the countries GDP,creating formal and informal employment,and contrib-uting foreign exchange earnings.In 2019,international visitor expenditure accounted for 20%of nominal GDP in at least 15 SIDS.47 Among these,several stand out as disproportion-ately dependent on the tourism sector,namely:Seychelles,Maldives,Saint Lucia,and Antigua and Barbuda.International expenditure in these countries range between 45%and 62%of their respective nominal GDP in 2019.48 Moreover,many SIDS have large informal sectors which are often not properly accounted for in calculation of GDP for lack of data.In recent years,the rising market demand for authentic,pris-tine experiences,new adventure sports and conscious travel has created opportunities for SIDS to embrace tourism as a tool for inclusive and sustainable development.However,studies indicate that the benefits of tourism do not flow equi-tably to citizens and MSMEs.Further,SIDS are affected by mass tourism that results to damage to the environment and loss of biodiversity,but these opportunity costs of tourism are not accounted for in the valuation of tourism leading to disconnect between rising visitor numbers and wellbeing of people and the environment.Behind the growing visitor numbers to SIDS are missed opportunities to achieve greater development outcomes for the communities due to lack of linkages with local MSMES and individuals to monetise local talent and community assets.Tourisms contribution to SIDS economies may also be dampened by economic leakages driven by remittances by migrant workers,spending on imported goods,foods and other supplies for tourism.Addressing this digital financial gap and other leakages is critical for inclusive,sustainable development of blue tourism in SIDS.Other challenges facing blue tourism in SIDS are social empowerment,governance,financing,innovation,resource management,infrastruc-ture,climate change,adaptation to change and territory 47 WTTC,(2024).Travel&Tourism Economic Impact.48 Ibid.management.Tools available for SIDS in management of coastal and marine resources,with relevance for blue tourism development include:Marine Protected AreasMarine Spatial PlansIntegrated Coastal ManagementCommunity Managed Marine Conservation AreasIt has emerged that co-management is the desired govern-ance model for marine and coastal resources which SIDS depend on.Co-management has had successes in bringing together diverse actor groups in the marine environment,including government,community and NGOs.Majority of examples from SIDS relate to co-management in the fish-eries sector,for example in St.Lucia.Equally,Public Private Community Partnerships(PPCP)are key in building capacity for local linkages across the tourism value chain.This has been achieved through technical and financial assistance to the SIDS.Overall,achieving sustainable development in SIDS requires a holistic approach that enhances local participation,promotes environmental sustainability,and ensures that tourism devel-opment supports broader social and economic objectives.Destinations should have comprehensive tourism plans that include policy reforms to improve land-use planning,safety,control over-development,water resources management,and natural asset management.Both top-down guidelines and bottom-up actions must converge to optimise value for citizens in the short and long term.Governance arrangements applied to tourism must be dynamic due to changing actors,resources,and leadership over time.Madagascar(S.Intintoli/Unsplash)Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways22 6.Challenges for Sustainable Blue TourismSeveral challenges hinder development of sustainable blue tourism in the WIO.Understanding these challenges to strengthen the link between coastal tourism and marine conservation is crucial for developing effective strategies to promote sustainable blue tourism practices.The challenges point to a persistent issue for the region;gaps in integrating sustainability standards within blue tourism across some destinations.Such gaps would potentially intensify destina-tion vulnerabilities to crisis.6.1.Socioeconomic DisparitiesTourism often brings substantial economic benefits to coastal regions,but these benefits are not always distributed equi-tably,leading to economic disparities within coastal commu-nities in the WIO.For example,in Mauritius,the tourism industry is concentrated in areas like Grand Baie and Flic en Flac,which are known for their high-end resorts and luxury tourism.While these areas experience significant economic benefits from tourism,less developed regions such as the interior of Mauritius or rural coastal areas see minimal benefits.In Kenya,the coastal city of Mombasa and the nearby island of Lamu are popular tourist destinations,attracting international visitors with their beaches and historical sites.However,the local population in these areas may not always benefit equally from tourism employment opportunities.Tourism-related jobs may be concentrated in hotels,restaurants,and tour opera-tions,which can be inaccessible to local communities due to skill mismatches or lack of education.Consequently,while some residents find employment in the tourism sector,others remain unemployed or work in low-paying,informal jobs.This disparity can exacerbate economic inequalities between those who benefit from tourism and those who do not.In Seychelles,tourism contributes significantly to the national economy,but the distribution of tourism revenue can be uneven.Large international hotel chains and tour opera-tors often dominate the sector,and a significant portion of the revenue generated from tourism leaves the country in the form of profits repatriated to foreign owners.Local busi-nesses,such as small guesthouses and local tour guides,may receive a smaller share of the tourism revenue.This can create a disparity where local entrepreneurs and communities benefit less from tourism compared to large,often foreign-owned enterprises.In Madagascar,coastal tourism is vital for regions like Nosy Be,where local fishing communities often attempt to engage in tourism by offering small-scale accommodation and tours.However,these small-scale operators frequently struggle to compete with larger,well-established resorts and tour oper-ators.Small operators may be marginalized,receiving limited support or recognition in the tourism sector.They often lack access to the same marketing resources,networks,and investment opportunities as larger businesses,which can limit their ability to benefit from tourism growth.Consequently,economic benefits may be disproportionately enjoyed by larger,more resourceful entities.6.2.Infrastructural DevelopmentTourism infrastructure development can have significant impacts on coastal environments,leading to habitat loss and increased pollution if not developed and then managed sustainably.These impacts often disproportionately affect different segments of coastal communities in the WIO.For example,in Malindi,Kenya,coastal tourism development has led to the construction of resorts,hotels,and recreational facilities along the beachfront and near sensitive marine ecosystems.The development often encroaches upon critical habitats such as mangroves and coral reefs,which are crucial for marine biodiversity and coastal protection.The destruc-tion of mangroves,for instance,reduces the natural protec-tion against storm surges and coastal erosion49.In Madagascar,Nosy Be,a popular tourist destination,has experienced rapid tourism development with the construction of luxury resorts and marinas.This development leads to the reclamation of coastal land and destruction of critical habi-tats like coral reefs and seagrass beds.50 Small-scale fishers and local businesses suffer from reduced fish populations and degraded marine environments,while tourism devel-opers and large resorts benefit from the increased revenue and improved property values.In Zanzibar,the expansion of tourism infrastructure,including resorts and large-scale waste treatment facilities,often leads to increased pollution.51 Wastewater and sewage from resorts can flow untreated into the ocean,causing nutrient pollu-tion and harming marine life.52 Additionally,solid waste from tourism activities can end up on beaches and in the ocean.536.3.OvercrowdingOver tourism can significantly impact coastal communities in the WIO,leading to environmental degradation.In Mombasa,Kenya,a popular coastal destination commonly known as Pirates beach,attracts large numbers of tourists annually.Overcrowding,particularly during peak seasons,places intense pressure on coastal and marine environments.The excessive number of tourists can cause physical damage to sensitive habitats such as coral reefs and mangroves.Coral reefs,in particular,are vulnerable to damage from snor-keling,diving,and trampling by tourists.Coral bleaching,physical breakage,and reduced biodiversity are common 49 Asari et al.,(2021).Mangrove as a natural barrier to environmental risks and coastal protection.50 Ntombela,C.and Celliers,L.(2015).Urbanisation,coastal development and vulnerability,and catchments.United Nations Environment Programme/Nairobi Convention Secretariat.51 Khamis et al.,(2017).Geographical characterization of the Zanzibar coastal zone and its management perspectives.52 Shechambo,D.(2019).Social economic and cultural impacts of coastal tourism to local communities in Zanzibar,Tanzania 53 Asari et al.,(2021).Mangrove as a natural barrier to environmental risks and coastal protection.6.Challenges for Sustainable Blue Tourism23 consequences.These damages can disrupt marine ecosys-tems,leading to declines in fish populations and affecting the health of coastal environments.Zanzibar experiences high tourist volumes,especially in areas like Stone Town and Nungwi Beach.The influx of tourists can exceed the carrying capacity of these areas.Overcrowding can lead to increased waste production and pollution,including litter and untreated sewage entering the ocean54.Additionally,the physical footprint of tourism infrastructure,such as hotels and resorts,can encroach on fragile coastal ecosystems.55 Increased pollution contributes to water quality issues,harming marine life and reducing the aesthetic and ecological value of the coastal area.56 Mauritius is a key tourist destination with beaches,lagoons,and coral reefs.High tourist numbers result in significant pollution from various sources.57 Wastewater from hotels and resorts,if not properly treated,can enter marine envi-ronments,carrying pollutants such as nutrients,chemicals,and pathogens.Plastic waste from tourism activities can also accumulate on beaches and in the ocean,58 posing a threat to marine animals,which may ingest or become entangled in debris,leading to mortality and habitat degradation.Nosy Be,in Madagascar,is known for its tourism appeal,drawing significant numbers of visitors to its coastal and marine attractions.The strain on local infrastructure becomes evident with such high tourist volumes.The demand for fresh water,energy,and waste management services increases with tourism.If local infrastructure is not equipped to handle this demand,it can lead to resource shortages and inadequate waste disposal.Resource strain can lead to over-extraction of water from local sources,affecting both the environment and local communities.54 Maione,C.,(2021).Quantifying plastics waste accumulations on coastal tourism sites in Zanzibar,Tanzania.55 Mustelin et al.,(2010).Understanding current and future vulnerability in coastal settings:community perceptions and preferences for adaptation in Zanzibar.56 Mohammed,S.M.(2002).Pollution management in Zanzibar:the need for a new approach.57 Ramkissoon,H.,&Durbarry,R.(2009).The environmental impacts of tourism at the Casela Nature and Leisure Park,Mauritius.58 Mattan-Moorgawa,S.,et al.,(2021).A first assessment of marine meso-litter and microplastics on beaches:Where does Mauritius stand?.6.4.Marine Plastic PollutionPollution from plastics can have severe consequences for both tourism and marine life within coastal communities in the WIO.Mauritius is renowned for its pristine beaches and vibrant marine life,including coral reefs and diverse fish species.However,plastic pollution poses a significant threat.59 Plastics such as bags,bottles,and micro plastics can entangle marine animals,leading to injury or death.Sea turtles,for example,often mistake plastic bags for jellyfish,leading to ingestion and potentially fatal blockages in their digestive systems.The ingestion of plastics by marine life can lead to malnutrition and internal injuries,ultimately reducing population numbers and affecting the overall health of marine ecosystems.60Zanzibar is a popular tourist destination known for its beau-tiful beaches and clear waters.However,plastic pollution has become a significant issue.61 Plastic waste,such as bottles and bags,often accumulates on beaches,detracting from their natural beauty and cleanliness.This accumulation can make beaches less attractive to tourists,leading to reduced visitor numbers.A decrease in tourist numbers can lead to lower revenue for local businesses that depend on tourism.The Comoros islands,with their scenic beaches and marine environments,are facing challenges from plastic pollution62.Plastic debris often washes ashore,affecting the cleanliness and appeal of tourist sites.Plastic pollution can negatively impact the visual appeal of beaches and coastal areas,which are critical for attracting tourists,affecting recreational activ-ities such as swimming and snorkeling.The decline in tourist satisfaction due to polluted beaches can lead to a decrease in tourism revenue and negatively affect the local economy.59 Ramkissoon,H.,&Durbarry,R.(2009).,Mauritius.The environmental impacts of tourism at the Casela Nature and Leisure Park60 Sharma,S.,&Chatterjee,S.(2017).Microplastic pollution,a threat to marine ecosystem and human health:a short review.61 Mohammed,S.M.(2002).Pollution management in Zanzibar:the need for a new approach.62 Indian Ocean Commission,(2023).Western Indian Ocean:Prevention,reduction and control of Marine Plastic Pollution in AIODIS.APPENDIX 1.Country Working Papers.Mauritius(G.Baudusseau/Unsplash)Sustainable Blue Tourism in the Western Indian Ocean:Trends,Challenges,and Policy Pathways24 7.Policy Pathways for Sustainable Blue TourismThe relations between tourism and oceanic environments are established.This report notes that the state of development of blue tourism varies from state to state in the WIO,and the sector faces several challenges already identified in this report.Yet,policy opportunities exist to chart a sustainable path for blue tourism in the WIO.Leveraging these oppor-tunities can re-engineer tourism in the WIO states through good policies that underpin destination development,by touching on all nodes in the value chain and establishing a resilient tourism system.These opportunities focus on enhancing conservation efforts,engaging local communi-ties,and promoting sustainable tourism practices.Charting a way forward for tourism requires a mix of pathways that will address economic growth,social equity and environmental sustainability in and through blue tourism.These pathways will concretise in policy and strategic actions to be under-taken at regional,country or destination level.Policy Pathway 1-Strengthening Regional Cooperation for Sustainable Blue TourismEnhancing Regional Cooperation for Sustainable Blue Tourism DevelopmentStrengthening regional cooperation is essential for promoting sustainable blue tourism across the WIO and its SIDS.By fostering collaboration among governments,private sector stakeholders,and local communities,countries in the region can address common challenges such as environmental protection,sustainable resource management,and inclusive economic growth.A unified regional approach can help create a resilient and thriving blue tourism sector,guided by shared sustainability goals and enhanced by the collective expertise and resources of all stakeholders.The recently developed Regional Ocean Govern-ance Strategy(ROGS)provides a starting point for this cohesive and collective effort.Through collaborative governance,coun-tries can co-create innovative solutions that promote sustain-able blue tourism development,safeguard marine ecosystems,and deliver long-term benefits to coastal communities.Developing a Regional Master Strategy for Blue TourismTo coordinate efforts,the WIO states could collaborate on developing a Regional Master Strategy for Blue Tourism.This strategy would serve as a comprehensive framework designed to guide sustainable blue tourism development across the region,while adhering to the core principles of the ROGS and other relevant frameworks.The proposed strategy would align national tourism and other relevant policies with regional objectives,ensuring cohesin and long-term sustainability.The master strategy would incorporate global best practices in sustainable tourism,promoting innovative approaches that minimise environmental impacts while maximising socio-economic benefits for coastal communities.Addition-ally,the strategy would encourage enhanced regional coop-eration,enabling WIO countries to address shared challenges such as climate resilience,marine biodiversity protection,and equitable resource use.Through this collective effort,the strategy would ensure that the regions blue tourism sector remains resilient,adaptive,and aligned with the SDGs.Policy Pathway 2-Driving Sustainable Economic Growth through Blue Tourism Diversification of Blue Tourism SectorWhile there are many opportunities for sustainable blue tourism,diversity is lacking in WIO with policy focus being given to beach,sand and sea,mainly on beach hotel/resort devel-opment and cruise tourism.There is a lack of integrated plan-ning to promote all segments of blue tourism.One example of fostering integrated planning can be found in Kenya,through the Go Blue Project63,the first ever Blueprint on Tourism and Cultural heritage in the Coastal Counties of Kenya64 launched in 2023 aimed to support sustained and inclusive growth.The lack of frameworks for diversifying blue tourism is limiting the welfare of host communities.Diversification will not only expand opportunities for local populations but will also address seasonality,lifting related pressures and creating opportuni-ties for all-year-round tourism activities.For example,diver-sifying tourism offerings in Kenya,Madagascar,and Comoros involves leveraging cultural heritage,nature-based attractions and community-based tourism.Nosy Be and le Sainte-Marie offer snorkeli
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Bringing Digital Creativity to Secondary Schools across the United KingdomNovember 2024ukie.org.uk04Foreword07Executive Summary09 The Current Landscape 15 What does Digital Creativity mean?16 Why introduce a Digital Creativity GCSE?19 Qualification Aims&Objectives20 Proposed subject content 24The importance of coursework 25 The importance of interwoven careers education26 Conclusions and next steps 28 Contributors ContentsOur education system is still largely knowledge-based and rooted in the past.While we teach young people about subjects like programming,there is an urgent need to broaden our approach to digital skills,cross-curriculum.Technology is not just about code;its about creativity,problem-solving,and design.These are the skills that drive innovation across the Creative Industries,from video games and animation to music and film,where the UK has long excelled.Creativity gives the UK an edge as a nation.Imagination is key to the maker generation.And creative thinking is needed in all industries,from engineering to automotive to advertising.An authentic education for the digital world requires the curriculum to evolve,bringing the arts and sciences together.Thats why I am delighted to support Ukies proposal for a Digital Creativity GCSE.This qualification is more than just an addition to the curriculumits a bold step towards reimagining what education can be.By combining digital skills with creative thinking,this GCSE will allow students to explore the full potential of technology,equipping them not just to consume the digital world,but to shape it.Whether its creating the next blockbuster game,producing a virtual reality experience,or solving complex problems in sectors like healthcare,the opportunities for young people to apply digital creativity are limitless.We have seen the transformative power of blending the arts and technology through initiatives like Digital Schoolhouse,which has reached hundreds of thousands of students.The impact has been profound,building enthusiasm for applied learning and developing skills that extend far beyond the classroom.With the introduction of a Digital Creativity GCSE,we have the chance to take this success nationwide,ensuring that all young people,regardless of their background,can gain the skills they need to succeed in the digital age,to help them become job makers as well as job seekers.Sir Ian Livingstone CBECo-founder Games Workshop,author,and General Partner Hiro CapitalIn an age defined by rapid technological change,our education system must evolve to keep pace.My career in games began when video games were just emerging as a new form of entertainment.Today,the industry has grown into a cultural and economic powerhouse,generating billions for the UK economy and shaping the way we work,learn,and play.And if the UK is to stay at the forefront of the global digital economy,we must equip and empower the next generation with the skills needed to navigate and innovate in a world being transformed by AI and robotics.Foreword4|Bringing Digital Creativity to Secondary Schools across the United KingdomCreative digital technologies are a perfect fusion of creativity,art,technology and science,the full breadth of STEAM skills that a 21st economy needs.These skills need to be firmly embedded within education for all students starting at a young age.This paper calls for a Digital Creativity GCSE and explains the two-fold benefit of its introduction to schools,the creative digital industries and the wider economy.6|Bringing Digital Creativity to Secondary Schools across the United KingdomThe removal of GCSE ICT in 2013 and current structure of the existing qualifications has resulted in a drastic decline in the number of females taking a computing related qualification in Key Stage 4.As a consequence,the current landscape seems to have widened the gender gap in the uptake of digital qualifications rather than narrow it.This paper proposes the introduction of a Digital Creativity GCSE to bridge these gaps.The proposed qualification aims to combine the principles of computer science with creative digital applications,addressing the need for a curriculum that fosters both technical and creative skills.It is designed to cater to students interested in harnessing technology creatively,offering a pathway that complements the existing Computer Science GCSE.The current state of Computing education within the national curriculum,spanning Key Stage 1 to Key Stage 4,is critically examined in this paper.Despite efforts over the past decade to enhance Computing provision,significant gaps remain,particularly at Key Stage 4.The existing qualifications,such as the Computer Science GCSE and OCR Creative iMedia,fail to comprehensively address the diverse needs and interests of all students.The Computer Science GCSE focuses heavily on theoretical knowledge and programming,is often perceived as difficult and irrelevant to many students experiences and aspirations.On the other hand,the OCR Creative iMedia,though it incorporates creative digital skills,is vocational and not widely available or equally valued compared to academic routes.Senior Leader in a school(Kemp et al,2024)Bringing Digital Creativity to Secondary Schools across the United Kingdom|7Executive SummaryWe need a brand-new qualification at Key Stage 4 that is not called Computer Science or IT call it something else you could have sections that were programming based,but also sections where you did something more practical and creative,and more IT based if you have that medleyyoure much more likely to attract a broader range of people to it there needs to be a national conversation about it.1.Addressing Curriculum Gaps:Filling the current void in Key Stage 4 GCSE offerings by providing a course that focuses on the creative application of technology.2.Enhancing Creativity in Education:Encouraging creative thinking and practices across the curriculum,aligning with the findings of the Durham Commission on Creativity and Education.3.Driving Innovation and Economic Growth:Preparing students with the skills required by modern employers,fostering innovation,and supporting the creative digital industries.4.Supporting the Creative Digital Industries:Addressing skill shortages in the video games and wider creative digital sectors,enhancing the talent pipeline from education to employment.5.Integrating Art and Science:Demonstrating the power of combining artistic creativity with scientific and technological knowledge,preparing students for interdisciplinary careers.6.Empowering Digital Creators:Enabling students to become creators of digital content and experiences,not just consumers,and leveraging the growth of digital interactive and immersive technologies.7.Encourage greater uptake of computing related qualifications:Provide a broad and balanced Key Stage 4 offer,thereby increasing the number of students,and in particular,girls,taking a computing related qualification significantly.Key reasons for introducing the Digital Creativity GCSE:The paper outlines a proposed qualification structure based on three core pillars:Audio,Visual,and Creative Design Thinking.It emphasizes the importance of practical coursework and interwoven careers education to provide students with real-world insights and skills.Computing is a foundation subject on the national curriculum,covering Key Stage 1 to Key Stage 4(ages 5 to 16)that the Royal Society defines as covering the disciplines of Computer Science,Information Technology(IT)and Digital Literacy(DL)1.Their report went on to define IT as a distinct and separate subject to Computer Science in that it is primarily about the“assembly,deployment and configuration of digital systems to meet user needs for particular purposes”.Digital Literacy is defined as a core skill that refers to an individuals ability to use a computer confidently,safely and effectively.Digital Literacy by its very nature is cross-curricular,therefore every subject in the school bears some responsibility towards enabling students to develop their skills here.The realm of IT and Computer Science comes under the Computing National Curriculum.In Key Stages 1,2 and 3 these are usually explicit lessons in Computing where students are taught a range of skills and concepts.Much work has taken place over the course of the last decade to ensure every student is able to receive a sufficient degree of Computing provision.This has perhaps resulted in the Key Stage 3 curriculum in particular being more skewed towards the delivery of Computer Science in order to prepare students for the GCSE.When moving from Key Stage 3 to Key Stage 4,it is largely anticipated that the computing curriculum will continue to be covered for all students via cross-curricular means,through implementation in other school subjects.In practice,it is fair to say that this largely does not happen.The delivery of Computing in non-specialist cross-curricular Key Stage 4 qualifications is dependent primarily on teacher motivation and expertise and school The issues outlined in this paper are largely applicable across the United Kingdoms devolved nations.However,the landscape analysis that follows focuses on the English National Curriculum as an example to support our understanding of the issues at hand.provision.The distribution of this teaching provision is by no means equal for all students,even within a school let alone across the country.There are numerous reasons for this gross variance in provision of computing and digital skills across the curriculum and the reasons will vary from teacher to teacher.However,lack of confidence in the use of digital technologies is likely to play a key role;and when you also factor in poor resourcing and lack of sufficient time to build in opportunities the problems are only further exacerbated.Cross-curricular teaching of digital literacy is not a new concept,it has been attempted several times before and has never been fully successful.There are systemic issues within the education system that prevent consistently high quality digital skills delivery across all classrooms across the UK.Digital Literacy will need to be given a higher priority in schools,with wider issues addressed if we are going to see cross-curricular digital skills teaching being a success.There are a range of qualifications available for students that allow them to continue to develop their technology skills.The most popular of these pathways are Computer Science GCSE,or the OCR Creative iMedia.The Computer Science GCSE does not cover the full breadth of the Computing curriculum as defined by the Royal Society(2012),rather it focuses specifically on pure Computer Science,with qualifications leaning heavily towards knowledge-driven recall rather than a practical application of the subject.Coursework has been significantly reduced,so students ability to demonstrate their learning through practical application has been almost entirely removed from the assessment structure.The content rich course does not naturally allow for students to explore and develop their creative skills or an understanding of the The Current LandscapeBringing Digital Creativity to Secondary Schools across the United Kingdom|9wider technology industries,including the video games industry and other creative digital sectors.The demand on teachers to ensure high results for a pure exam-based assessment means there is little time for them to be able to find ways to effectively integrate industry based creative applications of the subject material.The Computer Science GCSE was originally introduced in 2010 with a great deal of hope and aspiration about developing the next generation of talent.However,the nature of the qualification and its sporadic offering across the country means that it is consistently one of the least popular subjects to choose from.BCS in their 2021 landscape review2 highlighted that only 23%of students were aiming to pursue Computer Science,as compared to 74%for Humanities subjects.The male to female ratio continues to cause concern sitting at 4:1 and has been as high as 10:1 for A Level Computer Science.It is fair to say that the vast majority of students do not pursue this route.There are many reasons for this,some of which include:the heavy focus on programming,and underpinning computer science fundamentals with a severe lack of emphasis on the application of technology and creativity.Students perception of this being a difficult GCSE with little to no relevance to their own experience of technology or future aspirations also play a key role.The GCSE qualification does,however,provide a strong foundational knowledge of computer science and programming.Students leave with an understanding of the discipline,which serves as a good foundation for development roles within the video games and technology industries.What they lack however is the ability to develop their creative skills and an understanding of using technology effectively to design and create digital products and solutions.The second most popular pathway is that of the OCR Creative iMedia qualification.Unlike the Computer Science GCSE this does tap into creative digital skills and more specifically,games development.However,video games industry relevant course modules listed are optional and so will not be delivered by all schools.Moreover,the qualification is vocational in nature and therefore,will not be on offer by all schools or available to all students.The very fact that it is a vocational course will also impact take-up amongst students;not just through their independent choice but also through the schools directing which students are given the opportunity to take the course.There continue to be entrenched beliefs within the wider community that academic routes are somehow better than vocational routes,which are at best seen as a second-rate alternative3.This creates a divide within schools.Many schools will only offer the vocational courses to those students with lower academic attainment,so these have traditionally been a route to help those students achieve a minimum number of qualifications.Year 10 Girl studying GCSE Computer Science(Kemp et al,20244)People think,you have to be,like,really smart to take itits sometimes not that enjoyable,people thinkyou have to be,like,quite quick thinking and know it quite quickly to be able to do it.And know quite a lot of stuff around computing to understand it all.10|Bringing Digital Creativity to Secondary Schools across the United KingdomWhere the vocational courses are openly available to all students,the stigma of following a vocational course will result in very few high performing academic students opting to study it.This has created a vacuum within our education system.While the stigma of vocational qualifications and their perception within society is not one that can be addressed easily or within a short period of time;reforming vocational qualifications is an issue that needs to be tackled.Recent research by Kemp et al(2024)highlights the steady decline of students following a digital qualification,dropping from 71%of all students in 2013 to just 28%in 20235.In 2013 just before the curriculum changed and while GCSE ICT was still an option,69%of female students took an exam at Key Stage 4,which is only slightly lower than the figure of 72%for male students within the same year.Figures have since then dropped substantially,with only 17%of females taking any computing related qualification against 39%of male students.The research estimates that if the previous uptake had been maintained than an additional 160,000 girls would have taken a qualification in 2020 alone.Kemp et al(2024)go on to identify that digital making activities(e.g.game development,digital art,3D printing etc.)are the essential missing ingredient in the current GCSE offer.They ask for a reform of the computing curriculum.There is a definite gap within the Key Stage 4 GCSE offer.Key Stage 3 courses by and large allow students to experience the breadth of computing.This will include the creative application of computer science principles as well as the discipline of computer science itself.For those students who are more interested in the former there is no clear educational pathway for them.If their school offers a Computer Science GCSE,they might choose to purse that;although it will be a subject that is perhaps not best aligned to their interests.The alternative route is one of the vocational qualifications.However,as outlined above this may not be available to all students or the very nature of it being vocational may render this as an unacceptable option.The resulting consequence of this is that the vast majority of these students will drop the subject entirely and pursue another area of interest.Bringing Digital Creativity to Secondary Schools across the United Kingdom|11Creativity in schools is usually considered to be the realm of the creative subjects,namely Art,Music,Dance,Drama and Design&Technology.While creative thinking and creative practices are not limited to just the creative subjects,it is true that the creative subjects are an essential component of a broad and balanced curriculum.The creative industries are a thriving sector in the UK economy.DCMS estimates that the GVA by the creative industries was 126bn in 2022,12%higher in real terms than 2019,compared to the rest of the UK economy which was 2ove 2019 levels6.Additionally,prior to COVID-19 the creative industries generated around 30 million jobs,employing more young people(15-19 year olds)than any other sector,with females accounting for nearly half the what7.The video games industry,a fusion of the technology and creative sectors,alone was valued at 7.82bn in 2023;a 4.4%growth since 20228.This growth in the creative industries sector alongside the changing technological climate needs to be reflected at school level if we are to ensure our sectors and the economy can continue to thrive.Unfortunately,the opposite seems to be happening in schools.GCSE entries for the creative subjects has been in steady decline for a number of years,with fewer schools offering the qualifications entirely9.This lack of provision seems to be exacerbated in schools with the most disadvantaged populations.Subjects such as Design and Technology have seen a 43cline in A Level entries since 2010 and Music has seen a 46%drop within the same time frame according to Campaign for the Arts.Even Art and Design has seen a 7cline in entries since 201010.Interestingly,the gender disparity for the creative subjects swings in the opposite direction to the uptake of computing and STEM subjects.In 2018 there were twice as many female students taking GCSE Art and Design as there were male students11.For the Performing and Expressive Arts GCSE the disparity is even higher,with 574 boys sitting the GCSE in 2018 compared to 8,777 girls.The creative subjects appeal to the female students,in a way that the STEM subjects have been unable to do so.The gender disparity within STEM subjects was investigated in a DfE Research Report which stated that girls have a lower expectation of success in STEM subjects as compared to boys.Wang(2013)12 suggested that girls have a poor STEM self-concept in that they are less likely to feel they are capable of studying this subject successfully.Societal stereotypes about STEM and gender are likely to play a role here.The same DfE report makes a cross-domain comparison,suggesting that it is more common for girls to demonstrate high verbal abilities and so they are more likely to be drawn in other directions.12|Bringing Digital Creativity to Secondary Schools across the United KingdomThe Creative CurriculumBringing Digital Creativity to Secondary Schools across the United Kingdom|13Teaching for creativity should be practised across the curriculum and accessed by all.It should not be confined to certain subjects;creativity in science is different to creativity in drama,but is valuable in both.Durham Commission on Creativity and Education13When creative thinking is encouraged by teachers across all subject disciplines it opens the possibility for students to use their knowledge and skills gathered from a range of learning opportunities to be creative.A students ability to be creative and apply creative problem solving techniques will benefit their ability to succeed when entering the workforce regardless of which sector they choose to enter.The same is true for digital skills.There is no workplace environment that has not been impacted by technology in some way.Traditionally creative disciplines such as,architecture,design,music,animation and fashion have all been impacted by and are now heavily technology based.Computer Aided Design is a core aspect of the work environment for many design based sectors.Music,is edited digitally,regardless of whether you are releasing music as an artist,or incorporating soundtracks and sound effects within a video game.Bringing digital skills and creativity together just makes sense.Both go hand in hand and are an integral part of human innovation and evolution.The evidence indicates that a fusion of the two seemingly disparate areas of education holds the potential to close the gender gap we see in the uptake of GCSE qualifications.We are doing our students a great disservice if we do not allow them the opportunity to develop these skills and capabilities in a way that is more in tune with real life application.This is especially true when you take into account the growth of Artificial Intelligence and its increasing impact on our daily lives.Our ability to use technology creatively to shape tomorrows world is a distinctly human trait and it needs to be nurtured amongst the next generation to help them reach their potential and thrive in the world of work.14|Bringing Digital Creativity to Secondary Schools across the United KingdomDigital Creativity allows us to combine our human creativity with the new digital tools of today.More specifically,it refers to the use of digital technologies and tools to generate or express creative ideas or concepts.Digital creativity encompasses a wide range of activities,which will include game development,art,animation,music,filmmaking and more.Digital creativity may leverage the use of one or more digital mediums,Creativity is a unique human competence.Creativity harnesses the human imagination to produce innovation.It may be driven by curiosity,the need to solve a given problem,as an exploratory medium or for its own novelty.Creativity allows us to break with old routines and create new outputs.Creativity has driven human innovation and progress;and in todays ever-changing reality it continues to play a fundamental role in human development.including the use of both computers,software applications,mixed reality technology and perhaps even non-digital material to create innovative work.Digital Creativity is the intersection of the creative arts,design and digital technologies and it empowers individuals to explore their creative potential,expressing themselves in new and unique ways owing to the ever-evolving technological landscape.What does Digital Creativity mean?We teach students about the principles underlying modern technology.They learn how a computer works,but what we fail to teach them is how to harness the technology.It is somewhat akin to teaching students how a car works,enabling them to perhaps even build their own from scratch;but without teaching them how to actually drive it,be inspired by it and visualise the next phase of its evolution.The Computer Science GCSE was very much needed,and its success should be celebrated.However,we are missing its counterpart.We have a course that focuses on the underpinning discipline behind the technology;what we now need is a course that focuses on how we can use that technology in creative new ways.1.Addressing Curriculum Gaps:There is currently a vacuum within the Key Stage 4 GCSE provision and structure.Our emphasis on rigid assessment structures has resulted in less time for students to develop their creative skills.The Durham Commission on Creativity and Education14 looked at the role of creativity in education and expressed the importance of creativity being practiced across the curriculum,accessible by all.We have a common misconception that creativity is confined to the creative subjects such as drama;but the truth is far from it.Video games clearly demonstrate how science and technology combined with art and creativity create compelling immersive experiences that have the capacity to drive human development forward.Technology such as artificial intelligence and virtual reality was first harnessed by the video game industry.2.Enhancing Creativity in Education:There is a distinct lack of creativity within the curriculum.It is a fundamental human competency that is listed as one of the top skills required by employers by the World Economic Forum.Their latest The Future of Jobs Report 202315 found that technology adoption is going to remain a key driver of business transformation over the next five years.Alongside this they stated that analytical and creative thinking are going to be the top two skills needed by employees,especially given the rise of artificial intelligence.This applies across sectors and is not just limited to the video games and creative digital industries.3.Driving Innovation and Economic Growth:Creativity is a fundamental human competence required for future growth.Why introduce a Digital Creativity GCSE?16|Bringing Digital Creativity to Secondary Schools across the United KingdomThe video games industry has consistently reported that graduates and entry level candidates lack the necessary skills required by employers.What is being referred to here is not just outdated knowledge on digital tools and technologies but also their cognitive skills and competencies.The ability to work in a team,to communicate effectively and present your ideas,resilience,collaboration and more.Given the current landscape for computing education,FE and HE providers have to begin the student learning journey at the most basic level,in order to ensure everyone develops at least the foundational skills.Courses have a limited timeframe and therefore it stands to reason that educators can only make so much progress as a result.This is not too dissimilar to the situation we had when we introduced the computing curriculum.Prior to 2014,many students were not meeting concepts such as data representation or programming until they were at GCSE or A Level.With the introduction of the computing curriculum students are being introduced to these foundational concepts at a far younger age.This subsequently results in students with a greater degree of technical skills by the time they finish their GCSE or A Level qualifications.If we apply the same principles to teaching games design,it is only logical that we would see a better skilled graduate if the foundational teaching began significantly earlier.This is a pipeline issue that begins at school.By tackling the root cause,you create a student body that has had the opportunity to develop a range of cognitive and technical skills,thereby increasing the skillset of the students entering FE courses and subsequently HE courses.As a result,entry level job applicants are higher skilled,more resilient and more likely to have the cognitive competencies that employers are looking for.The immediate economic benefit is an upskilled workforce resulting in a greater ingenuity and diversity of games.4.Supporting the Creative Digital Industries:The GCSE would help to address skills shortages in the sector.By teaching the fundamental principles behind digital creativity and enabling students to explore these using the vehicle of video games we can demonstrate the power of combining art and science.In education these are often taught in isolation and considered separate educational pathways.A Digital Creativity GCSE would enable these two worlds to be brought together under a single umbrella.This would result in a multitude of benefits and be more reflective of industry practices,better preparing students to thrive and flourish in the modern world regardless of which career path they choose to pursue.5.Integrating Art and Science:By incorporating the study of video games in education,students can learn about the power of bringing art and science together.Over the past decade,society has increased its use of digital experiences and using multiple devices for a range of passive and interactive entertainment is commonplace.According to Ofcoms Online Nation 2023 report,56%of UK adults aged 16 and 91%of 3-15-year-olds play games on devices that are either online or offline16.There is also a large body of research that talks about the positive impact of video games in educational settings.As the sector continues to evolve,so do the learning opportunities.Ensuring students engage and interact with the technology and teaching them to harness its potential encourages more of them to become creators rather than just the consumers.It would be remiss of us if we did not capitalise on the growth of technology for the betterment of the next generation of talent.6.Empowering Digital Creators:Digital interactive and immersive experiences are a rapidly evolving area of technology and so we need to teach our students to be its creators and not just consumers.Evidence from the recent Kemp et al.(2024)research clearly points to a recent decline in the number of females taking computing related qualifications in Key Stage 4.The lack of opportunity for students to make things with technology has been cited as one of the key factors behind this.This research supports Ukies own findings during our consultation work.By incorporating creativity and arts with science and technology and by contextualising the delivery of the subject within the real world,we can not only engage more female students but drastically increase the uptake of students taking a computing related qualification at all.A Digital Creativity GCSE will be able to help alleviate some of the issues we see as a result of the current landscape.Having two pathways at Key Stage 4 will result in the delivery of a broader and more balanced Key Stage 3 curriculum,with equal focus on all strands of Computing;rather than the heavy emphasis it currently has on computer science in most schools.7.Encourage greater uptake of computing related qualifications:Integrating digital creativity will enable us to significantly increase the number of females taking a computing related qualification.The aims and objectives of this qualification are to enable students to:1)Understand and apply the principles of computer science and design creatively to solve real world problems.2)Develop key thinking skills in creativity,design and innovation,problem solving,logic and analysis.3)Develop 21st Century Learning skills,including collaboration and team working,communication,entrepreneurship and wider critical thinking.4)Provide an alternative GCSE pathway for students interested in being creative with technology but are not interested in the Computer Science GCSE.5)Develop foundational skills required for video games development,animation and design sectors.6)Develop foundational knowledge and skills in creating digital solutions for use across a variety of mediums.7)Use current technology creatively in order to benefit wider workplace environments.8)Stimulate interest in Science,Technology,Engineering,Art and Mathematics(STEAM).9)Stimulate interest in a career in video games,animation,design,or other careers within the creative digital sector.10)Make better informed choices for post 16 courses,when considering their onward educational and career pathways.11)Have a foundational understanding of the pathway for entry into video games and wider creative digital sectors.Bringing Digital Creativity to Secondary Schools across the United Kingdom|19QualificationAims&ObjectivesComputational Thinking processes are part of the fabric of computing education;indeed computational thinking is applied when following creative and design processes.Therefore,for the purposes of this GCSE it should be considered to be part of the Creativity and Design Thinking pillar.For example,part of the ideation process for developing a new asset may be to explore existing solutions and breaking them down into their component parts in order to help build your own ideas.Or when a game is being developed,it is common for different parts of the game to be developed by different teams.The game itself is broken down into its component parts,be that different game levels,audio and visual assets or programming the mechanics.In both cases,the computational thinking aspect of decomposition is being applied here to make problem solving easier.By focusing on these three pillars students can learn about the integration and evolution of digital assets and technologies.They will be able to learn about the creative digital industries and careers in a way that is far more reflective of how industry works rather than in isolation.This point can be illustrated if we chart the journey of a simple sketch for a character.It may begin life as a pencil It is proposed that this qualification is built upon the three core pillars of Audio,Visual and Creative Design Thinking.Most creative digital work incorporates the use of audio or visual assets or a combination of both.Creativity and design thinking underpin all development.drawing,which is then digitised.Initially,the digital 2D image may feature as a still image in a childrens book,on digital artwork or other such output.We may then choose to animate the character,potentially creating a 2D animated sequence,which is released as a childrens cartoon.The same animated character and sequence may then be programmed with game mechanics to get used in a video game.If the same IP is being released across multiple mediums,then it is likely that where possible the same digital assets will be repurposed and further refined and edited.In this example,we have already touched upon a number of sectors within the creative digital industries,namely,Video Games,Animation and VfX,TV,Marketing and Publishing.Considering a well-known IP illustrates this point even further,if you take into consideration the many diverse ways the Harry Potter brand has been utilised for example.Similar journeys can be charted for audio assets.Each journey is underpinned by creativity and creative thinking and the application of design principles.This GCSE should enable students to be able to explore their digital creativity skills across mediums,considering varying contexts and do so in a way that is practical and embedded in the application of creativity and design.Proposed subject contentbut also develop within them an innovative and creative problem solving mindest.This qualification is designed to provide foundational knowledge to support future career pathways,therefore touching upon the business management side of this would also help provid essential real-world context.It is important for students to be able to connect their learning with their real world experiences and future aspirations.Integrating and interweaving careers education as part of the wholistic delivery of this qualification is therefore an essential component.There are numerous ways that the pillars can be used to shape the qualification structure.Outlined below is one possible suggestion for consideration.Creative&Design ThinkingAudioVisualDesign&DevelopmentReview,Reflection&IterationAnimation2D Image3D Image Render3D ModelsUsed as inGame AssetUser InterfaceSound EffectsCompositionStandalone AudioIn a Video GameIn a FilmAnimatedIn Game Sound EffectsUsed in FilmUsed in Digital ProductsUse as a SoundtrackAnimated FilmVideo GameEnvironmentsMixed RealityIn-game Animation SequenceAnimatedCartoon FilmAnimatedIn essence,students should be able to experience and manipulate audio and visual assets using a range of digital mediums and for a range of purposes.They should not shy away from the latest developments in technology,rather they should be given the opportunity to embrace it,understand it and learn how to use it to enhance their work.One example here is of course the recent developments in Artificial Intelligence and in particular Generative AI.Teaching students how they can use Generative AI models to help scaffold their design and ideation process can help kickstart their own creativity.Interweaving creative design principles with a forward looking use of current technology will not only instill students with greater confidence in their own abilities Bringing Digital Creativity to Secondary Schools across the United Kingdom|21Ideation&StorytellingDigital CreativityExample Qualification Structure1.Creative Practice1.Creative theory2.Value of creative skills3.Ideation4.Storytelling5.Critical thinking and problem solving6.Deconstructing ideas7.Creative strategy and the design process8.Computational thinking as a problem-solving process9.Risk and the value of failure10.The impact of AI on creative processes Express knowledge of the creative process and why that is a valuable skill for future work and life.Develop and demonstrate important related skills,such as critical thinking,problem solving and resilience.Understand the value of experimentation and risk Apply the creative process through various scenarios.Understand and able to apply computational thinking skills to support ideation,design and problem solving.Introductory understanding of basic design theory,game design principles and prototyping.2.Digital Creativity1.Creativity in creative digital sectors2.Creativity in digital processes3.Creativity in the digital workplace4.Creativity in digital business practice5.Creativity,ethics and copyright6.Creativity and future tech7.Creativity and AI1.Understand how creativity is realised via digital technology in sectors such as video games,film/TV,VFX,graphics,music,design,software etc.2.Understand the operation of digital applications/processes through which creativity is expressed (e.g.software and hardware)in the above sectors.3.Express knowledge of creative workplace practice in the above sectors(e.g.sector practices,teamworking,roles and responsibilities).4.Understand how creativity is linked to entrepreneurial practice.5.Understand the wider issues of ownership,copyright and ethics in creative works.6.Assess how future tech and AI may affect creative practice in the above sectors.7.Explore the use of AI to scaffold creative practices,taking responsible and ethical use into consideration.3.Creative Digital Project1.Create and/or develop a product/service using digital technology which includes:a.Creative practiceb.Sector-specific technical skillsc.Application of ideation,design,asset creation,development processesd.Critical thinking and problem solvinge.Reflection on the success of the project in relation to creative practice.Apply creative practice to create and/or develop a product/service using digital technology.The project must be realistic in its scope and suitable for Level 2 learning and may include:A video game idea,asset,level etc.A film/TV asset An animation/VFX asset A music track edit A graphic asset A product/architectural asset Development and editing of a piece of creative writing22|Bringing Digital Creativity to Secondary Schools across the United KingdomAreaLearningAmplificationexacerbated by a lack of enough specialist teachers.Whilst these are systemic issues that need to be addressed on a larger scale,they do not prevent the implementation of a Digital Creativity GCSE.Digital Schoolhouse has successfully proven that you do not need access to expensive resources to provide students with a good set of creative digital skills.There are numerous open-source packages such as Blender for example,that will enable students to develop high quality animations.Likewise,game development environments such as Construct 3 and GameMaker provide limited free access that will enable students to develop the games that they need.Digital Schoolhouse has already published a multitude of free lesson plans and resources(digitalschoolhouse.org.uk/resources)that support the teaching of computer science and digital creativity,each one accessible freely to schools regardless of their device specifications.When shaping the qualification,it is important to try and strike a balance between incorporating relevant industry skills and practices,whilst understanding the current limitations of schools to ensure that students are provided with a good set of foundational skills and knowledge.The qualification aims to not just help develop creative digital skills amongst learners,but also be a springboard to support onward learning.At first glance,there may be an interpretation that schools will need high specification computers with high end industry standard software installed to undertake this qualification.While it is undeniable that such resourcing would be ideal,it is also true that this will not be feasible for most schools.Years of underfunding in education has led to many schools having inadequate IT systems that are unable to fully implement the latest changes in technology.Issues with poor resourcing are further Bringing Digital Creativity to Secondary Schools across the United Kingdom|23Likewise,the assessment structures need to reflect the practical nature of the subject.It would be artificial to expect students to demonstrate their digital creativity skills using solely written examinations.While some theoretical and conceptual principles may well be examinable through a written paper,it is envisaged that a practical task undertaken over a larger period of time would be a more apt form of assessment.This may be evidenced through portfolio development or a more project based coursework piece.Its assessment weighting should also be significant(and make up no less than 20%of the overall grade),to enable teachers to be able to dedicate adequate teaching time towards it.This qualification aims to support the development of students knowledge,skills and understanding of the creative and practical application of computing and technology.It is therefore of fundamental importance that they get adequate time to develop a range of practical skills.This GCSE should have the same allotted number of Guided Learning Hours(GLH)on school timetables as its Computer Science counterpart.The proportion of time devoted to the development of the technical skills should be proportionate to enable students to develop foundational skills in a range of applications and technologies.24|Bringing Digital Creativity to Secondary Schools across the United KingdomThe importanceof courseworkIndustry insights and collaboration could be done through a variety of means,from working with local businesses to using resources and tools available online.Schools and educational institutions can work with initiatives such as Ukies own Digital Schoolhouse or Video Games Ambassadors programme or participate in competitions and events such as BAFTA Young Game Designers to enable students to benefit from industry collaborations.Such collaborations can play a key role in providing an enriching and fulfilling educational experience,enabling students to be better informed about their onward career pathway.While each student will need to experience each strand of the specification,team working,and collaboration should form part of standard practice.Working together on a single project,sharing ideas and feedback,cross-disciplinary teams will be a much more effective and This is a qualification that is designed to provide students with foundational skills and insights into the creative digital sectors.Knowledge and insights about the industries should be interwoven throughout the delivery of the course when it is natural for it to occur.It is important to help students make the connection between the work they are doing and its link back to career practices within industry.So,for example,when they are working on ideation and storytelling,it would be natural to talk about the role that narrative designers play in game development and film making for example.Likewise,when students are creating their digital prototype,an authentic way of teaching this would be where possible to try and replicate relevant industry practices.impactful way of delivering this qualification.It is not an authentic experience for a solo individual to conceptualise,design,develop and publish a game or produce a film entirely themselves with no outside input or source of inspiration.Although this does happen,it is far more likely that creative digital outputs are developed by teams of people.Therefore,efforts should be made to replicate this practice as part of the qualification delivery.This range of cognitive 21st Century Learning Skills take time to develop and needs to be built into school curriculums with pre-GCSE age students.By building in opportunities for practice and development within the subject specification and assessment structure we can ensure students are entering post-16 education with a higher skillset than they were previously.The importance of interwoven careers education The decline in creative subjects in schools,coupled with the rapid growth of the creative industries,particularly the video games sector,underscores the need for a curriculum that integrates digital skills and creativity.Introducing a Digital Creativity GCSE would address this vacuum,providing a balanced approach that combines technical knowledge with creative application.It is a qualification that would suitably complement a renewed and increased emphasis on Digital Skills(also referred to as digital literacy)that is consistently delivered to a high standard across all schools in the UK.This would not only better prepare students for future careers in digital and creative industries but also equip them with essential 21st-century skills that will benefit them regardless of which career pathway they opt to pursue.The Digital Creativity GCSE should be an essential part of coherent pathways to many jobs.Games,Animation,and Visual Effects have many roles in common with similar skill sets,and it will be important for 14 to 16 year olds to realise that their skills will be transferable,not just between these closely related sub-sectors,but also across the wider creative industries and in the creative economy as a whole.Digital Creativity skills are not just utilised in media and entertainment,but are also essential in areas such as architectural visualization,product design,medical simulations and training,autonomous vehicles,advertising and big data presentation.The Digital Creativity GCSE qualification would be a fundamental building block to support many careers in the governments priority sectors.The current landscape of computing education in the UK highlights a significant gap in the curriculum,particularly at Key Stage 4.While foundational subjects like Computer Science are crucial,they fall short in fostering creativity and practical application skills.The heavy focus on theoretical knowledge and programming in the Computer Science GCSE deters many students,especially when compared to more flexible and creative pathways.However,the OCR Creative iMedia qualification,despite its potential to bridge this gap,remains limited in its reach and acceptance due to its vocational nature and societal perceptions.It will also be important for the GCSE to dovetail with existing and future provision at Level 3.For example,it would be a good feeder for the AIM Extended Diploma in Games,Animation and Visual Effects Skills which is championed and supported by employers through the NextGen Skills Academy network of FE colleges,and provides progression to both university and apprenticeships.The UAL Level 3 Extended Diploma in Creative Media Production and Technology is another course that would benefit from receiving students that are already proficient in Digital Creativity at Level 2.The Digital Creativity GCSE is a qualification that would provide the perfect skillset for not just an array of vocational digital qualifications,but also potentially a supporting A-Level Digital Creativity qualification.Ukie will collaborate with educational experts,industry professionals,and policymakers and seek to support the advocacy and design of a comprehensive Digital Creativity GCSE that balances theoretical knowledge with practical skills.We will aim to ensure the curriculum covers key areas such as audio,visual,and creative design thinking,providing students with a broad understanding of the digital creative process.We recognise that there is a systemic crisis within education at the moment.There is a shortage of teachers,that is even more profound when you examine the need for 26|Bringing Digital Creativity to Secondary Schools across the United KingdomConclusions and next stepsNext StepsBringing Digital Creativity to Secondary Schools across the United Kingdom|27teachers who are adequately skilled to deliver such a qualification.Additionally,schools are dealing with years of under-funding and many have poor resources,and older machines with lower specifications that will be incapable of running high-end software.The socioeconomic impact of the digital divide in schools is real,and it will need to be addressed if we are going to see significant positive change in school resources and equality of high-quality educational provision for all students across the country,regardless of where they live.Ukie will endeavour to work with wider stakeholders,the DfE,OfQUAL and Examination Bodies to develop the Digital Creativity GCSE qualification and support with pilot programs and rollout to ensure the qualification becomes a viable and mainstream alternative pathway to the current Computer Science GCSE.Through our Digital Schoolhouse programme,we will support the development of teacher resources and training enabling educators to deliver the proposed qualification within their existing provision of resources.By taking these steps,we can create a more inclusive and comprehensive computing curriculum at Key Stage 4 that not only meets the academic needs of students but also nurtures their creative potential and prepares them for future technological advancements.This approach will ensure that our education system remains relevant and responsive to the evolving demands of the digital age.All efforts have been made to ensure that the proposal outlined in this paper meets the needs of young people and will work with the priorities and practices outlined by the education and creative digital sector.Ukie would like to thank all individuals who contributed to our work,some of whom include:This paper has been developed in extensive consultation with a range of stakeholders,including the video games industry,via the Ukie membership and educators through our Digital Schoolhouse and Ukie Students networks.Adam Procter,Course Leader,University of Southampton Anna Kopycinska,Computing Teacher Chris Lovell,Computing Teacher,Ashfold School Claire Gryspreedt,Computing Teacher,Lodge Park Academy Craig Wilson,STEM Coordinator,Newcastle United Foundation Dave Cross,Curriculum Leader for Computer Science,North Liverpool Academy Dr Yota Dimitriadi,Professor of Computing Education,Institute of Education,University of Reading Eamonn OHare,Director of IT,St Malachys High School Edward Egerejiz,Kingsmead School Emma Smith,Founder&CEO,Hestia Talent Gareth Shaw,Founder&Educator,Ballymena Website Design Gustavo Herrera,Ukie board member representing Nintendo James Butcher,Education Development Manager,Epic Games Jane Adamson,Education Consultant,Knetic Education Jonathan Sidaway,Computing Teacher,Ron Dearing UTC Laura Donaghy,Education&Community Manager,Scirra Lewis Kay,Founder,Esports Youth Club Marion Barrie,Lecturer,Fife College Martin Smith,Careers Leader,Access Creative College Nasser Masri,Computing Teacher,Brentford School for Girls Neil Hatton,Chief Executive,UK Screen Alliance Rob Griffiths,Programme Leader for Games Dev Year 2 and Esports,Grwp Llandrillo Menai Robert Dowell,Education Guide,National Museum of Computing Ryan Locke,Head of Centre for Excellence in Games,Abertay University Shane McVeigh,Teacher,Holy Trinity College Simon Thorpe,Head of Curriculum-Digital and Computing,South Devon College Stacey Jenkins,Subject Lead,Langley Grammar SchoolContributors28|Bringing Digital Creativity to Secondary Schools across the United KingdomBringing Digital Creativity to Secondary Schools across the United Kingdom|291 Royal Society,2012,Shut down or restart?,https:/royalsociety.org/news-resources/projects/computing-in-schools/report/2 BCS(2021),BCS Landscape Review,https:/www.bcs.org/media/8665/landscape-review-computing-report.pdf 3 Parliament UK,2016,Select Committee on Social Mobility,Overlooked and left behind:improving the transition from school to work for the majority of young people,https:/publications.parliament.uk/pa/ld201516/ldselect/ldsocmob/120/12008.htm 4 Kemp,P.E.J.,Wong,B.,Hamer,J.M.,&Copsey-Blake,M.(2024).The future of computing for education:Considerations for policy,curriculum and practice.Kings College London and University of Reading.https:/www.kcl.ac.uk/scaricomputing5 Kemp,P.E.J.,Wong,B.,Hamer,J.M.,&Copsey-Blake,M.(2024).The future of computing for education:Considerations for policy,curriculum and practice.Kings College London and University of Reading.https:/www.kcl.ac.uk/scaricomputing 6 House of Lords Library,2024,Contribution of the arts to society and the economy,https:/lordslibrary.parliament.uk/contribution-of-the-arts-to-society-and-the-economy/7 Economist Impact,2021,Creative Industries:Trade challenges and opportunities post pandemic,https:/ 8 Ukie,2024,2023 Video Game Industry Valuation,https:/ukie.org.uk/news/2024/04/2023VideoGameIndustryValuation 9 FT Education Datalab,2024,How has access to creative subjects changed over time?,https:/ffteducationdatalab.org.uk/2024/03/how-has-access-to-creative-subjects-changed-over-time/10Campaign for the Arts,2023,Huge decline in arts subjects worsens at GCSE and A-level,https:/www.campaignforthearts.org/news/huge-decline-in-arts-subjects-worsens-at-gcse-and-a-level/11 Arts Professional,2019,Decline in creative GCSEs continues,https:/www.artsprofessional.co.uk/news/decline-creative-gcses-continues 12 Wang,X.(2013).Why Students Choose STEM Majors:Motivation,High School Learning,and Postsecondary Context of Support.American Educational Research Journal,50(5),1081-1121.DOI:10.3102/0002831213488622.,https:/ 13 Durham Commission on Creativity and Education,2019,Durham University and Arts Council England,https:/www.artscouncil.org.uk/durham-commission-creativity-and-education14Durham Commission on Creativity and Education,2019,Durham University and Arts Council England,https:/www.artscouncil.org.uk/durham-commission-creativity-and-education 15 The Future of Jobs Report,2023,World Economic Forum,https:/www.weforum.org/publications/the-future-of-jobs-report-2023/16Ofcom,2023,Online Nation 2023 Report,https:/www.ofcom.org.uk/research-and-data/online-research/online-nation 30|Bringing Digital Creativity to Secondary Schools across the United KingdomReferencesEducation for everyone.Inspiring all ages,at every level.Ukie provides services for education,fostering the next generation of games talent.Through our flagship initiatives;Digital Schoolhouse,Ukie Students and Video Games Ambassadors,we nurture aspiring young people in their early years,through to further education,higher education and as they start their career.Ukie is a not-for-profit trade body that represents the UK games and interactive entertainment industry.Its mission is to supercharge the future of the UK video games and interactive entertainment industry.It represents over 700 businesses working across the UK,including game developers,publishers,platforms and service providers.It supports companies through business support programmes,political engagement,speaking with the media on behalf of the sector and running education initiatives to boost the industry talent pipeline.Ukie also powers a series of programs and campaigns including Digital Schoolhouse,together with Nintendo UK,which uses play-based learning to engage the next generation of pupils and teachers with the computing curriculum,Ask About Games,helping parents navigate the world of video games,and#RaiseTheGame,our campaign to improve equality,diversity and inclusion in the industry.All our work is backed and supported by the video games industry.Website:www.ukie.org.ukContact:pressukie.org.ukShahneila Saeed Director of Digital Schoolhouse,Head of Education shahneilaukie.org.ukContact UsAbout Us Ukie 2024-Registered in England Company No.2420400 44 020 7534 0580|helloukie.org.ukwww.ukie.org.uk
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A European Maturity Model for Micro-credentials in Higher EducationWhitepapers and Guidelines for a Strategy WorkshopDeveloped by the micro-credentials squad of the European Digital Education Hub An initiative of theEducation andTraining2The European Digital Education Hub(EDEH)is an initiative of the European Commission,funded by the Erasmus programme(2021-2027)and operated by a consortium of 13 organisations under a service contract with the European Education and Culture Executive Agency(EACEA).Lead authors from the EDEH micro-credentials squad:Paul den HertogNeill WylieLaura WidgerLieve van den BrandeKerstin SchoergAndrea BeyerSupporting authors from the EDEH micro-credentials squad:Laura KuismalaValentina PresaDiana AndoneAlina DiemingerStefano TiratiKatarzyna Lech-KsikiewiczJesus Marco de LucasViola PinziFabin MainaAleksandra ZhivkovikjIldiko MazarMark Brown3The European Maturity Model for Micro-credentials has been developed by the European Digital Education Hubs(EDEH)micro-credentials squad to support senior managers within European higher education institutions(HEIs)or vocational education and training(VET)organisations in their endeavours implementing the EU Council Recommendation on Micro-credentials.One of the objectives of the EDEH is to help overcome the current fragmentation of digital education policy,research,and implementation practices at the European level.Sharing best practices,peer learning and cross-sector collaboration supports the agile development of digital education policies and practices.User-driven innovation in the EDEH paves the way for a more sustainable,resilient,and inclusive future for education and training in the EU.The Maturity Model for Micro-credentials consists of three whitepapers reviewing the latest academic insights on new business developments and marketing,technology,and data and quality assurance(QA).The final part of this document outlines the format of a strategy workshop that may be organised in rectors offices in order to facilitate a multidisciplinary discussion that will scaffold an implementation strategy.Even though this publication is primarily targeted towards HEIs,we feel that it is applicable in the VET sector as well.Executive Summary4Table of ContentsIntroduction 6Part 1:New business models and marketing 7Business models and scenarios for micro-credentials in higher education 8Example from the United States 9Examples from the EU 10European University alliances 11National developments 12Business models 13Future outlook 15References 17Part 2:Technology and data for micro-credentials 19Technological requirements for micro-credentials 20European developments 20 European Learning Model 21 Authenticity and portability 23 EUDI Wallet 23 Services:Europass 24Document lifecycle management 25Micro-credentials and digital badges 27Future outlook 28References 305Part 3:Quality assurance 31Definitions and frameworks 32External quality assurance of the effectiveness of internal quality assurance procedures 34Standards and Guidelines for Quality Assurance in the European Higher Education Area(ESGs)35European Quality Assurance for Vocational Education and Training(EQAVET)39Quality assurance of non-formal education 42Registries and labels 43Future outlook 44References 47Part 4:Management discussion and workshop 49Recommended workshop participants 50Workshop process 50Guiding questions to start 51Expected outcome 57Boardroom canvas for HEI management discussion 58 Westend61 2024 I Maskot 6The Recommendation on a European approach to micro-credentials for lifelong learning and employability was adopted by the Council of the European Union(EU)on 16 June 2022.It aims to facilitate the development,implementation and recognition of micro-credentials within and across institutions,industries and countries.Micro-credentials serve as verification for the achievements of short educational activities,such as short courses or training sessions.They provide a flexible and focused approach to assist individuals in acquiring the necessary knowledge,skills,and competences for their development,both personal and professional.Across the EU and globally,there is a swift expansion in the development of micro-credentials and other short educational programmes and qualifications.A broad spectrum of public and private entities offer these options,catering to the need for more adaptable,learner-focused education and training.They also aim to extend educational and training opportunities to a broader audience,encompassing disadvantaged or vulnerable groups.Nonetheless,without the establishment of common standards that guarantee their quality,transparency,cross-national comparability,acknowledgment and transferability,micro-credentials may not achieve their utmost potential.1 The big question is,of course,what can European HEIs do today to give substance to the above-mentioned recommendation?This European Maturity Model for Micro-credentials contains three literature reviews to support HEIs to get up to speed on the topics of new business models,technology and QA.Furthermore,a management workshop has been designed to support the key strategic players within HEIs to have a meaningful conversation about the current status of their implementation and to provide ingredients for a strategy that will support further implementation of the Council Recommendation.Introduction 1 A European approach to micro-credentials,https:/education.ec.europa.eu/education-levels/higher-education/micro-credentials.7PART 1New business models and marketing8Business models and scenarios for micro-credentials in higher educationKey Takeaways:1.Micro-credentials can be implemented in diverse ways within institutions and it is difficult to indicate which business models best fit a particular institution.Many underlying factors play a role and the chosen business model(s)have an impact on the internal organisational structures of the institution.2.Many HEIs are actively engaged in discussions about how to implement micro-credentials into their existing credential ecosystem.Making micro-credentials available to any kind of learner should become part of the DNA of any HEI.3.Cross-border and cross-discipline implementation of micro-credentials might not be easy,but the joint reflections and efforts of multiple universities resulted in“out-of-the-box”thinking and innovative implementation scenarios for micro-credentials.While micro-credentials are increasingly used by HEIs to offer accreditation for short-term learning offers and one could state that“micro-credentials look to become an established feature of the credential ecology,both nationally and internationally“(Brown,M.et al,2021a,p.248),only a minority of HEIs have developed a strategic and business case on how to implement these micro-credentials.Making micro-credentials available to any kind of learner is and should become part of the DNA of any HEI.The learner should be at the centre of any thinking and business scenarios.Being truly learner centred is not just conceptual but touches to all practices in the educational model of an HEI.Micro-credentials can have multiple uses from re-and upskilling to personal development opportunities and“there is no simple blueprint to the development and successful execution of a micro-credential strategy”(Brown M.et al,2023,p.15).Overall,there is a lack of knowledge and common understanding that“has been recognised as a central challenge to the coherent implementation of micro-credentials across higher education systems”(OECD,2021,p.5)and“more holistic and institution-wide approaches are needed to fully transform HEIs into LLL lifelong learning institutions”(OECD,2023,p.9).9Outside the EU,a wealth of publications demonstrates an increasing interest in these new types of credentials“that are skills-or competency-based,align with industry requirements,employer,community and/or Indigenous community needs and can be assessed and recognized for employment or learning purposes”(Micro-credential Framework for B.C.s Public Post-secondary Education System,2021,p.6).Many HEIs are actively engaged in discussions about how to implement micro-credentials into their existing credential ecosystem(see for an extensive overview Lang,2023).For example,British Columbia is using short programmes as on-ramps to more learning,preparing undergraduates for the world of work by giving them skills that are recognised and sought by employers,and updating the knowledge and skillset of alumni in response to their changing work environment.Example from the United StatesAn interesting example is the development of micro-credentials at the US State University of New York(SUNY)which is also supporting national efforts that recognise high-quality micro-credentials.As a single university spread across 64 campuses,SUNY offers nearly 400 micro-credentials in over 60 disciplinary areas.SUNY campuses are very diverse including community colleges,technology colleges,comprehensive colleges,and doctoral degree-granting institutions(www.suny.edu/microcredentials).The policy of SUNY is that a local university-based micro-credential programme can customise offerings to meet specific needs.SUNY micro-credentials are taught by a SUNY faculty and are of such quality that students can earn academic credit;two rare factors in the US.Furthermore,the connection and involvement of the local communities and stakeholders are crucial.Micro-credentials offerings open up SUNY to new types of potential students,are complementary to their regular students and are therefore named SUNY for All.SUNYs business model is based on the work of a university-wide task force which brings all stakeholders together in collaboratively developing the practices and procedures that will guide each local programme.This collaboration is essential.Micro-credentials are developed with business,community and P-122 partners,as well as informed by market and industry standards.While businesses initially seek specific short-term training,they react positively to training that puts employees on a pathway to a certificate or a degree and they systematically list SUNY micro-credentials as part of their employee benefits programmes.2 Public school education system in the United States.10Examples from the EUSince the publication of the Council Recommendation in 2022,the increased interest in micro-credentials is reflected in an increase in micro-credential focused publications and discussions.National and regional authorities,as well as individual institutions in HE and higher VET,are investigating if these micro-credentials could be a part of and/or a complement to their traditional degree offerings.Questioning the how and when to implement micro-credentials has been less of a subject of actual discussion.A small number of EU researchers,for example Mark Brown and his colleagues Rory McGreal and Mitchell Peters3,have studied the variety of business models for micro-credentials,their strengths and weaknesses and which business model fits best(Brown M.,et al.,2023).They outline several overall business models for higher education-based micro-credential initiatives(based on Presant,2020):Sole Institution-the initiative has begun as or evolved to be institution-wide;Institutions Business unit;Peer Consortium-a group of peer institutions with distributed or rotating leadership;Industry Led-a large employer or sector body or key domain-specific skill provider(e.g.technology platform);NGO Led-a centralised leader of grouped individual institutions;and the MOOC led initiatives(Brown M et al.,2023).Regarding the latter,one can refer to the European MOOC Consortium(eadtu.eu)consisting of the European MOOC platforms Futurelearn,FUN,MiriadaX,EduOpen and OpenupEd representing most of the MOOC development work in Europe.3 Brown,M,McGreal,R and Peters,M.2023.A Strategic Institutional Response to Micro-Credentials:Key Questions for Educational Leaders.Journal of Interactive Media in Education,2023(1):7,pp.117.DOI:https:/doi.org/10.5334/jime.801.Figure 1:Summary matrix of micro-credential business model;Brown M.,et al.2023;licensed under CC BY 4.011The Sole Institution model is the most discussed in literature(72%of publications report this business model according to Brown M;et al.(2021)but other business models from some European Universities alliances show how a consortium or alliance of diverse HEIs can accelerate micro-credential development.Crossing national borders and/or disciplines does not make effective implementation of micro-credentials easier,but the joint reflections and efforts of multiple universities resulted in“out-of-the-box”thinking and innovative implementation scenarios for micro-credentials.European University alliancesSeveral of the European University alliances4 such as ECIU,ATHENA and EUTOPIA have a learner-centred model with engagement of all stakeholders at their core and already provide micro-credentials.For example,by offering micro-credentials the EUTOPIA Connected Community of Teacher Education opens opportunities for adults with experiences in other sectors to gain through flexible learning pathways(FLP)the necessary teacher competences.ECIU takes it one step further by developing FLP at a single unique university for some specialised courses.The ECIU alliance is not an entity composed of multiple study programmes,but a unique structure where learners are not locked into learning at specific institutions or in one mostly predefined study programme.This is accomplished by an infrastructure that enables FLP by offering the learners a choice of micro-modules from ECIU member universities.The FLP programme offers the opportunity for advanced study in natural,technological,social sciences and humanities.Learners can create a personalised learning path through the selection of challenges,micro-modules,vertical or horizontal learning,individual development plan,and knowledge building.Learners can study micro-modules as standalone elements or can combine them with other micro-modules.They can build more robust competences or stack them to a certificate or a full degree.At the core of the FLP model is the blockchain-secured digital passport for learning records.It allows learners to get credentials from multiple ECIU University institutions in recognition of their learning.In October 2023,ECIU rolled out as first one in the EU a centralised,e-sealed micro-credential using the EDC(European Digital Credentials)platform so that learners can carry their learning data anywhere they go,accessing it at any time and fully owning it.4 EU initiative to establish alliances between HEIs for enhanced cooperation,international competetiveness and mobility.12Collaboration between diverse stakeholders in a specialised domain such as the co-construction of micro-credentials with business and government agencies leads to interesting pathways of implementation of micro-credentials.In 2022,the University of New South Wales launched Mentem to work directly with business and government agencies to develop contextualized learning for 500,000 employees by 2030.The University develops for each firm or business an end-to-end training solution involving the companies subject experts as well as the employees in the design.National developmentsFollowing the EU Council Recommendation on a European Approach to Micro-credentials for Lifelong Learning and Employability(2022),several EU Member States such as Ireland and the Netherlands actively started to investigate the conditions and processes of implementing micro-credentials on a national level with the active involvement of at least a majority of HEIs.For example,a recent partnership between Dublin City University(DCU)and Skillnet Ireland,a government agency dedicated to promoting workforce learning,has resulted in the development of four micro-credentials aimed at aviation managers.These can be taken individually or stacked together to achieve a graduate certificate.Another business model is partnering with professional bodies or non-governmental organisations(NGOs),for example like the UK Open Universitys micro-credential on Embedding Mental Health in the Curriculum,offered through FutureLearn and endorsed by the British Mental Health Foundation.In Belgium,the universities of Brussels,Gent and Antwerp have developed a common platform Nova academy to make the public aware of their LLL offering.The micro-credentials that are developed in the Netherlands in the context of the national pilot are subject to a national quality framework based on European Standards and Guidelines for Quality Assurance in the European Higher Education Area(ESGs)that requires all learning outcomes to be assessed against transparent standards.In the Netherlands,the size of the micro-credentials currently ranges from 3 to 30 ECTS(European Credit Transfer and Accumulation System)5 and they can only be issued to professionals for LLL and not(yet)to degree-seeking students.These micro-credentials are registered in the SURF Edubadges platform which makes them portable and easily verifiable.5 EU standard for comparability of academic credits in HE based on workload.13Business modelsAs micro-credentials can be implemented in diverse ways within institutions,it is difficult to indicate“which business model best fits a particular institution”(Brown,M.et al,2023).Many underlying factors play a role and the chosen business model(s)have an impact on the internal organisational structures of the institution.Brown developed different internal structures for managing micro-credentials within an HEI,work that relates mostly to a Sole Institution business model(see Figure 2 from Brown M.et al,2023,p.10).Figure 2:Example of different internal structures for managing micro-credentials;Brown M.,et al.2023;licensed under CC BY 4.014Both Scenario 1,whereby micro-credential design,development and delivery is incorporated in normal faculty structures and Scenario 2,whereby the responsibility lies with an existing central unit that already supports online learning,are the most common used structures in HEIs.Both models build on existing structures in the institution.UNESCO research on International Trends6 of Lifelong Learning in Higher Education found that 53.6%of 399 HEIs reported having a dedicated central LLL unit,with most common functions being offering education programmes and trainings(73.4%),followed by curricula development and community engagement(both 65.6%)(UNESCO,June 2023,p.56).While enabling a smooth alignment with degree education,these structures,however,lack flexibility and opportunities for an LLL offer.While most HEIs do not make their business models nor the internal structuring public,some HEIs have provided insight in the design,development of these structures through support tools and procedures(see for example British Columbia campus micro-credential toolkit,Prudhomme-Gnreux,A.(2023).In Scenario 3,the core model is expanded to a new Professional and Continuing Education Unit dealing with all facets of micro-credentials for all the institutions short course offerings,including both credit-bearing and non-credit bearing micro-credentials.This business model opens up the contours of an HEI improving its main capabilities to reach new learners.In Scenario 4(e.g.,Mentem),the ownership for micro-credentials is with a separate new commercial unit that operates outside of the HEI.This commercial business model is the most flexible and innovative one regarding mode,pace,and place of learning.But it lacks the close engagement of the faculties and the alignment with degree education.While these 4 scenarios apply well to individual institutions,additional scenarios or combinations have to be considered when one looks into transnational alliances,networks or clusters of HEIs.The development of a separate stand-alone institution next to the other HEIs as in ECIU or a more bottom-up federated model whereby each HEI keeps its autonomy but works along common agreements and procedures will have different benefits and challenges.No one-size-fits-all model exists.Each institution will have to develop its own procedures based on its context and existing systems.6 The research report,International Trends of Lifelong Learning in Higher Education,provides a comprehensive overview of the development of LLL in the higher education sector worldwide.It examines how higher education institutions(HEIs)have contributed to LLL and shows the levels of advancement in different areas of implementation.The report is based on the results of an international survey conducted in 2020,which was led by the UNESCO Institute for Lifelong Learning(UIL)in cooperation with the International Association of Universities(IAU)and Shanghai Open University(SOU).Valid responses to the survey were submitted by 399 institutions from 96 countries in all regions of the world.15Future outlookThis section looks into the variety of approaches applied by HEIs.Employing micro-credentials within HEIs requires a transformative process and necessitates a serious reflection on the business model that fits best to the vision and strategies set out by the institution.It is therefore important that HE institution-wide approaches are continuously being analysed and monitored.Further analysis of existing practices within HEIs and in particular of networks of HEIs in the EU(including European University alliances)and beyond is urgently needed.More work is needed in building an evidence base of good practice,identifying characteristics of uptake of micro-credentials in the EU,and producing a set of relevant data that will be openly available.Micro-credentials open up a much wider debate on the future DNA of HEIs.Should business models be widened to embed the educational model(s)envisioned?Which business models fit the future DNA of HE?How can HEIs be truly learner centred and how can they structure and organise their learning offers and recognition accordingly?Are micro-credentials the right vehicle for widening learning opportunities for all and facilitate more flexible and accessible learning pathways throughout life?We elaborate below on a few of these questions.How can business models of HEIs embed the micro-credential strategy within an increasing networked and interconnected higher education landscape?The European University alliance initiative has accelerated the establishment of multi-campus universities that aim to expedite international collaboration in teaching,research and community engagement among European universities.While micro-credentials initially were addressed by only a few European University alliances,today it is the rule rather than the exception.It is important that these alliances and networks support further exchange of educational models,technologies and business models to improve practices in higher education institutions;pilot innovative practices,make micro-credentials part of institutional policies and strategies,shaping regional and governmental policies,and partner with the European Commission.Micro-credentials demand for a trans-national cooperation bridging the divides between disciplines and involving all stakeholders in society that are facing a growing and changing need for competences.Micro-credentials are not just a topic for the HE agenda.VET,LLL,continuing education and adult education are increasingly interested in using the micro-credentials potential.The impact of micro-credentials on further and continuing training in the labour market is not fully understood yet and we need to examine how micro-credentials interact with existing qualification and certification systems.16Are micro-credentials the right vehicle for stimulating more flexibility and widening access to learning pathways throughout life?Micro-credentials are looked at as a new way for individuals to build a personalised skills-profile by collecting and stacking learning efforts in a flexible way,at their own pace and according to their own priorities.This learner-centredness requires a mind shift in the institutions on all levels.The implementation of micro-credentials goes beyond the recognition of learning outcomes and is inherently connected with the underlying educational model and its organisational context.Micro-credentials can function as a vehicle to look into the transformation of the educational landscape as a whole,including validation of former learning,insight in skills demand,FLP,innovative teaching and professional guidance of staff,adjusted QA mechanisms,involvement of research and stakeholders in society,etc.Innovative educational models and business scenarios should therefore not be addressed in isolation but as dynamic and interconnected issues.As indicated by FLECSLAB7,the interrelations between these components are part of the DNA of each HEI and will result in different ecosystems that create the best fit between the educational offering and the profile of the non-traditional learner looking for additional skills.How can micro-credentials support HEIs with more flexible learning pathways in a sustainable way?The debate on micro-credentials is leading to discussions on how educational institutions can open up towards different types of learners and more specifically can enhance a LLL journey.Today,the allocation of resources to HEIs is still dominated by the number of students and their study results/ECTS in degree types of programmes(bachelor/master/PhD).How can HEIs be supported by micro-credentials types of tools for combining their responsibilities at degree level with responding to the growing volume of higher educated learners that are facing needs for new competences in their professional and personal lives?In FLECSLAB,for instance,it is crucial to have trainers who are motivated for delivering the contents for such an approach.These trainers are key to creating an environment that efficiently manages and guides the work of both staff and students.Additionally,they play a vital role in forming partnerships that contribute to a sustainable academic offering.This is needed to reflect on the integration of micro-credentials into existing credential and accreditation systems and the funding mechanisms that are triggered by it,so that it allows for a feasible combination of old and new responsibilities of HEIs.This relates to integrating a LLL component into the DNA of the academic system and recognising that HEIs have an important role as providers of LLL.7 Flexible Learning Communities Supporting Lifelong Learning Across Borders(Erasmus project from EUTOPIA university alliance),https:/flecslab.eu/.17Brown,M.,Nic Giolla Mhichl,M.,Beirne,E.,and Mac Lochlainn,C.2021a.The global micro-credential landscape:Charting a new credential ecology for lifelong learning,Journal for Learning Development,8(2),228254.Brown,M.,Nic Giolla Mhichl,M.,Beirne,E.,and Mac Lochlainn,C.2021b.State-of-the-art literature review on micro-credentials:A report for the European Commission.Dublin City University,National Institute for Digital Learning.Brown,M.2022.The next big thing:Is this the year of the micro-credential?Invited keynote presentation at the 5th International Conference on Open and Distance Education,Eskiehir,Turkey,28th September.Brown,M,McGreal,R and Peters,M.2023.A Strategic Institutional Response to Micro-Credentials:Key Questions for Educational Leaders.Journal of Interactive Media in Education,2023(1):7,pp.117.https:/doi.org/10.5334/jime.801.European Commission.2022.Council Recommendation on a European Approach to Micro-credentials for Lifelong Learning and Employability.Brussels,Belgium.European Consortium of Innovative Universities(ECIU)(2022).Results of three pilot years(2022).Lang,J.(2023).Workforce upskilling:Can universities meet the challenges of lifelong learning?The International Journal of Information and Learning Technology.Vol.ahead-of-print No.https:/doi.org/10.1108/IJILT-01-2023-0001.McGreal,R.,and Olcott,D.2022.A strategic reset:microcredentials for higher education leaders.Smart Learning Environments,9:9,1-23.National Institute for Digital Learning.2022.Micro-credential Observatory.Dublin City University.https:/www.dcu.ie/nidl/micro-credential-observatory.References18OECD.2023.International Trends of Lifelong Learning in Higher Education,UNESCO Institute for Lifelong Learning and Shanghai Open University.https:/unesdoc.unesco.org/ark:/48223/pf0000385339.OECD.2021.Micro-credential innovations in higher education:Who,What and Why?OECD Education Policy Perspectives No 39.Presant,D.2020.Micro-certification business models in higher education.Ontario,Canada:Learning Agents.Prudhomme-Gnreux,A.(2023).BCcampus micro-credential toolkit for B.C.Proctor,C.(2021).Defining a role for high-quality microcredentials in higher education.The Evolution.https:/system.suny.edu/media/suny/content-assets/documents/academic-affairs/microcredentials/Defining-Role-for-HighQuality-Microcredentials-in-HigherEd.pdf.19PART 2Technology and data for micro-credentials20Technological requirements for micro-credentialsKey Takeaways:1.It is advisable to consider the lifecycle of micro-credentials as well as changes required to underlying technical systems and processes to enable the successful implementation of a micro-credential strategy.2.Aligning with the European Learning Model(ELM)allows for the comparability,transparency and portability of all data related to learning.3.The European Digital Identity(EUDI)wallet positively impacts how citizens and businesses can digitally identify themselves when accessing public and private services throughout the EU,using their smartphone in a secure and convenient manner.This section outlines key strategic technological considerations for micro-credentials in the context of a European educational institution.These considerations are grouped under four main headings:European developments;document lifecycle management;micro-credentials and digital badges;and future outlook.European developmentsThe first of the strategic technological considerations for micro-credentials relates to important developments at a European level that will in time have a significant impact on the implementation of micro-credentials:the ELM;authenticity;and Europass services.21European Learning ModelThe ELM v.3,launched by the European Commission in 2023,is a systematic standard to describe metadata about learning.The ELM is a data model for interoperability of learning opportunities,qualifications,accreditation and credentials in the EU,developed by the European Commission.It is designed to document all types of learning outcomes throughout Europe,covering both non-formal and formal education,along with the validation of non-formal and informal learning.Its purpose is to offer a unified way to represent various educational and professional qualifications,including attendance,examination scores,degrees,diplomas,diploma supplements,professional certifications,employer endorsements,and any other learning-related credentials8.As part of the tasks set forward in the Europass Decision,the ELM will help further the goals of the European Skills Agenda,the European Education Area and the Digital Education Action Plan.Up until now,almost every sector,country and level of education and training has had its unique way of providing data related to learning.This fragmentation has hindered possibilities for the creation of common systems and the exchange of information.By establishing a single vocabulary for learning in the EU,ELM aims to bolster the recognition of and trust in qualifications and digital credentials across Europe,supporting the fight against fraud.Aligning with the ELM allows for the comparability,transparency and portability of a high amount of data related to learning.By providing a tool to ease processes for recognition of prior learning,the ELM contributes to the wider goals of the European Commission to promote labour and learning mobility in the EU.The data richness of the ELM supports the visibility of skills and contributes to an approach that prioritises the recognition of skills.The ELM has a multitude of uses as indicated in Figure 3.8 https:/op.europa.eu/en/web/eu-vocabularies/dataset/-/resource?uri=http:/publications.europa.eu/resource/dataset/snb.22Figure 3:Most common uses of the ELM;European CommissionThe ELM has been built using the starting points provided in Annex VI of the European Qualifications Framework Council Recommendation on“Elements of data fields for the electronic publication of information on qualifications with an EQF level”as well as Annex I“European standard elements to describe a micro-credential”of the Council Recommendation on a European Approach to Micro-credentials.With over 480 properties,the ELM allows for the capture and validation of all learning related data,including formal,non-formal and informal learning.The ELM caters for the needs of general education,VET,HE,adult learning,and labour market training.This allows for the creation and portability of rich data,for instance for the documentation of courses and qualifications,and European Digital Credentials for learning.Its uses are not limited to a single sector and address actors in employment,skills,education and training alike.23Authenticity and portabilityOne of the key recommendations made by the European Commission targets the authenticity of the micro-credential.It is stated in the Proposal for a Council Recommendation on a European approach to micro-credentials for lifelong learning and employability that“Micro-credentials contain sufficient information to check the identity of the credential-holder(learner),the legal identity of the issuer,the date and place of issuance of the micro-credential”.At a European level and within Member States,a variety of authentication services or identity and access management systems are used by organisations to authenticate users in the system.For example,the EU Login authentication service(previously ECAS)is a point for user authentication to a wide range of Commission information systems for organisations and for individuals.In some countries(but not all EU Member States),this system also allows user to link their eiD(electronic ID)to their national electronic identify card to access services.Beyond the eID,other identification and trust services can already be used with legal effect across the EU thanks to the trust framework created by the eIDAS Regulation(e.g.,eSignature,eTimestamp,Qualified Web Authentication Certificate,eSeal and the Electronic Registered Delivery Service).At a national level,several Member States have implemented or are in the process of implementing integrated digital authentication systems for national public services using national identity documents(such as the eiD mentioned before)and digital IDs systems(such as ITSME in Belgium or SPID in Italy).The implementation of such systems is not uniform across countries and,in many cases,involves the use of third-party systems,developed and managed by private entities,and a complex process for individuals to register their digital ID and to access the services.EUDI WalletIn the near future,European citizens will have the possibility to use the new EUDI Wallet,which will be available to EU citizens,residents,and businesses who want to identify themselves with a secure single digital ID for all online services.The EUDI-Wallet will enable the portability of the micro-credential.This service will be available for both online and offline public and private services across the EU.The EUDI Wallet and underlying Architecture Reference Framework(ARF)should be taken into account by organisations when developing a micro-credential strategy.The EUDI Wallet positively impacts how citizens and businesses can digitally identify themselves when accessing public and private services throughout the EU,using their 24smartphone in a secure and convenient manner.It will allow citizens to control their personal data stored within the wallet.Importantly,this personal data will also include degrees and micro-credentials.The EUDI wallet facilitates the portability of the micro-credential and allows the owner to share their credentials across borders in a safe and privacy-friendly way.Finally,in most cases,single education and training institutions have in place their own student registration and identification system,again using a variety of tools(physical and digital)and not always linked or connected to the national identification systems.To conclude,ensuring the authenticity of the users accessing micro-credentials constitutes major challenges for a European integrated system for managing micro-credentials.The implementation of a trustworthy identity and access management system for organisations and users to access credentials lifecycle across the EU is a work in progress.Services:EuropassEuropass,a free online tool of the European Union,helps to plan ones personal educational path and professional career and should be taken into account for the strategic technical considerations of implementing micro-credentials in an educational institution.All European citizens can use Europass to document and present their skills,competencies and qualifications acquired at school,university or during learning or training periods abroad,in a clear and uniform manner.More than 30 European countries are currently participating in the Europass initiative,and it offers access to a range of online tools including a digital credential builder,issuer,viewer and a credential wallet.In summary,this section highlights the strategic technical considerations of relevant European developments relating to data models,authenticity,and services to the implementation of micro-credentials targeting a transparent European Education Area,labour market,and exchange of credentials across borders.Therefore,it is advisable to adhere to the recommended standards such as W3C-VC that are described in detail in the ARF,to ensure compatibility of the micro-credential infrastructure with the EUDI Wallet and Europass.25Document lifecycle managementWhen looking at the micro-credential as a digital certificate,it is important to understand the specific requirements of the lifecycle of the documents associated with the micro-credential as presented in Table 1.ISSUER(Educational Institution)HOLDER(Learner)VERIFIER(3rd party)1The micro-credential template is created by the educational institution.2The template is filled with learner meta data and signed.3The micro-credential is archived for purposes of verification,revocation and reissuing.4The learner may download the micro-credentials to their EUDI wallet and share the micro-credentials with a verifier.5When deemed necessary,the Issuer may revoke the micro-credential6Upon sharing by holder,a verifier can check the validity(e.g.,is the micro-credential revoked?)of the micro-credential with the issuer.The micro-credential is considered an official transcript of records and should be kept available for a significant period of time,since it is commonly used in the LLL context.GDPR compliance is required since the document contains personal data.The lifelong hosting of personal certificates for issuing,verification and revocation-purposes requires significant effort and resources.It is advisable to consider collaboration and hosting of micro-credentials on a national level,rather than an institutional level.Traditionally it is the issuing organisation that is considered to be the proprietor of the credentials that it issues(i.e.when it comes to verification and validation,they are the authentic source of proof and information),but ideally,micro-credentials,as well as any other types of credentials,should be owned by their holders(i.e.learners that are certified),and credential validation and verification should be built-in credential features,having no dependence on any third parties.However,this can be difficult to implement,and further complicated as a learner should be able to go back to the authentic source to request a reissue of the credential should they ever lose their credentials(e.g.,damage to their devices,etc.).Table 1:Micro-credential Document Lifecycle Management;Paul den Hertog;licensed under CC BY 4.026The European Digital Credentials for learning initiative,shown in Figure 4,takes a slightly different approach to credential building,issue,storage,verification and sharing.Figure 4:European Digital Credentials for learning Infrastructure system functions,presented at the MCE Empowering Seminar on 16 February 2024;European Commission27Micro-credentials and digital badges While HEIs have traditionally viewed awards as a result of ECTS credit accumulation,in recent years the recognition of smaller parcels of learning has become increasingly popular.Micro-credentials and digital badges are a relatively new concept and lend themselves to a wide variety of educational knowledge,skills and competence achievement.Technically,one could state that the micro-credential is the certificate and the digital badge is the envelope carrying the certificate.Additionally,they can certify the outcomes of small,tailored learning experiences.Although a micro-credential theoretically can be issued on paper like a traditional certificate,it is common practice to issue a micro-credential in the form of a digital document,such as a signed PDF or badge.The digital badge usually contains an image,some metadata and a verification method.The European Commission(2020)recommends that micro-credentials should be measurable,comparable and understandable,containing clear information on learning outcomes,workload,content,level,and the learning offer,as relevant.Importantly,they should be portable and owned by the learner.It is advisable to ensure that institutions Learning Management Systems(LMS)or Student Information Systems(SIS)are capable of supporting digital badges in order to ensure portability of the micro-credential.This may involve customising or integrating plugins that can manage micro-credential issuance,tracking,and validation.It is advisable to implement a credentialing platform that allows the creation,distribution,and verification of micro-credentials using digital badges.While the purpose is not to be prescriptive,technology such as Open Badges,or the European Digital Credentials for learning infrastructure can be integrated into the existing systems among others.In addition to the open initiatives mentioned in this paper,there are also numerous commercial options on the market.28Future outlookThe preceding three sections outlined the strategic technical considerations for micro-credentials relating to European developments;micro-credential document lifecycle;and digital badges.This section builds on the micro-credential discussion by proposing three key questions that are evolving as the discussion and implementation of micro-credentials matures.How can HEIs ensure that their technical infrastructure will support the strategic aims of their micro-credential strategy?Micro-credentials,as defined in the above-mentioned Council Recommendation,can certify short,accredited courses designed to meet the demands of learners,society,enterprises and organisations.They are intended to be highly flexible,bite-sized and accessible way of upskilling and reskilling which poses a challenge for educational institutions that are primarily focused on supporting learners engaging in traditional undergraduate or postgraduate programmes.It is advisable to consider the lifecycle of the micro-credential and changes or adaptions required underlying technical systems and processes to enable the successful implementation of a micro-credential strategy.For example,workflows for the recruitment and registration of students may need to be adapted to ensure timely registration of the learner while maintaining the integrity of the registration process and securing the authenticity of the learner.Institutions currently implementing micro-credentials have reported the need to develop specialised marketing strategies to increase the awareness of micro-credentials and target recruitment.Adaptions of the existing technologies and processes will also present new opportunities and information that can be used to improve the learning design.Some of the EDC services the European Commission offers,i.e.a readily available infrastructure and implementation support,allow organisations to explore the values and benefits,and familiarise themselves with digital credential issuing processes before committing to the adoption of the technology(that is also readily available by the provision of open source).29How will artificial intelligence and generative text impact on the technological infrastructure for micro-credentials?The development of artificial intelligence in general,and(large)language models in particular,is taking place at a staggering rate.The ESCO(European Skills,Competences,Qualifications and Occupations)Member States Working Group has executed a pilot project for linking learning outcomes of qualifications with ESCO skills with the use of artificial intelligence.“The performance of the mapping algorithm showed promising results.On average,an ESCO concept selected by participants was in 44.65%of cases the first concept suggested by the algorithm,between the first 3 concepts in the 63.98%of cases,between the top 5 concepts in the 70.35%.This indicated that lower efforts were required in order to identify relevant skills compared to the second phase”(ESCO,2022).This implies that soon,portals with learning offerings will probably be able to compare learning outcomes from micro-credentials.Additionally,boards of examiners may use algorithms such as this one to recognise prior learning and determine whether a prospective learner could be granted an exemption,based on learning outcomes already achieved.How can educational institutions prepare for significant growth?Begin with the end in mind and digitise wherever possible.Most HEIs have traditionally seen their degree programmes as their core business.Having said that,it will not be long before LLL will be considered a core business as well and learners will participate in shorter courses more frequently.In order to prepare for significant growth of LLL enrolment,it is recommended to automate administrative processes wherever possible.Are usage statistics of the enrolment portal generated automatically and do they contain actionable data?Is the portal automatically filled with eligible courses or is this a manual process?Is it possible to verify the identity of the learner digitally or does the learner manually have to identify at a physical desk?Is the creation and issuing of the micro-credential automated,based on results in the Student Information System(SIS)or is extra(manual)effort required?These are some of the questions for institutions to address in this regard.30DC4EU,Digital credentials 4 Europe,2023,https:/www.dc4eu.eu/.ECIU,https:/www.eciu.eu/deliverables.ESCO,Results of the third phase of the pilot project for linking learning outcomes of qualifications with ESCO skills,2023,https:/esco.ec.europa.eu/system/files/2023-04/ESCO MSWG15032023_Results for the third phase of the pilot project for linking learning outcomes .pdf.EUDI Wallet ARF,2023,https:/digital-strategy.ec.europa.eu/en/library uropeann-digital-identity-wallet-architecture-and-reference-framework uropean.Europass,https:/europa.eu/europass/en/what-are-digital-credentials.European Commission,Directorate-General for Education,Youth,Sport and Culture,Shapiro Futures,H.,Andersen,T.,Nedergaard Larsen,K.,A European approach to micro-credentials Output of the micro-credentials higher education consultation group Final report,Publications Office of the European Union,2020,https:/data.europa.eu/doi/10.2766/30863.European Digital Credentials for learning,https:/europa.eu/europass/en/how-issue-european-digital-credentials.European Digital Identity Wallets:Commission publishes first technical Toolbox towards prototypes,2023,https:/digital-strategy.ec.europa.eu/en/news uropeann-digital-identity-wallets-commission-publishes-first-technical-toolbox-towards-prototypes.SURF,Whitepaper on open badges and micro-credentials,2019,https:/www.surf.nl/files/2019-06/Whitepaper-on-open-badges-en-micro-credentials.pdf.References31PART 3Quality assurance32Definitions and frameworksKey Takeaways:1.According to the European Commission,micro-credentials“are underpinned by quality assurance following agreed standards in the relevant sector or area of activity”.This mention of QA distinguishes the definition from the Council Recommendation on a European approach to micro-credentials from other existing definitions used globally.2.A comprehensive external quality approach combines self-assessment,external review and processes for improvement.The essential principle is that micro-credential providers internal QA system needs to be evaluated externally,ideally by an entity independent fr om the organisation running the QA system.3.Registries of(alternative)providers are mentioned as a possible tool for external QA,in order to build public trust in micro-credentials.The Database of External Quality Assurance Results(DEQAR)is currently being extended to be able to map alternative providers of micro-credentials that are working in compliance with the ESGs.The following section gives an overview of the topic of QA of micro-credentials as well as current initiatives of various stakeholders.In recent years,various fundamental initiatives and projects have developed definitions for micro-credentials,including UNESCO,the Microbol project and the European MOOC Consortium.The following section is based on the definition of the Council Recommendation on a European approach to micro-credentials for lifelong learning and employability.According to the definition of the European Union,micro-credentials are a record of the skills and knowledge acquired by a learner by completing a short amount of learning.The assessment of these learning outcomes is based on clearly defined and transparent criteria.Micro-credentials,the result of such educational experiences,aim to equip learners with specific skills,knowledge and abilities that meet cultural,personal,societal or labour market needs.They belong to the learner,are shareable and portable.Micro-credentials might exist independently or be integrated into more comprehensive credentials.“They are underpinned by quality assurance following agreed standards in the relevant sector or area of activity”(Council of the European Union,2022).The fact that QA is mentioned in the definition underlines its importance in relation to micro-credentials.33Another reference point that clearly shows the importance of QA are the 10 principles that highlight the key characteristics of the European approach to micro-credentials,that should be followed when designing and issuing micro-credentials.The first of the 10 principles states that“Micro-credentials are subject to internal and external quality assurance by the system producing them(e.g.the education,training or labour market context in which the micro-credential is developed and delivered).Quality assurance processes must be fit-for-purpose,be clearly documented,accessible,and meet the needs of learners and stakeholders.External quality assurance is based primarily on the assessment of providers(rather than individual courses)and the effectiveness of their internal quality assurance procedures.”(European Commission,2021).Regarding external QA the following standards/frameworks are cited as references:Annex IV of the European Qualifications Framework recommendation,where applicable;the Standards and Guidelines for quality assurance in the European Higher Education Area(ESG),where applicable;the European quality assurance reference framework(the EQAVET Framework)in the field of vocational education and training,where applicableIn addition to these well-established standards and frameworks in the field of HE and VET,there is also a mention of other QA instruments,including registries and labels,to build public trust in micro-credential(European Commission,2021).In parallel to the previously mentioned references,the central elements of internal QA are also mentioned.Providers should make sure that internal QA covers all the following elements:“the overall quality of the micro-credential itself,based on the standards referred to below the quality of the course,where applicable,leading to the micro-credential learners feedback on the learning experience leading to the micro-credential;and peers feedback,including other providers and stakeholders,on the learning experience leading to the micro-credential”(European Commission,2021,p.3).The recommendations of the European Commission,as presented,emphasize the importance of QA with respect to micro-credentials.The following section takes a closer look at some of the recommendations made and presents initiatives and projects that deal with implementation in practice,including with regard to alternative providers.34External quality assurance of the effectiveness of internal quality assurance proceduresAs outlined above,the European approach to micro-credentials emphasizes that external QA should be primarily based on the assessment of providers and the effectiveness of their internal QA.This is also in line with the recommendations of the MICROBOL project:To ensure suitability and prevent unnecessary strain on institutions,external QA should concentrate on how institutions incorporate micro-credentials within their current or new processes.It is important for external QA to verify that HEIs providing micro-credentials maintain a reliable and robust internal quality monitoring system.Given the considerable scope of programme level external evaluations,applying the same procedures to micro-credentials would not be appropriate,because micro-credentials represent smaller amounts of learning and are designed to be regularly updated to meet societal demands(MICROBOL,2022).Based on these recommendations,the following options for external QA could be considered:Accreditation/licencing procedures(external QA procedure as part of a regulatory requirement)Professional and employer certifications External QA certification schemes,e.g.,ISO(MOOC)Platform certification schemes quality assessment of courses before offering them via the platform(Camilleri et al.,2022).It is emphasized that a combination of self-assessment,external review and processes for improvement is required for an external quality approach to be comprehensive.It is essential that the internal QA systems of micro-credential providers need external evaluation,ideally conducted by an independent entity(Camilleri et al.,2022)It is a matter of concern for the relevant QA agencies as well how meaningful external QA can be carried out with the procedures currently in place as they tend to focus on institutions and degree programmes.QA agencies are now discovering that short courses are a growing part of institutional provision and ought to be reviewed as well not at the level of individual courses or modules,but by making sure that HEIs have a functioning internal QA system in place to cover them(van der Hijden/Martin,2023).To explore the possibilities of external QA in relation to micro-credentials,The European Association for Quality Assurance in Higher Education(ENQA)established a Working Group in 2021,which presented its findings in the fall of 2022.35Alongside examples of external QA practices based on case studies from member agencies,the ENQA Working Group also presents overarching recommendations for the design and implementation of external QA processes for micro-credentials in its final report.A clear recommendation to focus on the institutional level and the effectiveness of internal QA processes within the framework of external QA is not formulated.Rather,it is recommended that external QA procedures should be flexible and,where appropriate,rely on existing arrangements.In cases where internal QA systems have repeatedly demonstrated their effectiveness,the external QA procedures for micro-credentials should consider how the characteristics specific to micro-credentials are integrated into internal QA(Greere et al.,2023).In addition to the underlying recommendation that external QA should focus primarily on the assessment of providers and the effectiveness of their internal QA procedures the European approach to micro-credentials explicitly mentions several standards and frameworks,as described above.These are discussed in more detail below.Standards and Guidelines for Quality Assurance in the European Higher Education Area(ESGs)The ESGs are not standards for quality,nor do they prescribe how the QA processes are implemented.They provide guidance,covering the areas which are vital for successful quality provision and learning environments in HE.They apply to all HE offered in the European Higher Education Area regardless of the mode of study or place of delivery(ESG,2015).The previously mentioned ENQA Working Group also investigated the applicability of the ESGs to micro-credentials.The question of the applicability of the ESGs to micro-credentials is not so much whether they apply,but how they apply,i.e.,which special features of micro-credentials need to be taken into account(Greere et al.,2023).The Working Group defined the specifics for ESG Part 1(internal QA)and Part 2(external QA).Based on the previously mentioned recommendation to focus in particular on the effectiveness of internal QA,the findings relating to the standards for internal QA are set out below.36In the course of preparing the report,the ENQA Working Group sent out a questionnaire to capture existing practices in the European Higher Education Area.In the course of this survey,the relevance and applicability of the individual standards were also inquired about.Among others the most relevant standards identified are ESG 1.1.“Policy for quality assurance”and ESG 1.2.“Design and approval of programmes”(Greere et al.,2023).The findings in relation to these two standards are briefly outlined below.Standard 1.1.“Policy for quality assurance”Institutions should adopt and publicly disclose a QA policy that integrates into their strategic management.This policy should be developed and implemented by internal stakeholders using suitable structures and procedures,with the inclusion of external stakeholders in the process(ESG,2015).With regard to ESG 1.1.the Working Group defined the following areas in focus:The institutional strategy should explicitly consider LLL and micro-credentials;the specific characteristics of micro-credentials are taken into account as part of internal quality management;options for recognition and stackability are formally considered;due diligence is applied to professional collaborations and academic partnerships,the involvement of representatives of the labour market and industry is increased(Greere et al,2023).The ESG Part 1:Standards and Guidelines for internal quality assurance cover the following areas:Figure 5:Kerstin Schoerg,licensed under CC BY 4.037Standard 1.2“Design and approval of programmes”Institutions should implement procedures for the creation and approval of their programmes.These programmes should be structured in a way that ensures they achieve their established objectives,especially the targeted learning outcomes.The qualification awarded upon completing a programme should be clearly defined and shared,reflecting the appropriate level within the national qualifications framework for HE and aligning with the Framework for Qualifications of the European Higher Education Area(ESG,2015).With regard to the standard 1.2,the ENQA Working Group noted that micro-credentials need to fit into the wider offer of an HEI,but at the same time they should be a category of its own.They should have clear and explicit objectives in line with the LLL strategy of the institution and they require separate structures,but also specific budgets allocated for their design and offer.In addition,the use of a common language like learning outcomes,ECTS,European Qualifications Framework(EQF)/National Qualifications Framework(NQF)level,etc.is needed as well as engagement of all relevant stakeholders in both design and approval which is even more important.Also,the specific needs of the market,industry,personal development or society at large should be taken into account.Stackability also needs to be considered in the design phase(stand-alone micro-credentials vs.micro-credentials based on existing courses)(Greere et al,2023).As with external QA,the Working Group also formulated overarching recommendations for the design and implementation of internal QA processes.Among other things,it is recommended that policies,promoted by any given provider,cover micro-credential activities in meaningful ways.Furthermore,the internal quality monitoring for micro-credentials should be more frequent or take different approaches compared to procedures for traditional degrees(Greere et al,2023).Despite the findings presented above,especially regarding the design and approval of programmes,it remains to be seen how these processes can be designed efficiently in order to ensure sufficient quality on the one hand,while not losing agility as a special feature of micro-credentials on the other.One possible solution could be a risk-based approach when it comes to micro-credentials as described by Camilleri et al.(2022).38Within the project Implementation and Innovation in QA through peer learning(IMINQA),which is funded by the Erasmus program,QA of micro-credentials is also a focus area.In a recently published report of the project,based on secondary research,a survey and interviews,the following results were presented in relation to internal QA processes:Many institutional efforts related to the development of micro-credentials typically begin at the grassroots level.However,representatives from HEIs recognise the vital importance of strategic planning,guidance,support,and a well-informed decision-making process in the creation and provision of micro-credentials.For instance,at the University of Limerick,the establishment of micro-credentials is considered a top-tier strategic objective.To advance this objective,the institutions executive committee established the Micro-credential Advisory Group,which also oversees the QA aspect of micro-credentials.All HEIs that are piloting micro-credentials and contributed to the IMINQA report have established a decision-making process,which is scheduled for evaluation and potential updates at the conclusion of the pilot project.Typically,this process involves various decision-making bodies at different levels of management.In most instances,it includes a faculty council or academic steering committee responsible for evaluating,providing advice on,and approving micro-credential proposals at the faculty level.The proposal may then undergo assessment by an LLL committee or commission,which assesses factors such as alignment with learner and societal needs,interdisciplinary aspects,involvement of other stakeholders,and delivery methods,among others.In some cases,an evaluation is conducted by the internal QA department,which assesses formal criteria such as ECTS credits,learning outcomes,and assessment methods.Final approval may necessitate the endorsement of a higher-level body within the HEIs governance structure(Cirlan,2023).Another example of an internal QA process for micro-credentials is that of the British Columbia Institute of Technology(BCIT).Compared to traditional programmes,micro-credentials go through an accelerated review process.At BCIT,as at many other educational institutions,the higher the degree,the more stakeholders are involved in the programme approval process.A proposal for a micro-credential is created,the dean signs off on it,after which it is sent to the“agile quality committee,”which has a special interest in micro-credentials and badges.The dean then presents it to a deans council:micro-credentials at BCIT go through a formal approval process,but it is very straightforward(Prudhomme-Gnreux,A.,2023).39European Quality Assurance for Vocational Educa-tion and Training(EQAVET)As previously presented,the European Quality Assurance Reference Framework for Vocational Education and Training(EQAVET)is also cited as a reference for QA.The framework is based on a QA and improvement cycle and a selection of descriptors and indicators which are applicable to quality management at both VET system and VET provider levels.Figure 6:The Quality Assurance Cycle;European Commission40EQAVET does not mandate a specific QA approach or system.Instead,it offers a framework of common principles,indicative descriptors and indicators designed to assist in evaluating and enhancing the quality of VET systems and provisions.As such,EQAVET can be viewed as a toolbox from which users can select the descriptors and indicators they find most applicable to their QA systems needs.“The EQAVET Framework can be used by VET providers and in VET systems to support the QA of:Learning environments(e.g.,school-based provision,work-based learning,apprenticeships,formal,informal and non-formal provision)All types of learning contexts(e.g.,digital,face-to-face and blended)Public and private sector VET providers VET awards and qualifications at all levels of the European Qualifications Framework”(European Commission,https:/ec.europa.eu/social/main.jsp?catId=1536).As previously mentioned,indicators were formulated at both the system level and provider level.The indicators at provider level are presented below.Table 2:Indicators for each phase of quality cycle;European Commission41Both the QA cycle and the indicators seem suitable to be applied to micro-credentials as well when these are applied.However,as in the case of the ESGs,some aspects will have to be considered more strongly to adequately address the specific characteristics of micro-credentials.In November 2022,an EQAVET Peer Learning Activity(PLA)on QA of micro-credentials in VET took place online with 70 participants from 28 countries.In numerous countries,micro-credentials represent a novel concept currently undergoing discussions,exploration,or pilot programmes.QA processes vary and not all micro-credentials are quality assured based on quality standards set at national level.Micro-credentials are frequently offered within the context of continuing vocational education and training(CVET),which displays significant heterogeneity both across the EU as a whole and within individual countries.Furthermore,there is no comprehensive QA framework governing CVET.Nevertheless,there are close links between the EQAVET indicative descriptors,and the European principles set out in the Council Recommendation on the design and award of micro-credentials.The participants of the PLA identified that,among other things,principles,regulations,and laws related to quality standards and QA of micro-credentials,as well as the duration of procedures and costs for validation/QA of micro-credentials need further discussion at national level and further exchanges at European level(European Commission,EQAVET PLA,2022).42Quality assurance of non-formal educationAs mentioned above,providers and programmes in CVET are very heterogeneous and there is no comprehensive QA framework governing CVET.One initiative that deals precisely with this situation,among others,is the project“MICRO QUEST:Innovative Quality Evaluation Strategy for Micro-Credentials in non-formal VET in Europe”.In order to facilitate the widespread adoption of micro-credentials throughout Europe,the MICRO QUEST project is committed to delivering an innovative quality evaluation strategy for micro-credentials in non-formal VET in Europe.This endeavour will result in the creation of four key project outcomes:Investigation research A practical guideline for VET providers Training workshop for VET providers MICRO QUEST Network(online network for VET providers offering quality micro-credentials).The first project result,the research report,examined how the QA of micro-credentials can be done professionally and reliably in practice,especially in the field of non-formal VET.For this purpose,six quality management approaches were analysed-EQAVET,EQF,ECTS,ISO17024,ISO 9001 and Total Quality Management(TQM).From the point of view of the project partners,ISO17024 seems to be the most suitable role model.ISO 17024 establishes an international standard for organisations that provide certification for individuals.It comprises a collection of internationally accepted criteria and prerequisites designed to guarantee the quality of an individuals certification.This ensures that the competencies of an individual align with the stipulated requirements of the certification scheme or qualification.This standard is internationally accepted,structures,documents,organisations and political acceptance already exist and its application should therefore be clearly considered.Moreover,considering that the European Commission has ambitions to make micro-credentials accessible and transparent on a global scale,extending beyond the confines of the EU(given that the concept of micro-credentials largely originated in North America),an international standard for QA situated outside of Europe but on a global level would be the optimal solution(MICRO QUEST,2022).43In the report“European Micro-Credentials.A Guideline for Vocational Education and Training Providers”,the project partners go one step further and explain the requirements of ISO 17024 in more detail.In addition,the individual steps of the application of ISO17024 for the QA of micro-credentials are explained step by step(MICRO QUEST,2023).The use of ISO17024 for the QA of micro-credentials is also currently being driven forward as part of another project.As part of the MICROIDEA project(MICRO-credentials:Identifying,Developing,Testing and Assessing innovative approaches),which has been running since January 2024,a micro-credential system linked to ISO/IEC17024 will be developed(EfVET,2024).Registries and labelsRegistries of(alternative)providers,as previously outlined,are mentioned in the Council Recommendation as well as possible tools for external QA,to build public trust in micro-credentials.In Europe,EQAR has developed a Database of External Quality Assurance Results(DEQAR),which includes a list of programmes and HEIs accredited according to the ESGs.DEQAR was recently extended to be able to map alternative providers of micro-credentials that are working in compliance with the ESGs(or alternative providers of micro-credentials that are accredited by an EQAR registered agency)as well.A visual distinction between providers(HEIs and alternative providers)was planned for a better overview(Zhivkovikj,2023).In order to meaningfully map alternative micro-credential providers,the existing elements were expanded.The new section in DEQAR on“other providers and micro credentials evaluated through methodologies aligned with the ESG”was presented in February 2024(Zhivkovikj,2024).44Future outlookSo far,the section provided an overview on the topic of QA as well as current initiatives across sectors.Based on these,three questions are posed that could lead to the further development of the discourse on QA of micro-credentials.How can external QA of micro-credentials evolve to meet the needs of different stakeholders?As part of the report“Quality Assurance of Micro-credentials”by the ENQA Working Group,four case studies are presented that provide examples of options for the external QA of micro-credentials:Ex-ante EQF Level 6 and 7 accreditation of short learning programmes by AQU Catalunya;Regulatory subject-group external QA of micro-credentials by HAKA Estonia;Programme-level validation by Quality and Qualifications Ireland(QQI);Voluntary institution-level accreditation of providers of micro-credentials by the British Accreditation Council(BAC).The case studies presented cover both regulatory and voluntary approaches and reflect experiences at programme as well as institutional level within their respective national context.The findings presented by HAKA Estonia are of particular relevance with regard to the external QA of micro-credentials offered by non-formal providers:The assessment of continuing education institutions in Estonia from 2019 to 2022 revealed shortcomings in the institution-based quality assessment process.While some providers excelled in certain study programme groups,their performance varied across different groups,leading to failed assessments.The institution-based approach did not allow for the demonstration of quality in the study programme groups in which the providers did well.Based on this experience,it was decided that a provider wishing to offer micro-credentials needs to undergo an assessment of the study programme group in which the micro-credential is to be offered.This approach of assessing field-specific expertise is essential as it is difficult to ensure that a small non-formal training institution can assure high quality training in every possible field(Greere et al.,2023).In addition to this insight,it is emphasized that the target group must be taken into account and“educational jargon”should be avoided.For example,non-formal education providers who are practitioners and offer high-quality specialist programmes but have no previous experience of QA may find it difficult to understand the process.Furthermore,all relevant stakeholders should be involved in designing the process and pilot the assessment model(Greere et al.,2023).45How can the existing hurdles in the area of QA be further reduced across the various sectors?The(possible)lack of experience in relation to external QA processes is just one area where it is important to create a common understanding and work together across sectors.Another hurdle lies in the usage of diverse terminology.It is important to note that this does not imply a difference in quality expectations.Rather,it signifies a lack of standardisation in academic language,including terms like credit value,learning outcomes,and clear assessments.Until a common(academic)language and associated educational principles are used across sectors,including non-traditional providers,the potential for legitimising and recognising micro-credentials will remain somewhat limited.Therefore,translation of these concepts will be crucial,especially for purposes such as QA,stacking and recognition(van der Hijden/Martin,2023).The use of learning outcomes,among other things,is often seen as a way of overcoming this hurdle.The description of learning outcomes and the method of assessment used to measure those outcomes may be the most important and difficult element of the common standards for micro-credentials proposed by various bodies.If learning outcomes are to become an effective and efficient step in establishing equivalence and recognition,much work remains.If left unstructured,the descriptors of learning outcomes created by each provider could overwhelm the exchange of information,and make search and comparison too costly.An agreed taxonomy of learning outcomes or an artificial intelligence solution seems to be a prerequisite for progress(OECD Education Policy Perspectives No.40,2021).The solution to these remaining issues,particularly with regard to the QA of micro-credentials,lies in increased cooperation across sectors.46How could transparency take the discourse about the QA of micro-credentials to the next level?Transparency builds trust.The importance of transparency as a cornerstone for the success of micro-credentials is also shown by the fact that transparency is named as the second key principle in the European approach to micro-credentials.Clear information regarding learning outcomes,workload,content,level,and learning opportunities should be provided.It is recommended that information on providers of micro-credentials are published in registers or included in existing registers,for example the DEQAR,if QA is carried out in accordance with the ESGs.Quality and transparency are closely linked.This is also demonstrated by the fact that the above-mentioned QA frameworks contain standards relating to the publication of information e.g.,the ESGs(ESG 1.8 Public Information).Here,however,the main focus is on information such as intended learning outcomes,qualification profiles,teaching and learning activities and assessment.But what information is actually provided by micro-credential providers in regard to QA?Mark Brown and Josep M.Duart analysed the available information on the QA of micro-credentials of institutions that could be considered early adopters with regard to micro-credentials.The Ontario Micro-credential Portal,the Australian MicroCred Seeker Portal,and the Irish MicroCreds Portal,among others,and the institutions offering micro-credentials on these portals were used for the analysis.In summary,very little information was available regarding QA processes.This indicates a significant gap in the aspect of public accountability within QA(Brown M./Duart J.M.,2023).47Brown M./Duard J.M.,Exploring Gaps in the QA of Micro-Credentials:A Global Scoping Review of Current Practices,forthcoming paper for ICDE World Conference 2023,p.9.Camilleri et al.,Guide to design,issue and recognise Micro-Credentials,ETF by Knowledge Innovation Center(KIC),2022,p.7 16.Cirlan,IMINQA Approaches to QA of Micro-Crendentials,A report on policies and practices to assure the quality of micro-credentials in the European Higher Education Area,2023,p.19.Council of the European Union,Council Recommendation on a European approach to micro-credentials for lifelong learning and employability,May 2022(adopted June 2022).European Commission,A European Approach to Micro-Credentials,December 2020.European Commission,European Quality Assurance Reference Framework for Vocational Education and Training(EQAVET),https:/ec.europa.eu/social/main.jsp?catId=1536&langId=en,accessed:10.10.2023.European Commission,EQAVET Quality Assurance Cycle,https:/ec.europa.eu/social/main.jsp?catId=1546&langId=en,accessed:10.10.2023.European Commission,EQAVET indicative descriptors:provider level,https:/ec.europa.eu/social/BlobServlet?docId=25471&langId=en,accessed:10.10.2023.European Commission,EQAVET PLA:“Quality Assurance of micro-credentials in VET”(8-9 November 2022),p.1-3,https:/ec.europa.eu/social/BlobServlet?docId=26214&langId=en,accessed:10.10.2023.Greere et al.,ENQA Working Group Findings,Presentation September 2022,https:/www.enqa.eu/wp-content/uploads/3.-WGFindings_CombinedRecPart1Part2-1.pdf.Greere et al.,Quality Assurance of Micro-credentials,ENQA Occasional Paper,2023,p.34-69,https:/www.enqa.eu/publications/qa-of-micro-credentials/.References48MICROBOL,Micro-Credentials linked to the Bologna Key Commitments,Common Framework for Micro-credentials in the EHEA,2022,p.7.MICROIDEA project(MICRO-credentials:Identifying,Developing,Testing and Assessing innovative approaches),https:/efvet.org/micro-credentials-identifying-developing-testing-and-assessing-innovative-approaches/.MICRO QUEST:Innovative Quality Evaluation Strategy for Micro-credentials in non-formal VET in Europe,R1 Investigation Research,Micro-Credentials in VET Needs,Demands and QA,2022,p.49,https:/www.micro-quest.eu/project-info/#R1_EN,accessed:10.10.2023.MICRO QUEST:European Micro-Credentials.A Guideline for Vocational Education and Training Providers,2022,p.51-59,https:/www.micro-quest.eu/project-info/#R2_EN,accessed:25.03.2024.OECD Education Policy Perspectives No.40,Quality and value of micro-credentials in higher education:Preparing for the future,2021,p.22.Prudhomme-Gnreux,A.(2023).BCcampus micro-credential toolkit for B.C.BCcampus.https:/opentextbc.ca/bcmicrocredential/,pp.119-176.Standards and Guidelines for QA in the European Higher Education Area(ESG),2015,Brussels,Belgium.Van der Hijden/Martin,Short courses,micro-credentials,and flexible learning pathways:A blueprint for policy development and action,UNESCO policy paper,2023,p.8,31-33.Zhivkovikj,Presentation on Introducing alternative providers and microcredentials in DEQAR,2023,https:/ehea.info/Upload/Introducing alternative providers and Micro-credentials in DEQAR.pdf.Zhivkovikj,Presentation on New features in DEQAR:Other providers and micro credentials,EQAR,2024,https:/www.eqar.eu/assets/uploads/2024/02/Webinar-DEQAR_Other-providers-and-micro-credentials_withoutnewcomersSession_SZ-GM-CT.pdf.49PART 4Management discussion and workshop50In order to facilitate a fruitful management discussion in the HEI boardroom that will result in an ambitious strategy for micro-credentials,we have developed a model for a workshop that enables experts within an HEI to share where they stand today and what their next steps could be.Recommended workshop participantsIdeally,the workshop is held with eight to twelve senior managers.The LLL officer,focussing on new business opportunities,the CIO,focussing on the technological requirements,and a senior QA officer who is responsible for the quality of the educational offerings.All the mentioned specialists should bring at least one or two colleagues to participate in the discussion.The final attendee is of course a representative from the HEI board of directors,for instance the rector.Lastly,we recommend the presence of a note taker.The goal is to facilitate a fruitful discussion that will lead to strategic insights and actionable goals.The multidisciplinary nature of this workshop requires all participants to actively listen to each others viewpoints on the status quo and proposed next steps.Given the current status of the micro-credential in most HEIs,we suggest taking at least three to four hours for the workshop.Workshop process1.Preparation:Participants read the papers enclosed in this document before the start of the workshop and try to find answers to the boardroom questions,listed on the next pages.2.First indication:Participants score their individual answers to the questions on a whiteboard or canvas(see Boardroom canvas for HEI management discussion)using green,yellow or red sticky notes.Green indicates that the HEI is on track,yellow indicates good progress with substantial room for improvement,and red means that serious effort is required for the next step.3.Explanation:Participants explain their first indication to the others in the room and illustrate why a specific colour was selected,followed by a multidisciplinary discussion about the first indication and required next steps.4.Review:The first indication may be changed based on the discussion and concrete actions for the HEI strategy should be formulated.Note that the green indicators probably require actions as well.5.Final question:“Have we gathered enough insights to take the next step and establish the HEI strategy and if not,what is still lacking and where can we find more information?”6.After the workshop:The note-takers share minutes and a potential follow-up is decided on.Management discussion and workshop51Guiding questions to startAfter reviewing the existing literature on micro-credential marketing,business models and QA,guiding questions for HEI management were formulated below.These should be considered,regardless of the type of provider and the framework to be applied.The questions remain rather on a meta-level to discuss fundamental aspects of micro-credentials in relation to marketing,business models and QA,e.g.,in the context of a workshop.These guiding questions do not claim to be exhaustive.HEI management questions on marketing and business developmentTriple Helix collaboration1.Are micro-credential offerings developed in cooperation with government and the labour market in order to increase relevance,and in what way?2.Is labour market feedback applied in the development of new courses and the improvement of existing offerings and if so,how?Pathways and stackability3.Are micro-credential pathways documented on the portal and do they allow prospective learners to determine their next step(s)?4.Are micro-credentials stackable and is it possible for the learner to stack a specific set of micro-credentials towards a full degree?Substance and recognition5.Does HEI staff consider micro-credentials to be substantially important and as relevant as degree programmes,or is LLL mainly considered a side issue?6.Are the micro-credentials recognised by other HEIs and if so,which ones?Only within a certain alliance,regionally,nationally,or even across borders?7.Are procedures for the recognition of prior learning in place and documented on the portal?Do learners understand how they can obtain recognition of prior learning?Learner centred8.Is learner feedback used in order to improve the portal and current offerings?9.Is learner feedback made publicly available in a transparent way?10.What does the HEI do in order to assure that the offerings meet the learners demands?52HEI management questions on technologyAuthenticity1.Is the HEI able to verify the identity of the learner upon enrolment,assessment and issuing of the micro-credential?2.Can the integrity of the micro-credential-upon request-be digitally verified at the authentic source?Portability3.Is the micro-credential portable and owned by the learner?4.Is the learner able to request a reissue of the micro-credential in the case of data-loss?5.Is the micro-credential compatible with the W3C Verifiable Credential standard and can the learner download the VC to their EUDI wallet?Micro-credential portal6.Are the micro-credential offers listed on a portal where learners can enrol?Is this a local-,regional-,or national portal?7.Do the offerings on the portal include learner feedback?And if so,how?8.Does the portal include personalised career advice?And if so,how?Growth9.Is the HEI ready for substantial growth or is there still(some)manual labour involved in management of the portal and enrolment processes?10.Is the credentialling platform connected(via an API)with either the Student Information System or Learning Management System to fully automate the issuing of credentials upon completion of a course?53HEI management questions on quality assuranceStrategyBefore QA processes and criteria per se are discussed or revised,it must first be determined what definition of micro-credentials is used by the institution and which status micro-credentials(should)have within the framework of the strategy of the institution offering the service.In addition to the business model,the(type of)anchoring in the strategy also influences existing QA guidelines and the associated processes.1.How does the integration of micro-credentials align with the institutions mission,priorities,strategic objectives,values,and overall vision?2.What is the rationale for your institution to provide micro-credentials?3.How do micro-credentials fit into the portfolio of the existing offering?PolicyIn crafting a micro-credential policy,each institution should initiate the process by reviewing their current policies and procedures(Prudhomme-Gnreux,A.,2023,p.119).4.How could existing policies be applied to micro-credentials?5.If existing policies cannot be used as is,how could they be modified to cover micro-credentials?6.In case it is necessary to create a new policy for micro-credentials-how will the policy be integrated into the institutions existing governance mechanisms?7.Should the possibility to develop micro-credentials be concentrated within a central entity at your institution,or should multiple distinct groups possess the capability to create them?8.How can(possible)stackability of micro-credentials be considered within policies?As previously illustrated,the QA of micro-credentials,and therefore the guidelines and criteria,are not unrelated to the chosen business model.54Process for programme approval,changes and retirementThe process of developing and approving micro-credentials is,understandably,given a great deal of attention as part of QA.However,due to the(often)specific focus of micro-credentials on employer and community needs,another process is also of particular importance-that of programme retirement.Procedures should provide guidance on the execution of each of the phases in the micro-credentials life cycle:programme proposal,modifications,and discontinuation(Prudhomme-Gnreux,A.,2023,p.116).9.How would someone who is interested in proposing a new micro-credential would go about doing so?Can existing processes for design and approval of programmes also be applied to micro-credentials?If not,how could it be adapted to be fit-for-purpose for micro-credentials?10.What is the process for modifying micro-credentials?What degree of alteration triggers a review of a programme?Do elements of a micro-credential,when modified,automatically initiate a review process?11.Is there a clear process for retiring a micro-credential?Who may suggest the discontinuation of a micro-credential?Who should be informed(internal and external stakeholders)?Design of micro-credentials12.How are the stakeholders relevant to micro-credentials involved in existing programme design processes?Are changes necessary in the design process with regard to micro-credentials?13.How is learner input integrated into the design(and approval)of a micro-credential in order to ensure that the programme meets the needs of learners?14.How is the situational context of prospective learners analysed and considered in the design of programmes?15.How are skills gaps analysed to ensure the programme is targeting the right skills?16.How is labour market research used to investigate the gaps in the competencies that employers want to hire?17.How are possible employers consulted during the design process of micro-credentials?18.How is ensured that assessment methods authentically capture how learners would use this competency in the workplace?19.How is it ensured that assessment is something an employer would regard as evidence that learners are capable of performing relevant tasks in real workplace situations?55Information managementUsually,programmes undergo an initial QA review before approval,and subsequently,they are subject to periodic assessments to confirm their continued alignment with the institutions quality standards.For instance,the design of a programme,including its learning outcomes,assessment methods,and learning activities,is a fundamental measure of the quality of a degree.It is likely that these aspects would also serve as indicators of quality for micro-credentials.However,given the practical and task-oriented nature of micro-credentials,assessing the quality of a programme might be more valuable when based on its outcomes rather than its inputs.For instance,did individuals who completed the micro-credential manage to secure employment?Did their employers express satisfaction with their skill level?Was the micro-credential recognised by other institutions as a foundation for further education or training?(Prudhomme-Gnreux,A.,2023,p.145).20.To what extent is it tracked so far whether graduates have found a job in the respective field?What data is available so far about graduates?Are these data sufficient to measure the quality of micro-credentials?21.How is it taken into account whether employers are satisfied with the competences of the graduates?Which data are available?22.How is it tracked/could we track whether other institutions have recognised the micro-credential for other programmes?On-going monitoring and review In terms of the(expected)shorter shelf-life of micro-credentials or the more frequent need to modify them:23.At what intervals are reviews of programmes currently conducted?Are these also suitable for micro-credentials?56FeedbackIn addition to the focus on results,the review of the entire life cycle is also of relevance for micro-credentials.The quality of a micro-credential hinges on adhering to best practices and upholding quality standards throughout every phase of its development and execution.For instance,a micro-credential that neglects to conduct a thorough needs assessment or environmental analysis might appear well-structured from an educational standpoint,but it may not be considered high-quality because it fails to address the actual needs of learners or employers(Prudhomme-Gnreux,A.,2023,pp.145).24.Do existing QA processes look at indicators of the entire life cycle of a programme(analysis,design and development,launch and implementation,evaluation)?If not,which is/are missing?25.How is learner feedback on the programme collected and used in the improvement of programmes?Is the current method also suitable for micro-credentials?26.How is employer feedback on the precision of competencies and learning outcomes,the match of assessments with real-world practices and the authenticity of content and activities collected and used for the improvement of programmes?27.How is peer review used in the existing internal QA procedures for the improvement of programmes?Is this approach also suitable for micro-credentials?Teaching staffThe educators responsible for delivering a micro-credential programme must possess the requisite qualifications,expertise,and practical experience.In conventional post-secondary assessments,the emphasis often lies on academic credentials and research achievements.However,within the micro-credential framework,industry knowledge and experience should also be considered as a vital aspect.There are two essential skill sets needed for effective micro-credential instruction:a deep understanding of the programmes content and the capacity to facilitate learners development(Prudhomme-Gnreux,A.,2023,p.163).28.How will it be ensured that teachers have sufficient knowledge in the target field of the micro-credentials?Which indicators could be used for this(hands-on experience in the field,industry experience,experience in adult education,etc.)?57Public information/transparency on quality assuranceLack of confidence in the quality of micro-credentials is often cited in surveys and studies as one of the main reasons,which hinders the implementation but also recognition of micro-credentials.Against this background,it is even more important to provide sufficient information on how micro-credentials are quality-assured for all interested parties and stakeholders.29.What information should be made publicly available to meet the needs of all stakeholders(e.g.,prospective learners,employers,other institutions accepting the micro-credential,government agencies,etc.)30.What information regarding the QA of programmes has been published so far?31.How can the QA of micro-credentials be made as transparent as possible,as well as understandable and comprehensible?Recognition of learningDo credentials of current programmes contain all the mandatory elements of micro-credentials defined by the European Commission(identification of the learner,title of the micro-credential,country/region of the issuer,awarding body,date of issuing,learning outcomes,workload(in ECTS wherever possible),level and cycle if applicable,type of assessment,form of participation in the learning activity,type of QA used)?Expected outcomeThe outcome of the workshop is a comprehensive understanding of the institutions status and possible future directions.By engaging in this structured evaluation,participants will gain insight into areas needing development,guiding strategic resource and technology investments.The use of the maturity model will enhance internal communication through a shared vocabulary as well.And,finally,it is our hope that it will facilitate better long-term planning and can serve as a roadmap for institutional change.58Boardroom canvas for HEI management discussion Figure 7:Boardroom canvas for HEI management discussion;Paul den Hertog;licensed under CC BY 4.059The European Digital Education Hub(EDEH)is an initiative of the European Commission,funded by the Erasmus programme(2021-2027)and operated by a consortium of 13 organisations under a service contract with the European Education and Culture Executive Agency(EACEA).This document has been prepared for the European Commission and for the European Education and Culture Executive Agency(EACEA),however it reflects the views only of the authors,and the European Commission and EACEA are not liable for any consequence stemming from the reuse of this publication.More information on the European Union is available on the internet(http:/europa.eu).Luxembourg:Publications Office of the European Union,2024 European Union,2024PDFISBN 978-92-9488-737-5doi:10.2797/473787EC-09-24-525-EN-NExcept otherwise noted,the reuse of this document is authorised under a Creative Commons Attribution 4.0 International(CC-BY 4.0)licence(https:/creativecommons.org/licenses/by/4.0/).This means that reuse is allowed provided appropriate credit is given and any changes are indicated.The reuse policy of European Commission documents(applicable also to documents of the European Education and Culture Executive Agency)is implemented based on Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission documents(OJ L 330,14.12.2011,p.39).For any use or reproduction of elements that are not owned by the European Union,permission may need to be sought directly from the respective rightholders.The EU does not own the copyright in relation to the following elements,which are used under their respective licences:Cover page image:Freepik 2024 I StandretText of the report Paul den Hertog,Neill Wylie,Laura Widger,Lieve van den Brande,Kerstin Schoerg,AndreaBeyer,Laura Kuismala,Valentina Presa,Diana Andone,Alina Dieminger,Stefano Tirati,Katarzyna Lech-Ksikiewicz,Jesus Marco de Lucas,Viola Pinzi,Fabin Maina,Aleksandra Zhivkovikj,Ildiko Mazar,Mark Brown.Licensed under CCBY 4.0Photograph in page 6-Westend61 2024 I MaskotFigure 1 on page 10-Brown M.,et al.2023 I Summary matrix of micro-credential business model.Licensedunder CC BY 4.0Figure 2 on page 13-Brown M.,et al.2023 I Example of different internal structures for managing micro-credentials.Licensed under CC BY 4.0Table 1 on page 25-Paul den Hertog.Licensed under CC BY 4.0Figure 5 on page 36-Kerstin Schoerg.Licensed under CC BY 4.0Figure 7 on page 58-Paul den Hertog.Licensed under CC BY 4.0Contact usFore more information please consult our website where you will find details on upcoming events and publications on how to apply for funding.eacea.ec.europa.eu/eacea-infoec.europa.euFor more information about EDEH please consult the European Education Area Portal page:European Digital Education Hub|European Education Area(europa.eu)ISBN 978-92-9488-737-5doi:10.2797/473787EC-09-24-525-EN-NEC-09-24-525-EN-N
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1A Call to Action for Closing the Digital Access,Design,and Use Divides2024 National Educational Technology PlanJANUARY 2024 US DEPARTMENT OF EDUCATIONhttp:/tech.ed.gov2ContentsAcknowledgments 4Project Team 4Examples Are Not Endorsements 6Contracts and Procurement 6Licensing and Availability 6Notice to Limited English Proficient Persons 6How to Cite 6Cover Image Citation 6Introduction 7The Digital Use Divide 10Recommendations for Closing the Use Divide 11Re-Defining the Digital Use Divide 13Resetting Destination:Portrait of a Learner/Graduate 17Universal Design for Learning Framing Active Use for All Learners 20Principles of UDL 21 Example Lesson Utilizing UDL and Technology:A Goal-Driven Unit 22UDL Considerations for Educators 23Additional Technology Standards and Frameworks 25Considerations for Emerging Technologies 27 Improving Practice,Progress,and Proficiency 30The Digital Design Divide 34Recommendations for Closing the Design Divide 35Begin with the End Goal in Mind:Design Portrait of an Educator 37Considerations in Closing the Design Divide 39Deeper Dive:Capture Current Culture 40Deeper Dive:Calculate Costs 41 Deeper Dive:Cultivate Capacity 45Deeper Dive:Curate Effective Products 49 Deeper Dive:Build Evidence 50Recommendations for Closing the Access Divide 553The Digital Access Divide 55Begin with the End Goal in Mind:Design Portraits of Learning Environments 58Technology Questions in the Development of Profiles of Learning Environments 58 Defining the Digital Access Divide 59Digital Access Divide Components 59Deeper Dive:Accessibility 64Physical Learning Spaces 67Accessibility Resources 70Deeper Dive:Digital Infrastructure 71Digital Infrastructure Beyond Schools 72Availability 73 Affordability 75Adoption 79Deeper Dive:Digital Health,Safety,and Citizenship 82Digital Health 85Digital Safety 86Digital Citizenship 88Protecting Student Data Privacy 90Federal Privacy Laws and K-12 Education 92Conclusion 95AppendicesAppendix A-Additional Digital Use Divide Examples 96Appendix B-Additional Digital Design Divide Examples 98Appendix C-Additional Digital Access Divide Examples 101Appendix D-NETP24 A Guide for State Leaders 105Appendix E-NETP24 A Guide for District Leaders 107Appendix F-NETP24 A Guide for School Leaders 109Appendix G-NETP24 A Guide for Educators 1114AcknowledgmentsProject TeamThe National Educational Technology Plan(NETP)was developed under the leadership and guidance of Roberto J.Rodrguez,Assistant Secretary for the Office of Planning,Evaluation and Policy Development,Kristina Ishmael,Deputy Director of the Office of Educational Technology,Bernadette Adams,Senior Policy Advisor for the Office of Educational Technology,and Zac Chase,Digital Equity Fellow for the Office of Educational Technology at the U.S.Department of Education.Support for creating this document was provided by a coalition of organizations led by SETDA,including InnovateEDU,Learning Forward,Project Tomorrow,and Whiteboard Advisors.Zac Chase of the Office of Educational Technology and Susan M.Bearden of InnovateEDU led development and writing.Other contributing writers were Beth Holland and Ellen Ullman.Ji Soo Song of the Office of Educational Technology provided support and technical assistance.Julia Fallon,SETDAs Executive Director,provided oversight and direction for SETDAs leadership in the projects primary contractor role.Also with SETDA,Sarah Edson served as project manager,and Jessica Chen provided administrative support.Ellen Ullman,Derek Baird,and Jonathan Yang helped with project communications,and former SETDA staff member,Bud Hunt,played a crucial role in developing the project proposal.Julie Evans and Michelle Green,from Project Tomorrow,and Melinda George and Elizabeth Foster,from Learning Forward,served on the project steering committee and led the NETP listening sessions,interviews,and polls.Erin Mote,from InnovateEDU,also served on the project steering committee and provided oversight and direction for InnovateEDUs work,including the marketing,communications,and design work by Tyler Behnke,Rachel Lorch,Diane Lotesto,and Laura McHugh.Evo Popoff,Thomas Rodgers,Kayla Kelly,and Liz Cohen,from Whiteboard Advisors,participated in the projects steering committee and co-led the projects communications and dissemination efforts.The authors thank the experts interviewed for this guide:Paolo DeMaria,President and CEO,National Association of State Boards of Education(NASBE);Dean Folkers,Director of Education,Data,and Technology,Council for Chief State School Officers(CCSSO);Cindy Marten,Deputy Secretary,U.S.Department of Education;Stacey McAdoo,Founder and Executive Director,Teach Plus(Arkansas);Frederick Brown,President and CEO,Learning Forward;Shawn Rubin,Executive Director,Highlander Institute;L.Earl Franks,Executive Director,National Association of Elementary School Principals(NAESP);Julia Fallon,Executive Director,SETDA;Alesha Daughtrey,President,Mira Education;Keith Krueger,CEO,Consortium for School Networking(CoSN);Shaun Kellogg,Interim Executive Director,Friday Institute for Educational Innovation;Richard Culatta,CEO,International Society for Technology in Education(ISTE)and the Association for Supervision and Curriculum Development(ASCD);Vicki Phillips,CEO,The National Center on Education and the Economy(NCEE);Amber Oliver,Managing Director,Robinhood Learning and Technology Fund;Tom Arnett,Senior Research Fellow,Clayton Christensen Institute;Hiller Spires,5Professor Emerita,Friday Institute for Educational Innovation;Sara Hall,Vice President of Innovation and Networks,All4Ed;Brandy Bixler,Digital Learning Specialist,Teacher Quality Department,National Education Association(NEA).We are grateful to the hundreds of people who attended group listening sessions,conference workshops,and filled out polls associated with developing the NETP.Your contributions helped inform the development of this report.Many thanks to the members of the Technical Working Group,who reviewed input from listening sessions,workshops,and external polls and provided invaluable feedback,writing,and examples from their experiences:Greg BagbyCoordinator of Instructional Technology,Hamilton County Schools(TN)Jal MehtaProfessor,Harvard Graduate School of EducationBre Urness-StraightDirector,Educational Technology Office of Superintendent of Public Instruction(WA)James BashamProfessor,University of Kansas Sophia MendozaDirector,Instructional Technology Initiative,Los Angeles Unified School DistrictCarla WadeSenior Director of External Relations,Consortium for School Networking(CoSN)Beth HollandPartner,Research&Measurement,The Learning Accelerator(TLA)David MiyashiroSuperintendent,Cajon Valley USDLu YoungClinical Associate Professor and Director of Next Generation Educational Partnerships,University of Kentucky College of EducationMizuko ItoDirector,Connected Learning Lab University of California,IrvineJennifer OrrTeacher,Fairfax County Schools(VA)Melissa LimTechnology Integration Specialist,Portland Public Schools(OR)Justin ReichAssociate Professor,Massachusetts Institute of Technology6EXAMPLES ARE NOT ENDORSEMENTSThis document contains examples and resource materials that are provided for the users convenience.The inclusion of any material is not intended to reflect its importance,nor is it intended to endorse any views expressed or products or services offered.These materials may contain the views and recommendations of various subject matter experts as well as hypertext links,contact addresses,and websites to information created and maintained by other public and private organizations.The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S.Department of Education.The U.S.Department of Education does not control or guarantee the accuracy,relevance,timeliness,or completeness of any information from other sources that are included in these materials.Other than statutory and regulatory requirements included in the document,the contents of this guidance do not have the force and effect of law and are not meant to bind the public.CONTRACTS AND PROCUREMENT This document is not intended to provide legal advice or approval of any potential federal contractors business decision or strategy in relation to any current or future federal procurement and/or contract.Further,this document is not an invitation for bid,request for proposal,or other solicitation.LICENSING AND AVAILABILITY This report is in the public domain and available on the U.S.Department of Educations website at https:/tech.ed.gov.Requests for alternate format documents such as Braille or large print should be submitted to the Alternate Format Center by calling 1-202-260-0852 or by contacting the 504 coordinator via email at om_eeosed.gov.NOTICE TO LIMITED ENGLISH PROFICIENT PERSONS If you have difficulty understanding English,you may request language assistance services for Department information that is available to the public.These language assistance services are available free of charge.If you need more information about interpretation or translation services,please call 1-800-USA-LEARN(1-800-872-5327)(TTY:1-800-437-0833);email us at Ed.Language.Assistanceed.gov;or write to U.S.Department of Education,Information Resource Center,LBJ Education Building,400 Maryland Ave.SW,Washington,DC 20202.HOW TO CITEWhile permission to reprint this publication is not necessary,the suggested citation is as follows:U.S.Department of Education,Office of Educational Technology,National Educational Technology Plan,Washington,DC,2024.COVER IMAGE CITATIONPhoto by Allison Shelley for EDUimages Copyright CC BY-NC 4.07IntroductionTechnology can be a powerful tool to help transform learning.It has the potential to empower students to expand their learning beyond the confines of the traditional classroom,support self-directed learning,help educators tailor learning experiences to individual student needs,and support students with disabilities.Technology also has the potential to allow students and educators to collaborate with peers and experts worldwide,engage with immersive learning simulations,and express their learning creatively.Furthermore,it has the potential to collect student performance and engagement data,providing insight into student progress and allowing educators to deploy targeted support.Yet,as researcher Justin Reich noted,“Predictions of imminent transformation are among the most reliable refrains in the history of educational technology.”1 And,across that history2 and present-day classrooms,it has failed to realize this full potential.Where technology has realized its potential,it is often for a small minority of learners and contributes to growing inequities.3 4 5 Similarly,educational technology(edtech)tools sometimes claim(without independent,research-based evidence)that student assessment results will soar if school systems adopt a given digital resource.Such claims are not only misleading,but they can undermine the true potential of edtech.Reliance on a specific tool to accelerate learning or deliver a comprehensive and rigorous education for every student places all responsibility on the content.6 It ignores educators and students and the relationships between all three.1 (2020).Failure to Disrupt:Why Technology Alone Cant Transform Education(1st ed.).Harvard University Press.https:/www.hup.harvard.edu/catalog.php?isbn=9780674089044 2 Cuban,Larry.Oversold and Underused:Computers in the Classroom.Cambridge,Mass.:Harvard University Press,2001.3 (2017,October).From Good Intentions to Real Outcomes:Equity by Design in Learning Technologies.Connected Learning Alliance.Retrieved September 7,2023,from https:/clalliance.org/publications/good-intentions-real-outcomes-equity-design-learning-technologies/4 Attewell,P.(2001).Comment:The first and second digital divides.Sociology of Education,252-259.5 Reinhart,J.M.,Thomas,E.,&Toriskie,J.M.(2011).K-12 teachers:Technology use and the second level digital divide.Journal of Instructional Psychology,38.6 City,Elizabeth A.,Elmore,R.,Fiarman,S.,&Teitel,L.(2009).Instructional rounds in education.Harvard Educational Publishing Group.In its simplest terms,the instructional core is composed of the teacher and the student in the presence of content.It is the relationship between the teacher,the student,and the content not the qualities of any one of them by themselves that determines the nature of instructional practice,and each corner of the instructional core has its own particular role and resources to bring to the instructional process.Simply stated,the instructional task is the actual work that students are asked to do in the process of instruction not what teachers think they are asking students to do,or what the official curriculum says that the students are asked to do,but what they are actually asked to do.City,Elizabeth A.,Richard Elmore,Sarah Fiarman,and Lee Teitel Instructional Rounds in Education,20098Somewhere between the promise of transformation and the barriers to realizing that promise lies the potential for states,districts,and schools to build systems that better ensure that edtechs promise is afforded to all students,no matter their geography,background,or individual context.This 2024 National Educational Technology Plan(NETP)examines how technologies can raise the bar7 for all elementary and secondary students.It offers examples of schools,districts,classrooms,and states doing the complex work of establishing systemic solutions to inequities of access,design,and use of technology in support of learning.The identification of specific programs or products in these examples is designed to provide a clearer understanding of innovative ideas and is not meant as an endorsement.7 (n.d.).Raise the Bar:Lead the World.U.S.Department of Education.Retrieved September 7,2023,from https:/www.ed.gov/raisethebar/9Building on the concept of the instructional core,this plan considers the barriers to equitable support of learning through edtech as three divides:1.Digital Use Divide:Inequitable implementation of instructional tasks supported by technology.On one side of this divide are students who are asked to actively use technology in their learning to analyze,build,produce,and create using digital tools,and,on the other,students encountering instructional tasks where they are asked to use technology for passive assignment completion.While this divide maps to the student corner of the instructional core,it also includes the instructional tasks drawing on content and designed by teachers.2.Digital Design Divide:Inequitable access to time and support of professional learning for all teachers,educators,and practitioners to build their professional capacity to design learning experiences for all students using edtech.This divide maps to the teacher corner of the instructional core.3.Digital Access Divide:Inequitable access to connectivity,devices,and digital content.Mapping to the content corner of the instructional core,the digital access divide also includes equitable accessibility and access to instruction in digital health,safety,and citizenship skills.As a path to closing these divides,the NETP also provides actionable recommendations to advance the effective use of technology to support teaching and learning.The recommendations in each section are also followed by tags identifying whether they are most immediately intended for states,districts,or school buildings.These recommendations are meant as components of solutions that bridge each divide but cannot comprise all of what is necessary within a given geography,culture,or context.Throughout each section,examples are offered of states,school districts,and schools engaged in the work of putting these recommendations into practice.Many schools in the United States are equipped with greater connectivity and access to devices and digital learning resources than ever before as a result of the need for emergency remote learning brought about by the COVID-19 pandemic.However,this continued bridging of the access divide will only add to the failure of edtech to deliver on its promises if systems do not consider its use in conjunction with all components of the instructional core.This NETP attempts to chart a path for all schools,educators,and students to realize the potential of technology in supporting better“everywhere,all-the-time”learning.10The Digital Use Divide As discussed in the 2017 National Educational Technology Plan,a divide exists between those students who regularly encounter opportunities to leverage technology in active,critical,and creative ways and those whose experiences with technology in their learning are limited to more passive expectations of use.Some students experience a school year full of critical media analysis,video and podcast creation,real-world data collection,connections with remote content area experts,and authentic opportunities to share their learning with global audiences.Other studentsoften students from historically marginalized backgroundshave very different experiences with technology.8 9 10 11They are guided towards more limited engagements that frame them as passive technology users.They have school years of digital worksheets,point-and-click assessments,locked-down devices,and penalties for organic collaboration.In some cases,they may have access to more technology than their peers on the other side of the divide but seldom have opportunities to use that technology in formal education beyond digitized versions of practices of classrooms of a century ago.Closing this digital use divide ensuring all students have transformative,active,creative,critically thoughtful experiences supported by technology is the focus of the following section.Beginning with a clear vision of what states and districts want for all graduates,it then offers guidance and recommendations for operationalizing,evaluating,and systematizing the experiences necessary for all students to fulfill that vision.8 Fishman,B.,Dede,C.,&Means,B.Teaching and technology:New tools for new times.In D.Gitomer&C.Bell(Eds.),Handbook of Research on Teaching(5th edition.)9 Valadez,J.R.,&Durn,R.P.(2007).Redefining the digital divide:Beyond access to computers and the Internet.The High School Journal,90(3),3144.10 Warschauer,M.,&Matuchniak,T.(2010).New technology and digital worlds:Analyzing evidence of equity in access,use,and outcomes.Review of Research in Education,34(1),179225.11 Albert D.Ritzhaupt,Feng Liu,Kara Dawson&Ann E.Barron(2013)Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status,Ethnicity,and Gender,Journal of Research on Technology in Education,45:4,291-307,DOI:10.1080/15391523.2013.10782607The Digital Use Divide stands between those students who are asked to use technology for creation,exploration,and critical analysis and those who are not.11Recommendations for Closing the Use Divide1.Develop a“Profile of a Learner/Graduate”outlining cognitive,personal,and interpersonal competencies students should have when transitioning between grade levels and graduation.(States,Districts)2.Design and sustain systems,including needs assessments,technology plans,and evaluation processes supporting the development of competencies outlined in the“Profile of a Learner/Graduate”through the active use of technology to support learning.(States,Districts,Schools)3.Implement feedback mechanisms that empower students to become co-designers of learning experiences.(Districts,Building-Level Administrators)4.Develop rubrics for digital resource and technology adoptions to ensure tools are accessible and integrated into the larger educational ecosystem,support Universal Design for Learning(UDL)principles,and can be customized in response to accommodation or modification needs of learners with disabilities.(States,Districts,Building-Level Administrators)5.Review subject area curricula or program scopes and sequences to ensure that student learning experiences build age-appropriate digital literacy skills through active technology use for learning.(States,Districts)6.Build public-private partnerships with local businesses,higher education institutions,and nonprofit organizations to help students access edtech-enabled hands-on learning and work-based learning experiences.(States,Districts)7.Provide professional learning and technical assistance to district leaders,building-level administrators,and educators to support the use of evidence to inform edtech use.(States,Districts)8.Develop guidelines for emerging technologies which protect student data privacy and ensure alignment with shared educational vision and learning principles.(States,Districts)12Leveraging Technology to Meet the Needs of All LearnersIn 2023,to better meet the needs of their community,the Bartholomew Consolidated School Corporation(BCSC)in Indiana began its journey with UDL,a research-driven framework to improve and optimize teaching and learning by reducing barriers in instruction and addressing individual differences,learning preferences,abilities,and backgrounds(see page 12 for a deeper dive into UDL).The goal of creating more inclusive and accessible learning environments for all learners now serves as the foundation for all the districts work.In recent years,the district expanded its UDL implementation by adopting a district-wide learning management system and a 1:1 student-device ratio in grades K-12.UDL has helped guide the purposeful and innovative use of edtech in BCSC.UDL practitioners regularly reflect upon the learning environment and consider what additional options could make the environment more accessible,engaging,and meaningful to learners.Rather than integrate technology for its own sake in a one-size-fits-all manner,UDL encourages teachers to implement technology to provide options for engaging learners,present content that supports diverse languages and sensory needs,and demonstrate understanding.When entering a BCSC classroom,it is common to see students using options the teacher has designed to accomplish their learning goals.These options could include reading,working with manipulatives,listening to audiobooks,watching videos,going through modules on their devices,working with other students,or having time with a teacher or assistant.The goal is always the priority,not how students accomplish it.Additionally,UDL,coupled with technology,has transformed how students demonstrate their understanding by creating an environment where learners have options and act as the architects of their own learning.In one history class,UDL and tech empowered BCSC multilingual learners showed their understanding of topics by creating multimedia-rich eBooks with text,audio,and video recordings in multiple languages.Other learners created a series of explainer videos,while other students opted to write an essay on the same history topic with speech-to-text tools.The students not only had flexible and engaging options to display content knowledge beyond traditional assessments but also could share their knowledge with a broader,relevant audience by publishing their work for viewing by parents,families,other teachers,and the community.To ensure the consideration of UDL in the procurement process,the BCSC developed UDL-based evaluation rubrics for all curriculum,textbook,and technology adoptions.The district uses rubrics to evaluate resources for critical accessibility features such as text-to-speech,language and translation options,font adjustments,color contrasts,and additional web accessibility standards.These rubrics have led to the adoption of accessible paper and digital resources for curriculum,devices,and other learning materials,ensuring that stakeholders consistently focus on the diversity of end users.Collaboration and regular meetings between different technology department subdivisions have helped ensure all staff recognize and value the districts commitment to UDL.The technology department regularly collaborates with key district leadership groups to better support each others work,such as elementary curriculum,secondary curriculum,multilingual learning,and special education.In addition,diverse stakeholder groups that mirror BCSCs ever-diversifying community populations are critical players in the success of their UDL implementation.When exploring edtech,the district solicits input from teaching staff,classified staff,students,and families in its stakeholder engagement process.Beginning more than 20 years ago,BCSC began the systemic,intentional work of closing the digital use divide for all learners.13Re-Defining the Digital Use DivideFrom the printing press to streaming video tutorials,the history of edtech is littered with claims of imminent,disruptive transformation.These prognostications often imply that the advent of technology is sufficient for realizing this transformational potential.However,technology alone has yet to prove adequate to improve education for all students.Marshaling technology in support of learning can be most effective when that technology is in the service of common visions of student learning.However,not all students can access the same high-quality learning experiences.Technology can be deployed in classrooms almost as an afterthought for many students,with little understanding of how best to use it.What is often identified as“professional learning”regarding technology for educators can often be little more than training on basic functions such as entering rosters,generating reports,or assigning prefabricated tasks.The human,in these instances,is taken out of the loop.12The 2017 NETP defined the digital use divide as the disparity between students who use technology to create,design,build,explore,and collaborate and those who are only invited to consume media passively.13 The plan noted,“Without thoughtful intervention and attention to the way technology is used for learning,the digital use divide could grow even as access to technology in schools increases.”While the field made strides toward more active use for all in subsequent years,2020 halted many of these efforts.It also expedited the proliferation of technologies and connectivity on a scale and speed for which many districts and schools were unprepared.Although this switch to emergency remote learning necessitated by the COVID-19 pandemic and emergency federal funding undoubtedly helped narrow the digital access divide,it did not close the digital use divide.12 May 2023.Artificial Intelligence and the Future of Teaching and Learning.U.S.Department of Education,Office of Educational Technology.Retrieved August 24,2023 from https:/tech.ed.gov/ai-future-of-teaching-and-learning/13 January 2017.Reimagining the Role of Technology in Education:2017 National Education Technology Plan Update.U.S.Department of Education,Office of Educational Technology.Retrieved August 15,2023,from https:/tech.ed.gov/files/2017/01/NETP17.pdf Students use technology for passive assignment completion.Passive Use includes activities such as filling out digital worksheets or consuming digital content without accompanying reflection,imagination,or participation.14 In addition to hardware,recent years marked a swell of digital learning resources.During the 20192020 school year,a LearnPlatform survey found that school districts used an average of 895 digital tools,14 and a U.S.Department of Education survey found that 45 percent of schools reported having a computer for each student.15 By comparison,in 2023,a LearnPlatform survey found that school districts used an average of 2,591 edtech tools in the 202223 school year.16 Ninety percent of educators surveyed by the EdWeek Research Center responded that 90 percent of educators said there was at least one device for every middle and high schooler by March 2021(84 percent said the same about elementary school students).Because school systems deployed so much technology on an emergency basis without the benefit of thoughtful planning,change management,or in the service of shared goals,many school systems are struggling to make the most of these new technologies.17 In a 20212022 Project Tomorrow Speak Up Survey of over 41,000 students nationwide,84 percent of grade 6-12 students reported that the number one way they are using new technology in school is for taking online tests or quizzes.18 The subsequent most frequent 14 Merod,A.(2023,July 10).Districts used 2,591 ed tech tools on average in 2022-23.K12 Dive.Retrieved August 15,2023,from https:/ Gray,C.,&Lewis,L.(2021,November 26).Use of Educational Technology for Instruction in Public Schools:201920.U.S.Department of Education,National Center for Education Statistics.Retrieved August 15,2023,from https:/nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021017 16 (n.d.).The EdTech Top 40:A Look at K-12 EdTech Engagement During the 2022-23 School Year.Instructure.Retrieved August 15,2023,from https:/ 17 Prothero,A.(2023,March 27).How Educators Feel About the Impact of Technology,in Charts.Education Week.Retrieved August 15,2023,from https:/www.edweek.org/technology/how-educators-feel-about-the-impact-of-technology-in-charts/2023/03 18 Beyond the Classroom Today:From Increasing Technology Access to Improving Student Learning Experiences.Project Tomorrow,Retrieved August 21,2023 from https:/ Students use technology to think critically,build,produce,communicate,collaborate,and create digital content.Active Use involves critical thinking and includes activites such as coding,immersive simulations,media production,interaction with experts,making global connections,design,and peer collaboration.15uses of technology,as reported by students,were creating documents to share(63 percent),emailing teachers with questions(55 percent),and watching online videos(52 percent).While all those are valid uses of technology to support instruction,for the most part,they reflect technology as a passive substitution for traditional teaching practices.These examples are far from the vision of technology“as a tool to engage in creative,productive,lifelong learning.”Active use of technology utilizes technology to discover,analyze,and apply learning rather than passively receiving information.19 It can empower students to take ownership of their learning,collaborate with peers,and use their skills practically and meaningfully.It reveals voice and choice in the learning process while enhancing engagement,critical thinking,creativity,and problem-solving abilities,preparing students for success in a technology-driven world.20 21 22 23 With active use,students frequently engage in self-directed,interest-driven learning using technology outside of school as well,and these learning experiences are representative of their preferences for how learning should be in the classroom.24 Passive technology use occurs when students consume digital content or interact with technology in a primarily observational or non-interactive manner.This technology use is less engaging and may not require active participation or student contribution.It may include activities like test prep applications focusing on rote memorization or completing digitized worksheets online without immediate feedback.During the pandemic,many students used technology for emergency remote learning in passive ways,which did not necessarily result in high-quality learning experiences.25 26 Because school systems deployed technology on an emergency basis,many teachers did not have the time or capacity to design effective online learning environments;in many cases,teachers transferred over traditional lesson plans and structures to a virtual environment,with varying degrees of success.27 Post-pandemic,teachers and students still use many new digital tools,but not necessarily in ways that foster active technology use.28 29 19 University of South Florida(n.d.).Active Learning.Florida Center for Instructional Technology.Retrieved August 15,2023,from https:/fcit.usf.edu/matrix/project/active-learning/20 Taylor,S.(2015).Powering up Technology from Passive Access to Active Integration.Odyssey:New Directions in Deaf Education,16,60-63.https:/eric.ed.gov/?id=EJ106423821 Romero,M.,Laferriere,T.,&Power,T.M.(2016).The Move is On!From the Passive Multimedia Learner to the Engaged Co-creator.ELearn,2016(3).https:/doi.org/10.1145/2904374.289335822 Cardullo,V.M.,Wilson,N.S.,&Zygouris-Coe,V.I.(2018).Enhanced Student Engagement Through Active Learning and Emerging Technologies.IGI Global.https:/doi.org/10.4018/978-1-5225-2584-4.ch01923 Ntulli,E.(2015).Active Learning Strategies in Technology Integrated K-12 Classrooms.Handbook of Research on Educational Technology Integration and Active Learning.https:/doi.org/10.4018/978-1-4666-8363-1.ch007ss24 Evans,J.A.(2023).Free Agent Learning,Leveraging Students Self-Directed Learning to Transform K-12 Education(1st ed.).John Wiley&Sons.https:/www.tomorrow.org/publications/free-agent-learning/25 West,M.(2023).An ed-tech tragedy?Educational technologies and school closures in the time of COVID-19.UNESCO.https:/unesdoc.unesco.org/ark:/48223/pf000038670126 Effects of the COVID-19 Pandemic on K-12 Education:A Systematic Literature Review.Educational Research and Development Journal,24(1),53-84.27 Kamenetz,Anya.The Stolen Year:How COVID Changed Childrens Lives,and Where We Go Now.Hachette UK,2022.28 Holland,Beth(July 2022).From Digital Access to Digital Equity:Critical Barriers That Leaders and Policymakers Must Address to Move Beyond“Boxes&Wires”https:/practices.learningaccelerator.org/artifacts/from-digital-access-to-digital-equity-critical-challenges-that-leaders-and-policymakers-must-address-to-move-beyond-boxes-wires Retrieved August 25,2023.29 UNESCO.(2023).Global education monitoring report 2023:Technology in education A tool on whose terms?https:/unesdoc.unesco.org/ark:/48223/pf0000386165ss16Decades of research from the learning sciences have shown the importance of considering individual learner variability and encouraging active learning experiences.30 Technology has the potential to support learner needs and create learning opportunities in ways that we could not have imagined 40 years ago,but only when paired with the understanding of how learning can and should look different in the present.Without thoughtful consideration of the learning goals to be supported by technology use and what that should look like,the digital use divide will continue to grow and exacerbate existing inequities already worsened by the pandemic.31 32 33 30 National Academies of Sciences,Engineering,and Medicine.2018.How People Learn II:Learners,Contexts,and Cultures.Washington,DC:The National Academies Press.https:/doi.org/10.17226/24783.31 Prothero,A.(2021,July 9).How COVID taught America about inequity in education.Harvard Gazette.Retrieved August 15,2023,from https:/news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/32 (2021,June 8).Education in a Pandemic:The Disparate Impacts of COVID-19 on Americas Students.U.S.Department of Education Office for Civil Rights.Retrieved August 15,2023,from https:/www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf 33 Toness,B.V.,&Lurye,S.(2022,October 28).How COVID taught America about inequity in education.The Hechinger Report.Retrieved August 15,2023,from https:/hechingerreport.org/massive-learning-setbacks-show-covids-sweeping-toll-on-kids/Sparking Interest in STEAM Education Through Student Choice and Project-Based LearningPendergast Elementary School District(PESD)in Glendale,AZ,has pursued the ambitious goal of developing a district-wide,student-centered,project-based learning culture.The district implemented the use of FUSE Studios,a research-based STEAM platform created by and housed within Northwestern University and funded by the Macarthur Foundation and National Science Foundation,among others,to support this goal.FUSE Studios puts student interest and agency at the center of its approach.Instead of moving all students through the same adult-selected tasks at the same time in the same sequence,students using FUSE Studios choose instead from among more than 30 leveled challenge sequences in areas such as 3D design and printing,digital animation,robotics,and making-with-electronics projects.In-depth classroom research has shown that students develop essential 21st-century skills in FUSE;they learn to persist,teach and learn from their peers,and be adaptive problem-solvers.34 35 36 37 This research has also shown students genuinely enjoy their learning experiences in FUSE,which has implications for their choices about future STEM activities.Now in its 12th year,FUSE Studios has grown through word-of-mouth from a small demonstration project to a program implemented in more than 250 schools in the United States and abroad,and serving more than 50,000 young people during the 202223 school year.The majority of students using FUSE are from historically marginalized student populations.34 Ramey,K.&Stevens,R.(2020).Best Practices for Facilitation in a Choice-based,Peer Learning Environment:Lessons from the Field.In Gresalfi,M.and Horn,I.S.(Eds.),The Interdisciplinarity of the Learning Sciences,14th International Conference of the Learning Sciences(ICLS)2020,Volume 4(pp.1982-1989).Nashville,Tennessee:International Society of the Learning Sciences.35 Ramey,K.E.,Stevens,R.,&Uttal,D.H.(2020).In-FUSE-ing STEAM learning with spatial reasoning:Distributed spatial sensemaking in school-based making activities.Journal of Educational Psychology,112(3),466493.https:/doi.org/10.1037/edu000042236 DiGiacomo,D.K.,Van Horne,K.and Penuel,W.R.(2020),“Choice and interest in designed learning environments:the case of FUSE Studios”,Information and Learning Sciences,Vol.121 No.3/4,pp.137-154.https:/doi.org/10.1108/ILS-09-2019-009837 Jaakko Hilpp,Reed Stevens,“Failure is just another try”:Re-framing failure in school through the FUSE studio approach.International Journal of Educational Research,Volume 99,2020,https:/doi.org/10.1016/j.ijer.2019.10.00417Resetting Destination:Portrait of a Learner/Graduate Amid this new connectivity,influx of devices,and swell of digital learning resources lies an opportunity to cast a clearer vision of what communities want for the learning of their young people.Before implementing edtech,states and school systems have the opportunity to set a clear vision of cognitive,personal,and interpersonal competencies students should have when they transition between grade levels and at graduation.BCSCs vision was formed by its clear commitment to UDL as a pedagogical framework supported by the active use of technology for learning.In other states and districts,this vision is often called the Portrait of a Learner or Portrait of a Graduate,which serves as a guiding framework that influences curriculum,instruction,assessment,and overall educational design.The NETP will use the term“Portrait of a Learner/Graduate”to describe the entirety of the K-12 journey,a portrait that changes as students progress through grade levels.Whether at the state or district level,developing a Portrait of a Learner/Graduate involves soliciting input from various stakeholders educators,parents/guardians,local business owners,colleges and universities,workforce development organizations,and community members.This development process can foster a sense of shared responsibility and ownership and ensure the final vision aligns with community needs.Development of a Portrait of a Learner/Graduate pushes all involved to articulate the full range of outcomes they want for their graduates.Although the specific skills outlined in a Portrait of a Learner/Graduate can vary based on individual states or school systems values and goals,they often include“soft skills”such as critical thinking,problem-solving,communication,collaboration,creativity,and digital literacy.These transferable skills are often highly valued by employers across industries and help prepare students for college or careers,and Painting a Statewide Portrait of a Graduate in NevadaSeldom is there the opportunity to read the story of the creation of a portrait.The Nevada Department of Education(NDE)has provided one by making the process by which the state is crafting its“Portrait of a Nevada Learner”public and transparent.Begun in October 2022 and drawing on work in Virginia,South Carolina,Utah,and New Mexico,Nevadas process serves as an example of ensuring input from as diverse and representative a sample of constituents as possible.Released in May 2023,the final portrait represents the input of thousands of Nevadans,including educators,students,and business leaders.The NDE undertook the effort in partnership with the Future of Learning Network.They began by asking a collection of 200 Nevadans to“envision the future of learning and identify portrait mindsets and skills.”From there,the state sought feedback through surveys,pilot cohorts,and a youth fellowship program to allow for shared state-wide ownership.The state took the process one step further.It published documentation of the history and development of the portrait to inform Nevadans not involved in the process and as a potential template for states and districts looking to undertake similar projects.The result of this multi-pronged,multi-sector,and multi-generational approach is a vision of the attributes Nevada learners“must possess to succeed both academically and in life,now and into a rapidly evolving future.”18civic and community engagement.38 39 By explicitly defining the skills and attributes required for success in college,in the workforce,and in civic life,the Portrait of a Learner/Graduate helps prepare students for post-secondary opportunities and lifelong learning.After articulating the full range of outcomes desired for their learners and graduates,educators and policymakers can work backward to build a school model and technology plan that maps directly to the identified outcomes.While developing a shared vision is an essential first step,execution may require redefining some critical assumptions regarding learning and how technology can and should support that vision.This process should include the thoughtful,intentional work of change management to help all education community members see whats possible.40 41 Frameworks for managing this transition to innovative learning include the Innovative Learning Implementation Framework from The Learning Accelerator,Change Management from Digital Promise,and The 4 Shifts Protocol.38 McGunagle,D.and Zizka,L.(2020),“Employability skills for 21st-century STEM students:the employers perspective”,Higher Education,Skills and Work-Based Learning,Vol.10 No.3,pp.591-606.https:/doi.org/10.1108/HESWBL-10-2019-0148 39 Rios,J.A.,Ling,G.,Pugh,R.,Becker,D.,&Bacall,A.(2020).Identifying Critical 21st-Century Skills for Workplace Success:A Content Analysis of Job Advertisements.Educational Researcher,49(2),8089.https:/doi.org/10.3102/0013189X19890600 40 (2018).Co-Creating School Innovations:Should Self-Determination be a Component of School Improvement?Teachers College Record:The Voice of Scholarship in Education,120,1-32.https:/api.semanticscholar.org/CorpusID:174770090 41 Depta,M.(2015).Best Practices in Implementation of Technology Change in the K-12 Context.American Journal of Educational Research,3(12B),41-56.Rural District Leverages their Portrait of a Learner Through Competency-Based EducationNorthern Cass School District 97,which serves 690 PK-12 students from six rural communities north of Fargo,North Dakota,is implementing competency-based education founded on its Portrait of a Learner.In 2017,the district embarked on a transformational journey driven in part by a specific challenge faced by many school systems:the problem of time.What started as a pilot program catalyzed a complete district redesign.An essential element of Northern Casss learning redesign is self-directed,flexible pacing.Within guidelines appropriate to their developmental level,learners can take the time needed to achieve proficiency on priority standards and provide three pieces of evidence to demonstrate that learning.The district learning management system allows educators to collect proof of proficiency and track learner progress toward meeting standards.After embracing flexible pacing,the district changed its approach to grading,moving to a standards-based grading system that reflects a growth mindset.42 43 Standards-based grading considers evidence of learning and the data it produces differently from traditional grading scales.It measures students against specific skills and standards rather than on conventional measures,such as a percentage of coursework completed,making 42 Ng,B.(2018).The neuroscience of growth mindset and intrinsic motivation.Brain sciences,8(2),20.43 Emily Rhew,Jody S.Piro,Pauline Goolkasian&Patricia Cosentino|Olympia Palikara(Reviewing editor)(2018)The effects of a growth mindset on self-efficacy and motivation,Cogent Education,5:1,DOI:10.1080/2331186X.2018.1492337.19it clearer where students are thriving and where they need help.With standards-based grading,failure and making mistakes are part of the learning journey.Students are given multiple opportunities to demonstrate mastery and have input as to how they show what theyve learned.44 Score levels of 1-4(1:Emerging,2:Foundational,3:Proficient,4:Extending)have replaced traditional letter grades and indicate progress toward achieving proficiency on priority standards.In this model,a score of 1 or 2 conveys not failure or deficiency but that the learner is still working toward mastery.Casss Portrait of a Learner emphasizes skills students need to succeed throughout life,regardless of their post-secondary path.The focus has shifted to“choice-ready”instead of“college-ready.”Even the youngest learners start developing these skills in age-appropriate ways.Before graduation,students complete a capstone presentation documenting how they built the skills outlined in the districts Portrait.Students have two options for showcasing evidence:they can focus on one competency from the Portrait and highlight multiple activities through which they demonstrated it,or choose to focus on one learning experience,such as an internship or a powerful school-based project and explore all the Portrait of a Learner skills they developed and demonstrated in its completion.Although the transition to competency-based learning has taken several years,it empowers students with voice and choice in their education and provides them with the skills needed for post-graduation success.44 (2023,October 11).Traditional Grading Systems vs.Standards-based Grading Systems.KnowledgeWorks.Retrieved October 23,2023,from https:/knowledgeworks.org/resources/traditional-grading-vs-standards-based-grading/Leveraging Technology to Support the Portrait of a Graduate in North Carolina In October 2022,North Carolina Superintendent of Education Catherine Truitt announced the release of the North Carolina Portrait of a Graduate,developed in collaboration with close to 1,200 K-12 educators,administrators,families,employers,communities,and higher education institutions.The North Carolina Department of Public Instruction(NCDPI),in collaboration with educators and technologists from across the state,has also developed a comprehensible Digital Learning Plan aligned to the Portrait of a Graduate.The Digital Learning Plan includes goals and rubrics for the state,Public School Units(PSUs),and schools that allow organizations to evaluate their progress and track students growth.The NCDPI has developed a robust professional learning infrastructure to help educators and administrators leverage technology to develop the Portrait of a Graduate competencies.The state has adopted ISTE standards for students,teachers,administrators,and coaches,providing every educator with an ISTE membership.In addition,they sponsor educator cohorts to pursue ISTE educator certification.The state also pays for CoSN memberships for all PSUs and encourages PSU edtech leaders to pursue CoSNs Certified Education Technology Leader(CETL)certification.The NCDPI pays for interested edtech leaders to take the CoSN CETL course,and the annual NCTIES conference offers the CETL certification exam.20Universal Design for Learning Framing Active Use for All LearnersEffective and active use of technology incorporates the principles of Universal Design for Learning(UDL),a research-driven framework,45 46 47 to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.48 UDL aims to make learning accessible and effective for all students by reducing barriers in instruction and addressing individual differences,learning preferences,abilities,and backgrounds.Developed to address the diversity of students needs and to provide equal opportunities for learning and success,UDL emphasizes the need to design instructional materials,evidence-based learning activities,and assessments to maximize inclusivity and accommodate a wide range of learners.As such,the UDL framework supports an inclusive and equitable education environment for all learners by providing multiple flexibilities.UDL practice includes flexible presentations of content,flexible response options for students to demonstrate their learning,and flexible options for student engagement.UDL also incorporates appropriate accommodations,supports,and challenges for all students,including students with disabilities and students who are English language learnersWhile the following section will include a more detailed examination of how UDL can aid in the use of technology to support learning,the three main principles of UDL are outlined below.45 Assor,A.,Kaplan,H.,&Roth,G.(2002).Choice is good,but relevance is excellent:Autonomy-enhancing and suppressing teacher behaviours predicting students engagement in schoolwork.British Journal of Educational Psychology,72(2),261-27846 Kalyuga,S.,Chandler,P.,&Sweller,J.(2000).Incorporating learner experience into the design of multimedia instruction.Journal of Educational Psychology,92(1),126-136.47 Dalton,B.D.,Herbert,M.,&Deysher,S.(2003,December).Scaffolding students response to digital literature with embedded strategy supports:The role of audio-recording vs.writing student response options.Paper presented at the 53rd Annual Meeting of the National Reading Conference,Scottsdale,AZ.48 (n.d.).About Universal Design for Learning.CAST.Retrieved August 15,2023,from https:/www.cast.org/impact/universal-design-for-learning-udl Using Digital Learning Initiative funds,the NCDPI launched a series of summer mini-conferences for educators called NCBOLD.The state provides teachers exemplifying best practices in digital teaching and learning with a stipend and travel funds to visit all eight state regions over two weeks to present free mini edtech conferences for educators.Attendees get CEU credit towards their teacher licensure renewal.By aligning the Digital Learning Plan to the State Portrait of a Graduate and focusing on capacity building at the classroom,building,and PSU levels,the NCDPI is supporting a shared vision of student learning to help North Carolina students be truly prepared for civic life,careers,or college after graduation.21PRINCIPLES OF UDLMultiple means of representationDigital tools can allow educators to present information in multiple ways.Examples can include videos,interactive simulations,infographics,and audio recordings.These tools allow students to access content in formats that suit their preferences.Accessibility features,such as closed captions,screen readers,text-to-speech,and adjustable font sizes,also support diverse learners.Multiple means of expressionDigital tools can provide different ways for students to demonstrate their understanding of learning concepts.Examples include written assignments;audio or video presentations such as podcasts,screencasts,or movies;e-books;mind maps;and digital drawing tools.In addition,because technology allows students to learn outside of the traditional classroom setting,it can provide increased flexibility for students in alternative learning environments.Multiple means of engagement Digital tools can provide interactive learning experiences and multiple ways of engaging with learning material.Learners can be engaged or motivated to learn in a variety of ways.Factors influencing these individual variations include neurology,culture,personal relevance,subjectivity,and background knowledge,along with a variety of other factors.49 Different types of multimedia content(audio,video,infographics,etc.)and the presentation of different content options can help students actively engage in the learning process.Technology can also facilitate collaborative learning experiences through discussion boards,virtual classrooms,and group projects,allowing students to work together and learn from one another.With the increasing number of digital learning tools and devices available to teachers post-pandemic,educators have even more options to support their use of UDL.Digital tools can offer more flexibility and learning support than traditional educational material formats.They empower educators to personalize and customize learning experiences to align with individual student needs while recognizing learner agency in charting the learning path that best meets these needs.Educators can implement UDL without modern digital technology;50 however,edtech is uniquely suited to support it.Including no-tech and tech-enabled choices for learners may be the best way to meet student needs.This flexibility extends to providing students with the option to use a variety of different digital and analog tools to demonstrate their learning.Rather than teachers feeling like they need to be experts on a specific digital tool before including it in the classroom,they can instead allow students to use the tool or tools of their choice to demonstrate mastery of educational content if the final product demonstrates their understanding of the learning goal.49 (n.d.).Principle:Provide Multiple Means of Engagement.CAST.Retrieved September 5,2023,from https:/udlguidelines.cast.org/engagement50 Rose,D.H.,Gravel,J.W.,&Domings,Y.M.(2012).UDL Unplugged:The Role of Technology in UDL.In T.E.Hall,A.Meyer,&D.H.Rose(Authors),Universal design for learning in the classroom:Practical applications(pp.120-134).New York,NY:Guilford Press.22 Example Lesson Utilizing UDL and Technology:A Goal-Driven UnitAs an example of UDL,consider a fictional elementary school lesson created by Ms.Ramirez,who used UDL to develop a unit titled“EcoExplorers.”51 She started by identifying the units goal and considered the barriers that might emerge in the learning process.Ms.Ramirez considered how multiple means of representation,engagement,action,and expression might overcome these barriers.The unit aimed to support all students in understanding ecological concepts associated with diversity and sustainability.To achieve this goal,Ms.Ramirez introduced the units goals and central question:“How can we protect and sustain our planets diverse ecosystems?”She then reviewed the various tools and pathways students had to explore the topic.In representing information,Ms.Ramirez leveraged technology to ensure all her students could access and understand the content.Some students chose to engage in an immersive 360-degree virtual tour of rainforests,while others,including a blind student,listened to narrated podcasts about aquatic ecosystems.Finally,some learners,including two students with learning differences,used interactive simulations that allowed them to manipulate ecosystem variables.The variety of provided resources ensured all students overcame the barriers to learning the essential content.To actively engage students in their learning,Ms.Ramirez related the unit to previous units and encouraged students to take on the role of“EcoExplorers.”She then reminded the students how to use the online collaboration tools for group projects,and students then chose different roles within the unit.Some students took on the role of scientist,some took on the role of engineer,while others took on the role of reporter.Across the different roles,students needed to gather information and develop solutions around critical challenges.The students gathered and organized their information through an online information organizing tool.Some designed infographics using graphic design software,while others created videos using tablets.By offering choice in technology tools,students contributed in ways that aligned with their strengths.51 This example lesson was created by Technical Working Group member James Basham for the NETP based on the principles of UDL.23Thinking about how all students could act and express their understanding,Ms.Ramirez embraced diverse assessment methods.She tied all assessment methods back to assessment rubrics aligned to each engagement role and the units goal of understanding ecological concepts associated with diversity and sustainability.She walked the students through various options for demonstrating their understanding,including developing multimedia presentations,podcasts,written reports,or clay models.A couple of students then asked if they could develop a digital book with text,video,and visuals.Ms.Ramirez told students they could use any number of ways to demonstrate their understanding,including digital books.She then reminded the students to submit a self-completed rubric on their chosen expression of understanding.Encouraging students to reflect on their work helped students develop their executive functioning skills.52 53Using the UDL framework to design the unit,Ms.Ramirez supported all students in learning the content while helping them develop digital literacy and citizenship skills.UDL Considerations for EducatorsUDL principles,especially when combined with active technology use,can help educators better meet student learning needs.However,many policymakers,administrators,and educators do not understand the UDL framework and learner variability.Furthermore,few districts and schools provide educators the time to build their capacity to design educational experiences with that variability in mind.As a result,teachers experience and training in classrooms may circumscribe student learning opportunities,even within the same school buildings.This difference in student learning opportunities is at the heart of the digital design divide.The adults associated with an education systemwhether educators,administrators,classified staff,policymakers,or parents/caregiverstend to view education through their own experiences as students.Despite advances in learning science and the advent of technologies that empower educators to design learning experiences to meet the needs of diverse student populations,this information often does not make its way into schools.Instead,teachers often teach based on their own learning experiences.54 Whether or not their educational experiences met their learning needs,changing practices without explicit training in new instructional models can be difficult.In addition,teachers need to experience these new instructional models as learners through ongoing professional training and teacher preparation programs.Unfortunately,many professional learning opportunities and teacher preparation programs are not designed using UDL principles nor provide teachers with opportunities to experience these new instructional models.An additional challenge educators and administrators face in many school systems is that teachers are overwhelmed with responsibilities.Teachers may have only one 45-minute planning block per daybarely enough time to complete administrative tasks and answer emails,let alone design lessons that meet the needs of all learners.“Heres just one more thing”is a common refrain among educators with overflowing plates who are asked to take on additional tasks.Initiative fatigue often occurs when teachers,administrators,and educational institutions are subject to frequent changes in curriculum,teaching methods,assessment systems,and more,resulting in exhaustion and decreased effectiveness.55 52 Lyons,K.E.,&Zelazo,P.D.(2011).Monitoring,metacognition,and executive function:Elucidating the role of self-reflection in the development of self-regulation.Advances in child development and behavior,40,379-412.53 Marcovitch,S.,Jacques,S.,Boseovski,J.J.,&Zelazo,P.D.(2008).Self-reflection and the cognitive control of behavior:Implications for learning.Mind,Brain,and Education,2(3),136-141.54 Cox,S.E.(2014).Perceptions and Influences Behind Teaching Practices:Do Teachers Teach as They Were Taught?Masters Thesis,Brigham Young University.https:/scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6300&context=etds55 How Collective Teacher Efficacy Develops.Educational Leadership,76(July 2019),31-35.https:/lceeq-files.s3.ca-central- as students need time and space to learn,grow,and reflect on their learning,so do educators.In short,school systems need to engage in what Justin Reich calls“the power of doing less”taking the time to step back,eliminate non-essential activities,and provide teachers with the time to reflect on their professional practice.56 In the words of author John Maxwell,“Learn to say no to the good so you can say yes to the best.”State and district policymakers and leaders can consider the following steps to develop systems that provide educators with the time,space,and capacity teachers need to become learning designers:Gain a working understanding of UDL and how to leverage it in the workplace and classroom.Plan for and intentionally model UDL in adult interactions and meetings and provide the necessary time for authentic learning/discussions.Engage and advocate for adequate connectivity and device access for educators and students at home and school to support learning and instruction.Partner and collaborate across agencies and departments to support UDL implementation.56 Reich,J.(2022,October 1).The Power of Doing Less in Schools.ASCD.Retrieved September 6,2023,from https:/www.ascd.org/el/articles/the-power-of-doing-less-in-schools Starting Small to Make a Difference in MississippiEngaging students in active use doesnt require an elaborate technological ecosystem.Pascagoula High School(PHS)is a suburban,Title 1 school on the Gulf Coast of Mississippi with a student population of around 1,120,about 70 percent Black or Hispanic.Educator Jami Sheets teaches a leadership class at PHS,which allows students to learn different leadership skills and put those skills into action on campus and in the community.The classs mission is to ensure all PHS students feel seen and heard.Sheets and her students identified the need to keep all PHS students“in the know”about school activities.During the 2022-23 school year Sheets leadership class launched the Pascagoula News Network(PNN),a student-led weekly newscast,using only a tablet computer,a free graphic design platform,and a freely available streaming platform.Students were responsible for the newscast,which included developing a weekly content outline and writing,recording,and editing each segment under the guidance of Sheets.The goal of the PNN is to highlight the entire student body,and it has quickly grown in popularity,with additional students inquiring as to how they can be involved in the project.As a result of this unintentional pilot of active technology use,Pascagoula included a broadcast journalism class during the districts first week-long intersession of the 2023-24 school year.The experience demonstrates that educators can start with a small pilot,use existing technology tools,and build upon its success.After a successful start,Sheets,in collaboration with the library staff,applied for and received an Ingalls Shipbuilding STEM grant to get additional technology tools to support the broadcast.25 Support active technology use as a foundational UDL strategy.Advocate for equity of access to professional learning that is focused on UDL through sustained funding and policy priorities.Encourage teacher preparation and residency programs to implement UDL principles and support teachers as learning designers versus practitioners.Build on existing partnerships and relationships to develop and deliver professional learning opportunities leveraging UDL and technology.Additional Technology Standards and FrameworksStates and districts have used several different technology standards and frameworks in conjunction with UDL to guide technology use in instruction.Examples include the SAMR Model,57 58 59 the TPACK Framework,60 57 Puentedura,R.R.(n.d.).SAMR:A Brief Introduction.H.Retrieved August 16,2023,from http:/ 58 Christopher N.Blundell,Michelle Mukherjee,Shaun Nykvist,A scoping review of the application of the SAMR model in research,Computers and Education Open,Volume 3,2022,100093,ISSN 2666-5573,https:/doi.org/10.1016/j.caeo.2022.100093.59 Terada,Y.(2020,May 4).A Powerful Model for Understanding Good Tech Integration.Edutopia.Retrieved August 16,2023,from https:/www.edutopia.org/article/powerful-model-understanding-good-tech-integration/60 Kohler,M.J.(2012,September 24).TPACK Explained.TPACK.org.Retrieved August 16,2023,from http:/matt- Kentucky District Empowers Teachers and Students to Be Active LearnersShifting to active student use can also mean ensuring active teacher learning.Logan County Schools,a rural,high-poverty school system in Russellville,Kentucky,launched a digital transformation initiative in response to industry and community leaders who indicated that the local workforce needed graduates who were better innovators,communicators,and problem-solvers.The school system,a Digital Promise League of Innovative Schools member,wanted to ensure that teachers,principals,and administrators understood authentic student engagement and the importance of student choice and voice.The district hired digital learning coaches to make sure teachers,principals,and administrators received the resources and training to use technology in ways that supported these learning goals.At the same time,the teacher-leadership team(the LC Innovators)worked with the Learner-Centered Collaborative on embedding high-impact educator professional learning.This initial investment in educator learning has shifted student experiences and expectations.Today,students in grades 5,8,and 12 give a Defense of Learning Presentation at the end of the school year to reflect on their learning,share evidence and artifacts,and set new goals.Artifacts dont have to be from the classroom;they can be photos of a student leading an after-school club,captaining a sports team,or using math on the farm.The district also started an accountability system,sharing student growth,readiness,well-being,and performance data every quarter with the community.2661 62 the PICRAT Model63 and the ISTE Standards64(available for students,educators,education leaders,technology coaches,and computational thinking competencies).Standards and frameworks such as these can serve as examples for states and districts developing technology plans to align with their Portrait of a Learner/Graduate,Portrait of an Educator(described in the digital design divide section of this document),and Portrait of a Learning Environment(described in the digital access divide section).61 Kendon,T.,Ph.D.,&Anselmo,L.(n.d.).Technology,Pedagogy,and Content Knowledge(TPACK)Model.Taylor Institute for Teaching and Learning.Retrieved August 16,2023,from https:/taylorinstitute.ucalgary.ca/resources/SAMR-TPACK#:text=Technology, Pedagogy, and Content Knowledge,to support how they teach 62 Stanford University(n.d.).Technology Integration Framework.Stanford Teaching Commons.Retrieved August 16,2023,from https:/teachingcommons.stanford.edu/teaching-guides/foundations-course-design/theory-practice/technology-integration-framework 63 Kimmons,R.,Graham,C.R.,&West,R.E.(2020).The PICRAT Model for Technology Integration in Teacher Preparation.Contemporary Issues in Technology and Teacher Education(CITE Journal),20(1).https:/citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation 64 (n.d.).The ISTE Standards.ISTE.Retrieved August 16,2023,from https:/www.iste.org/iste-standards Atlanta Elementary School Designs Problem-Based Learning for StudentsSpaces like STEAM labs,maker spaces,and innovation creation labs allow students authentic learning experiences that expose them to career paths,as well as settings where they can acquire essential skills such as collaboration and problem-solving.These spaces allow students to learn through thought and action when exposed to authentic contexts.65 66 This thinking drove the transformation of Atlanta Public Schools M.Agnes Jones Elementary School(M.A.Jones),a Title 1 school serving a majority Black student population.The school was committed to having students develop solutions to local problems.Starting in kindergarten,students learn the Stanford Design Schools engineering design process and practice it in science,English language arts,and math.Students also put the process into practice.When 5th-grade students discovered insects were destroying a community garden near the school,they used the design process to tackle the issue.Through research,they learned bats eat thousands of flying insects every hour.The students also used AR/VR technology and TinkerCAD in the schools Innovation Creation Lab to design and build bat houses to bring more bats to the area.Along the way,students learned relevant and applicable facts about gardening,composting,nutrition,wellness,and sustainability.At M.A.Jones,teachers,coaches,and even custodians participate in professional learning because school leaders recognize that building capacity is the only way to make this type of learning sustainable.By leveraging the active use of technology for solving real-world problems,M.A.Jones educators are helping close the digital use divide.65 Sheridan,K.,Halverson,E.R.,Litts,B.,Brahms,L.,Jacobs-Priebe,L.,&Owens,T.(2014).Learning in the making:A comparative case study of three makerspaces.Harvard Educational Review,84(4),505-531.66 Ryan,J.O.,Clapp,E.P.,Ross,J.,&Tishman,S.(2016).Making,thinking,and understanding:A dispositional approach to maker-centered learning.In Makeology(pp.29-44).Routledge.27Considerations for Emerging TechnologiesEducators who remember the advent of laser disk players or interactive whiteboards know that the adage of change as the only constant is true in edtech.Whatever the most cutting-edge technology in classrooms is today,tomorrow promises more improvements and innovations.These emerging technologies often promise increased engagement,transformation of the field,and increased learning outcomes.This can be alluring,but school systems should measure the potential benefits against potential student health,safety,and privacy risks.An important first step for districts is to set clear thresholds and expectations for including emerging technologies in learning spaces.They should also ensure all educators understand these guidelines and can measure their practices against them.A Rural District Finds Ways to Make Computational Thinking Accessible to EveryoneIt took three years for Talladega County Schools,a rural Alabama district with a student population of 7,000 that is roughly 67 percent White and 28 percent Black,to develop computing pathways for its 7,000 students.Talladega applied to participate in the National Science Foundation-funded Developing Inclusive K-12 Computing Pathways project to offer computer science and computational thinking(CT)opportunities to all students,particularly female students and students from low socioeconomic households.The district clarified the K-12 computing pathway and identified existing resources and gaps.Next,they defined new learning opportunities across grade levels,courses,and schools and developed a competency map linking CT-specific activities and resources.To focus on classroom-level change,leaders first gathered teacher,administrative,student,and community feedback.They created professional development resources and determined how to measure pathway implementation progress.They also built a website that defined CT for parents and families.The district plans to revise its Inclusive CT Pathways document and website continually,and students will continue using“exit tickets”to help the district gain a better sense of student learning gains.6767 Digital Promise.(2021).Defining computational thinking for a district:Inclusive computing pathways in Talladega County Schools.Digital Promise.https:/doi.org/10.51388/20.500.12265/13228 After addressing privacy and other concerns,one must consider the sometimes-brief lifespan of emerging technologies.Developers can move on from projects,or successful tools can be purchased by other companies and locked behind paywalls.A technology freely available to educators one day can be inaccessible the next.Districts like St.Vrain Valley Schools in Longmont,Colorado,developed a tiered approach to emerging technologies,such as the districts Innovative Tech Framework for evaluating emerging technologies.Such frameworks can help evaluate new technologies while helping educators understand which tools they can expect to be supported.While there is no“one size fits all”solution to address emerging technologies,there are some general principles that education leaders should keep in mind when considering new technologies.The following recommendations have been adapted from the Office of Educational Technology publication,Artificial Intelligence and the Future of Teaching and Learning:Building Pathways to Computer Science Success in Early County,GeorgiaBefore 2021,the Early County School District in Georgia had no Computer Science program for its students.Three years later,the districts high school will have four students complete its new computer science pathway.Through a partnership with the Kapor Center,the 52 percent Black school district has established a complete 6th through 12th-grade computer science pathway for students in Early County.They leveraged the Kapor Centers Culturally Responsive-Sustaining Computer(CRSC)Framework,developed in partnership with a national collective of education advocates to create more pathways for Black,Latinx,Native American,and other marginalized students to computer science education,tech careers,and STEM-related fields.The rural district faced challenges found in many similar districts across the countrylack of devices,the need for teachers with computer science certification,and a curriculum that helped students achieve industry-standard skills while considering culturally responsive practices.The goal of the partnership is to ensure that the students of Early County fulfill the Kapor Foundations mission,“To create a more equitable technology ecosystem that addresses longstanding racial inequality,creates economic opportunity,tackles critical societal issues,and reflects the power and perspectives of communities of color.”68 6968 (n.d.).Kapor Foundation.Kapor Center.Retrieved September 5,2023,from https:/www.kaporcenter.org/kapor-foundation/69 Jean Ryoo,Gail Chapman,Julie Flapan,Joanna Goode,Jane Margolis,Christine Ong,Cynthia Estrada,Max Skorodinsky,Tiera Tanksley,Jamika D.Burge,Ryoko Yamaguchi,Frieda McAlear,Allison Scott,Alexis Martin,Sonia Koshy,Kamau Bobb,and Lien Diaz.2019.Going Beyond the Platitudes of Equity:Developing a Shared Vision for Equity in Computer Science Education.In Proceedings of the 50th ACM Technical Symposium on Computer Science Education(SIGCSE 19).Association for Computing Machinery,New York,NY,USA,657658.https:/doi.org/10.1145/3287324.3287331.29Emphasize Humans in the Loop.Regardless of technologists claims,no emerging technology will in and of itself solve the long-standing challenges faced by educational systems.70 As new technologies emerge,educators must be involved in designing and developing digital tools for classroom use.Evaluating these technologies for potential classroom use at the state,school system,or school level should be iterative and include educator and student input.Evaluators should ensure tools are accessible and meet the needs of all students including students with disabilities.These evaluations should also consider how best to educate teachers,students,and families about these new technologies potential benefits and risks.Educators should also keep in mind that technologies come and go-companies go bankrupt,get acquired by larger ones,or change their business focus or priorities,which is especially true of emerging technologies.By keeping this fact in mind,school systems can help prevent teachers from relying on tools that disappear.1.Align the Use of Emerging Technologies to Your Shared Vision for Education(State and District).Every conversation about emerging technologies should start first and foremost with the educational needs and priorities of students,including discussions about educational equity.How might an emerging technology support the development of the skills outlined in your states or districts Portrait of a Learner/Graduate?It is important not to let the excitement surrounding emerging technologies distract from the north star defined by your state or school system.When deploying emerging technologies in classrooms,evaluate their effectiveness against these priorities.2.Learning Principles Should Drive the Use of Emerging Technologies.Consider how modern learning principles such as UDL can leverage emerging technologies.Pay particular attention to the needs of students from historically marginalized populations,including students who are English learners(ELs)and those with disabilities.Before deploying emerging technologies,consider learner variability and the diversity of settings in which teachers and students will use digital tools.New technologies developed and deployed without such considerations risk exacerbating the digital use divide instead of narrowing it.3.Develop Education-Specific Guidelines and Guardrails.New data privacy and security risks can accompany the practical and powerful functionality of emerging technologies.71 As with any edtech tool,evaluate emerging technologies to ensure they allow school systems to meet their federal and state legal obligations for protecting student data privacy and security.In addition,evaluate these tools to guard against the potential for bias,and to make sure they support cultural responsiveness,and educational equity.Creating an incubation framework for new and emergent technologies can help ensure alignment with these considerations.70 Reich,J.(2020).Failure to Disrupt:Why Technology Alone Cant Transform Education.Harvard University Press.71 U.S.Department of Education,Office of Educational Technology,Artificial Intelligence and the Future of Teaching and Learning,Washington,D.C.,2023.30 Improving Practice,Progress,and ProficiencyOnce education leaders and policymakers have defined their vision for learners and implemented a framework to shift teacher practice(to be discussed further in the next section),building evidence about their efforts success is important.With the more open-ended practices associated with active technology use,both qualitative measures(such as teacher narratives of adoption barriers)and quantitative measures(such as the frequency with which tools are used and student performance)can help education leaders describe implementation,monitor its progress,and adapt practices to better meet their implementation goals.These self-evaluation questions are adapted from The Learning Accelerators Digital Equity Guide Self-Assessment Tool:1.Are students engaging with materials that are targeted and relevant?Can they access differentiated content from several different cultural perspectives,using a variety of modalities,such as audio and video,in an accessible way?Can they choose to access content that they find motivating and relevant and do they have strategies to support how they interact with different forms of media?2.Are students actively engaged with the available technology,tools,and digital materials?Can students use various technologies,allowing them to choose the modality that best motivates them,meets their learning needs,and fits the circumstance?Is technology used not only for content acquisition,assignments,and instruction but also to connect to students personal and professional interests?Ethical AI Research:Automated Scoring Data Challenges for Open-Ended NAEP ItemsThe Institute of Education Sciences(IES),through its National Center for Education Statistics,administers the National Assessment of Educational Progress(NAEP),the largest national representative that offers continuing assessment of what Americas students know and can do.NAEP uses open-ended prompts to measure student understanding more broadly than is possible in fixed-choice questions.However,these responses are time-consuming and expensive to score.Automated Scoring uses natural language processing to“predict”human scores assigned to student responses.If sufficiently accurate,it can improve reporting timeliness,consistency control,and cost reduction.IES conducted two automated scoring challenges for reading and mathematics promts.These challenges were open to any research team that met data security requirements;winning teams came from assessment service providers and research institutions.While this challenge achieved the technical goal of accurate scoring,the organizational and ethical requirements of the challenge were just as important.All challengers submitted a technical report that described algorithmic choices used,in order to ensure that solutions were clear and built trust in their validity.Further,a fairness/bias analysis was required to demonstrate that models were usable.For more information about the challenges,see the Challenge websites.313.Do students have opportunities to engage in peer learning,relationship-building,and connection with the broader community?Do students learn across multiple contexts and modalities?Are they comfortable using a variety of channels to communicate and collaborate,and possess the digital and media literacy skills and competencies to engage in socially connected learning?4.Can students use platforms,tools,and software that adapt to meet their needs,help them reflect and monitor progress,and support their acquisition of new knowledge and skills?Do students experience authentic and inclusive opportunities for learning,reflection,feedback,and assessment?Do they have choice and agency in engaging with differentiated,standards-aligned materials,tracking their progress toward learning goals,reflecting on their learning,engaging in individual practice,and demonstrating proficiency or mastery?Do they possess the digital literacy skills and competencies to determine how to leverage different tools or platforms to best to meet their unique learning needs?Some potential strategies include:1.Cognitive walkthroughs are an approach to assessing usability in which one or more evaluators work through a series of tasks and ask a set of questions from the perspective of the user.72 In education,cognitive walkthroughs systematically analyze the usability of educational materials,environments,and experiences from the learners perspective.Cognitive walkthroughs can help educators identify obstacles students might encounter in the learning environment,including anything from accessibility challenges to a lack of culturally responsive learning materials.Considering education materials and environments from multiple learner perspectives can help ensure they work for more students.72 (n.d.).Usability Walkthrough.Usability Body Of Knowledge.Retrieved September 5,2023,from https:/www.usabilitybok.org/cognitive-walkthrough Montana Offers Artificial Intelligence Course for High School StudentsTo ensure all students in the state have an opportunity to face the future of work,the Montana Digital Academy(MTDA),a 14-year-old online school that offers more than 100 courses taught by Montana public school educators to students across the state,began offering Artificial Intelligence in the World in Fall 2023.A semester-long introductory survey of AI concepts,tools,and building blocks,the course will give high school students a broad overview of how people use AI to make decisions and solve problems.Students will study AIs ethical impacts,participate in hands-on AI-focused activities,and develop a grounding foundation for watching the technology as it evolves.The course will also focus on the history and future of AI and explore career fields,helping students understand how to embrace and use AI ethically to improve society.By making this course available to public school students across the state,the MTDA is helping ensure students in rural communities have opportunities to better understand the implications of emerging technologies and how to use them to support learning.322.Journey mapping refers to creating a detailed visual breakdown of the smaller events that make up a larger experience.73 This process includes depicting learners various touchpoints,interactions,and experiences during the learning process.Journey mapping focuses on understanding the learners perspectives,emotions,and interactions throughout their educational journey.3.Educator,student,and parent surveys can provide valuable insight into the perceived benefits associated with technology implementations.The digital use divide stands between students who have opportunities to engage actively with technology as part of their educational experiences and those who dont.All learners deserve an education designed around the active use of technology rather than the passive technology uses they report being offered most frequently in school.In this section,we have discussed the updated definition of the digital use divide;discussed the importance of active technology use for learning;introduced UDL as a component of active technology use;explained how developing a Portrait of a Learner/Graduate can serve as a“north star”for edtech use;and discussed how to evaluate the usability,feasibility,and implementation of technology used in developing these competencies.The next section will discuss the digital design divide,focusing on educators and the larger education systems that impact their instructional effectiveness.In the next section,well discuss the four Every Student Succeeds Act(ESSA)tiers of evidence and the role of research studies in the evaluation process.73 Consortium for Public Education.(2021,February 24).Design Thinking for Education,Ep.10:Journey Mapping Video.YouTube.https:/ Ten Examples of Active Use in PracticeStudents at Harrison Middle School in Arkansas created a video about Granny Henderson,one of the last residents of the Buffalo National River area,to learn the history of the region and make cultural connections.The Buffalo National River was the first waterway designated a national river.Chemistry students at William C.Overfelt High School(East Side Union High School District in San Jose,California)used tech to learn how chemicals affect their lives.Students used a visible light spectrophotometer to investigate how fluorescent red-light exposure affects yeast acceleration,how fast yeast grows in cold water,and how fructose corn syrup impacts yeast growth.They worked in groups to conduct preliminary research and then measured how an independent variable of their choosing affected yeast growth.Students at Highland Academy Charter School(6-12)in Anchorage,Alaska,conducted student-led conferences in the fall and spring at which they presented and shared electronic portfolios of all of their exemplary classwork,goals,and reflections.Visually impaired and blind students at Breckinridge-Franklin Elementary in Louisville,Kentucky are learning to code using CodeJumper,a coding language developed by Microsoft in collaboration with American Printing House for the Blind.33 The National Technical Institute for the Deaf Regional Stem Center(NRSC)has partnered with VEX Robotics and the REC Foundation to provide schools with training and resources that empower deaf students to learn STEM concepts through robotics and participate in robotics competitions.Teachers at Del Lago Academy in Escondido,California,a high school focused on Applied Sciences,created a digital badging system for students to show evidence of their learning on the schools website.Students in the Principles of Design course created the graphics for the badges.Verona Area School District in Wisconsin uses Virtual Field Trips for cross-curricular,cross-grade-level experience.Recently,students from different high school athletic and academic programs designed hands-on learning activities for elementary students using the NFL Play 60 Virtual Field Trip.Second-graders at Central Dauphin School District in Harrisburg,Pennsylvania,used Minecraft to animate their water cycles into cartoons.Their teacher said that after the activity ended,the students continued to create animations in other lessons and ended up animating a story that they read in a separate lesson.In their music class at Gorham Middle School in Gorham,Maine,students use Soundtrap to create podcasts and songs.They create compositions in music class to learn about form and genre,and use the programs text chat so their teacher can see their planning process.Fifth-grade students at Escondido Union School District in Escondido,California,videoconferenced with rangers in four different parks along the states coast(via the California State Parks PORTS Program)to learn how to become advocates for Marine Protected Areas.Later,the students created public service announcements to encourage people to save Marine Protected Areas.Grapevine-Colleyville ISD students in Texas program robots to automate tasks,such as cutting the grass and cleaning the floors in schools.34The Digital Design Divide While the digital use and access divides are well documented by decades of scholarship,we present the digital design divide as a new consideration of the intersection of school culture,professional learning,and edtech.The design divide is between and within those systems that provide every educator the time and support they need to build their capacity with digital tools and those that do not.While socio-economic status has historically been a predictor of where schools and school systems may fall on either side of the use and access divides,the same is not true of design.Absent vision and sustained support,effective learning design using edtech can vary between neighboring classrooms within a school,schools within a district,and districts within a state.74 75 76 Considering the instructional core defined in the introduction of this report,the design divide can limit equitable,active student use,even when all students can access the necessary technologies and content.Not all teachers have the time,support,and capacities necessary to design instruction that incorporates active technology use.Closing this divide requires a clear vision,re-imagining systems of support,and bringing teachers to the table as co-designers of their professional learning.The guidance,recommendations,and examples that follow lay out a path to supporting teachers inundated by increasing demands on their time and unclear expectations as to how they utilize technology most effectively.In systems where the average teacher can access more than 2,000 digital tools in a given moment,training on a tools basic functionality is insufficient.Closing the design divide moves teachers beyond the formulaic use of digital tools and allows them to actively design learning experiences for all students within a complex ecosystem of resources.74 Senge,P.M.,Hamilton,H.,&Kania,J.(2015).The dawn of system leadership.Stanford Social Innovation Review.Retrieved from http:/ AND Dexter,S.,Richardson,J.W.,&Nash,J.B.(2016).Leadership for technology use,integration,and innovation.In M.D.Young&G.M.Crow(Eds.),Handbook of Research on the Education of School Leaders(2nd ed.).New York:Routledge.75 Cuban,L.(2018).The flight of a butterfly or the path of a bullet?:Using technology to transform teaching and learning.Cambridge,MA:Harvard Education Press.76 McLendon,M.K.,Cohen-Vogel,L.,&Wachen,J.(2015).Understanding education policy making and policy change in the American states.In B.S.Cooper,J.G.Cibulka,&Fusarelli(Eds.),Handbook of Education Politics and Policy(2nd ed.,pp.134).New York:Routledge.AND Cline,K.D.(2018).Defining the implementation problem:Organizational management versus cooperation.Journal of Public Administration Research and Theory,10(3),551572.Retrieved from http:/www.jstor.org/stable/3525628The Digital Design Divide is between and within those systems that provide every educator the time and support they need to build their capacities to design learning experiences with digital tools,and those that do not.35Recommendations for Closing the Design Divide1.Develop a“Portrait of an Educator”outlining the cognitive,personal,and interpersonal competencies educators should have to design learning experiences that help students develop the skills and attributes outlined in the profile of a graduate.(States,Districts)2.Design and sustain systems that support ongoing learning for new and veteran teachers and administrators,providing them with the time and space needed to design learning opportunities aligned with the Universal Design for Learning(UDL)Framework.(States,Districts,Building-Level Administrators)3.Implement feedback mechanisms that empower educators to become leaders and co-designers of professional learning experiences.(Districts,Building-Level Administrators)4.Provide educators and administrators with professional learning that supports the development of digital literacy skills so that they can model these skills for students and the broader school community.(States,Districts,Building-Level Administrators)5.Develop processes for evaluating the potential effectiveness of digital tools before purchase,including the use of research and evidence.(State,District,Building-Level Administrators)6.Foster an inclusive technology ecosystem that solicits input from diverse stakeholders to collaborate on decision-making for technology purchases,learning space design,and curriculum planning.(States,Districts,Building-Level Administrators)7.Support and facilitate a systemic culture that builds trust and empowers educators to enhance and grow their professional practice to meet the needs of each student.(States,Districts,Building-Level Administrators)8.Regularly solicit educator feedback and evaluate professional learning efforts to ensure alignment with the Portrait of an Educator.(District,Building-Level Administrators)36 Modeling Student Learning Environments Building Educator Capacity Recognizing that teacher professional learning environments and opportunities should mirror the learning environments desired for their students,education leaders at Arizonas Mesa Public Schools are committed to changing their approach to professional learning.Having identified synergies between professional learning opportunities and the practices they wanted to see in the classroom environment,the district intentionally began weaving the attitudes and skills in their portrait of a graduate into the professional learning experiences for educators.Modeling desired classroom practices through professional learning experiences is especially important because changing teaching practices takes time.District leaders realized they needed to do things differently to create the environments they wanted in classrooms.They learned that adults who have gone through an educational system with high levels of accountability dont know they can personalize their learning experiences.They required explicit permission along the way.Mesa provides educators with voice and choice in professional learning by developing badged specializations,allowing teachers to choose how they learn and demonstrate their learning.Developed with Teacher and School Leader Incentive Program grant funding,educators can earn badges by taking Arizona State University classes or designing their learning path to acquire and demonstrate the knowledge and skills required to earn the badge.Specializations are available in Blended and Online Learning and Deeper and Personalized Learning,with additional specializations under development.In alignment with UDL principles,professional learning experiences are co-constructed with educators and administrators to better meet their needs.Because helping students understand who they are as learners and what does and doesnt work for them is a component of UDL,the school system takes the same approach with their adult learners.Building educator capacity to personalize learning both in the classroom and as facilitators of professional learning is a key component of Mesas approach.The districts belief in and commitment to their students drives their commitment to the principles of UDL in professional learning.By doing so,they are working to ensure that all students have opportunities to learn.37Begin with the End Goal in Mind:Design Portrait of an EducatorThe previous section discussed the value of developing a Portrait of a Learner/Graduate to define a clear vision of cognitive,personal,and interpersonal competencies students should have when they transition between grade levels and at graduation.As Mesa Public Schools realized,for students to develop the skills and competencies outlined in their Portrait of a Learner/Graduate,they require educators who embody and exhibit these competencies.Developing a Portrait of an Educator,aligned to the Portrait of a Learner/Graduate,connects educator habits and capacities with expected student learning.Setting a clear vision for educators aligns hiring practices,professional learning opportunities,and educator evaluations with these competencies.Moreover,such educator profiles can set clear expectations for educator needs and abilities regarding edtech.From there,state and district leaders can backward design professional learning systems to ensure all educators have the time,space,and capacity necessary to develop key learning design abilities.Aligning Educator Evaluation Systems with a Portrait of an EducatorNew Hampshires School Administrative Unit 16(SAU-16)comprises seven smaller school districts and eight school boards around Exeter,NH.In 2020,SAU-16 brought in teachers,paraeducators,principals,and other stakeholders to begin imagining a companion Portrait of an Educator.SAU-16 leaders recognized that without the right evaluative tools and support,the Portrait of an Educator would be just another piece of paper,so they decided to move to an asset-based evaluation system.Now,teachers develop their own growth goalsa knowledge goal focusing on pedagogy and a skill or mindset goal based on where they want to grow professionally.Once a year,an assigned administrator observes educators,and twice per year,they can choose among peers,students,community members,and others to conduct observations.SAU-16 trained administrators in appreciative inquiry and framing their feedback through a positive lens.Teachers were asked,“How can this feedback help you grow?”and then were challenged to create their growth plan.Educators complete growth reflection sheets during the year and submit artifacts to document their progress.Teachers indicate they appreciate the collaborative nature of the process and that observing,sharing,and having rich conversations improves their practice and sense of connectedness.They also unders
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GENERATIVE CARE 2025 GLOBAL CULTURE REPORT O.C.TANNER INSTITUTEGenerative Care2025 Global Culture ReportO.C.Tanner InstituteHOW TO USE THE 2025 GLOBAL CULTURE REPORTNo matter what term they use“greatest asset,”“human capital,”or simply“people”almost every organization understands the value of caring for employees.But what are the best ways to support,nurture,and engage a workforce?For over a decade,weve helped many of the worlds best companies find answers,and we hope this report is helpful to you.To get the most out of it,here are a few suggestions.First,theres actionable advice in the research.A few of our favorite insights this year include:The evolving framework of Total Rewards hinges on understanding the states of surviving and thriving Care must be at the core of crafting Total Rewards strategies Recognition plays a unique role in fostering mental health and emotional intelligence Its important to meet employees with care in moments of professional transitionNext,identify areas where the data coincide with the needs and aspirations of your organization.But dont be tempted to tackle everything at once.Instead,trust your instincts and focus on the principles you feel will make the greatest or most immediate impact on your people and business.Finally,remember every workplace culture is fluid and evolving.Even the best organizations are testing,learning,and adapting.Progress,not perfection,is the goal,and every step that elevates the employee experience is progress.Thank you for joining us on the journey.As the architects and stewards of our cultures,lets use our influence to make them a place where employees feel an abundance of care that enables them to offer more to others in their lives.Lets provide care that becomes generativeand allows everyone to thrive.Scott Sperry President&CEO,O.C.Tanner Foreword 1 Introduction 3Working to Survive 18Thriving at Work 46The Mental Health Link 72Applied Emotional Intelligence 98Job Transitions 124Conclusion 148Methodology 153Global Appendix 154TABLE OF CONTENTSiv2025 GLOBAL CULTURE REPORT1The recent pace of change in workplace cultures has been dramatic,to say the least.Yet,in the eye of the storm,leaders may finally have a chance to pause,take a breath,and refine their relationship with employees.The question is how.And this report has an answer:Start by putting care at the center of strategies to create environments where everyone can thrive.In speaking with HR professionals,we found this starts with reorienting Total Rewards.While many feel trapped in a cycle of expanding benefits that fail to satisfy,our research suggests the failure,in most cases,isnt because programs offer too little or too much.Instead,its because the offerings simply dont fit peoples underlying needs.FOREWORD22025 GLOBAL CULTURE REPORTThis year,we propose a powerful framework to better understand and address the evolving essentials of Total Rewards.It hinges on the differences betweenand withintwo categories of functioning at work:surviving and thriving.Unfortunately,nearly a third of workers say they struggle to hold their lives together.But when the basic needs for adequate compensation,physical and mental healthcare,and a sense of belonging in the workplace are met,employees feel empowered and motivated to seek opportunities for growth and development.And when organizations provide avenues for skill building and career advancement,coupled with a culture that values flexibility and shows appreciation,the likelihood of a thriving workforce surges.Our report also illuminates the profound impact of mental health and emotional intelligence(EQ)on employees ability to thrive.Employers that prioritize mental wellbeing can buffer against burnout and increase resilience,while those with high EQ reap the benefits of greater trust among their people.To be sure,the advantages of thriving employees extend far beyond individual satisfaction.They include improved retention and a deeper sense of purpose and belonging that drive organizational success.One final theme focuses on the inevitable job transitions people navigate throughout their careers,and how positive onboarding experiences that foster connection,community,and development can be the difference between long-term success and a lot of empty seats.For 2025,the O.C.Tanner Institute examined the experiences of tens of thousands of employees,leaders,HR practitioners,and business executives across the world.Our goal:to equip leaders in HR and across the organization with the necessary insights and strategies to meet todays most immediate and consequential challenges head-on.The foremost challenge now is closing the distance between organizational offerings and employee needs.Theres no better time to make Total Rewards more effective to ensure both the individual and the business can thrive.3O.C.TANNER INSTITUTEThe word“generative”has had many partners over time.Lately,its appeared next to new technologies like artificial intelligence,but its meaning remains much closer to nature.“Generative”denotes having the power to create more of something.And when paired with the word“care,”it offers a strong foundation for thinking about the potential of human resources:Building workplaces where caring for employees gives them the capacity to care for others in ways that both benefit and transcend the organization.When our help enables our people to help,families and communities are also the better for it.Ultimately,this momentum of multiplying care allows us to create a legacy that lifts society at large.3INTRODUCTION42025 GLOBAL CULTURE REPORTCaring for employees has always been a primary aim of human resources.And over the past 20 years,that goal has taken shape in the concept called Total Rewards.Born out of the best intentions,these regular statements and communications are supposed to help workers see the full investment organizations make in themcompensation,benefits,career development,recognition,and various perksall in one compelling package.A transparent strategy made in good faith to help retain and recruit talent.Not surprisingly,employees have broad expectations,and faced with the increasing costs and complexities of living,they are looking for always-on benefits to help meet planned and unexpected challenges.How have Total Rewards teams responded?Many have curated a deep catalog of niche offerings.There are now thousands of solutions designed to help organizations connect their people to resources for spouses,children,pets,homes,paid time off,mental wellness,financial challenges,social health,retirement,education expenses,etc.Yet most employees dont see these combined offerings in the light organizations have hopedas the sum of ways their employer cares about them.In fact,one of the biggest hurdles with Total Rewards is that most employees dont understand the name.According to our research,less than 40%of workers know the meaning of the term,“Total Rewards,”and only 14%of those people can explain it.Some confuse it with a customer loyalty program.The research also shows it doesnt matter how robust a benefits package is if employees dont believe their organization has their best interest at heart.Our focus groups and surveys repeatedly indicate that a buffet of benefits will backfire if it doesnt reflect an authentic concern for peoples wellbeing.5O.C.TANNER INSTITUTEHere again,the term itself may help explain the problem because many employees wouldnt call every element of Total Rewards a reward.As one focus group participant put it,“A lot of people dont feel like its a reward to get your compensation and benefits.”In other words,much of Total Rewards is the minimum people expect for their employment.Likewise,Total Rewards statements shared in our focus groups were rarely assessed holistically.Instead,the recipients saw them with cynicism and a general sense that theyre designed to distract from low pay or a lack of company profit sharing.So,whats missing from most Total Rewards strategies?Additional novel and imaginative benefits?No.Whats missing is the communication of care.“We need a clear,consistent,and differentiated Total Rewards strategy and experience to keep talent engaged.”HARISH BUBNA,HEAD OF COMPENSATION,INTUIT INDIA 62025 GLOBAL CULTURE REPORTSURVIVING VS.THRIVINGThe relevance and effectiveness of Total Rewards at the personal level depend on how employees answer one question:Am I surviving or am I thriving?People who are merely surviving feel anxious,financially uncertain,doubtful of growth opportunities,and pessimistic about the future.Their struggles at work impact their ability to survive outside of work.As an employee in one focus group said,“Not surviving at work will affect everything to a point where its scary.”Contrast that with people who are thriving.They feel their organization cares about their mental health,they work in a cooperative workplace,and they have opportunities for growth and mentorship along a clearly defined career advancement path.They have hope.When employees do not feel theyre surviving,their unmet basic needs shape their perception of Total Rewards offeringsand they focus exclusively on the offerings that provide financial and physical stability.Only after employees believe theyre surviving will they think about thriving or be receptive to other Total Rewards offerings.To better understand the effect of Total Rewards on peoples capacity to survive and/or thrive at work,we asked employees to rate the elements of Total Rewards that influence their perspective.We found compensation and recognition were essential to surviving,while recognition and development help employees thrive.7O.C.TANNER INSTITUTEThe modern workplace requires a Total Rewards strategy designed to help employees survive and thrive.Rather than provide an exhaustive list of offerings,organizations should prioritize meeting employees basic needs,and the goal of Total Rewards should be to demonstrate how the organization cares and wants everyone to thrive at work.Categorically speaking,offerings like competitive compensation and health benefits are considered basic,help provide financial stability,and meet survival needs.Offerings such as career development and skill building move beyond the required to provide long-term growth and satisfy other criteria to thrive.Interestingly,recognition is a practice that provides a bridge to help employees feel seen and valued at any stage of surviving or thriving.Keeping these distinctions top of mind helps Total Rewards leaders prioritize care at the core of their compensation and benefits mix.“Traditional methods of rewards and recognition are incompetent to drive a holistic strategy aimed at enhancing personal lives and invigorating employees sense of purpose.”MANAVI PATHAK,HEAD OF LEARNING AND ORGANIZATIONAL DEVELOPMENT,SAMSUNG RESEARCH82025 GLOBAL CULTURE REPORTREWARDS THAT MEET NEEDS HELP EMPLOYEES THRIVEEmployees who are thriving are:84%less likely to burn out 30%less likely to leave the organization 12x more likely to feel high engagement 7x more likely to do great workTotal Rewards can play a crucial part in an employees ability to thrive.As the table on the following page shows,employees who are satisfied with their organizations offerings are less likely to suffer from mental health challenges.Theyre also more likely to feel engaged and want to stay.The approach to Total Rewards must evolve to meet employees needs and ensure that they can survive and thrive.Our report this year explores each of these two states more deeply and shares insights and best practices to help you assemble,communicate,and support the right mix of offerings so employees can progressregardless of where they are now.Of course,it also helps to see where the key metrics of workplace culture currently stand.9O.C.TANNER INSTITUTEOdds of Outcomes When Employees Are Satisfied with Total Rewards BENEFITCHANGE IN ODDS WHEN SATISFIED WITH TOTAL REWARDSReduction in probable diagnosis of depression42%Reduction in probable diagnosis of anxiety43%Sense of thriving 759%Higher sense of purpose 422%Higher sense of opportunity 740%Higher sense of success 806%Higher sense of appreciation 414%Higher sense of wellbeing 100%Higher sense of leadership 497%Great work 285 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE102025 GLOBAL CULTURE REPORTTALENT MAGNET AREASEach year we measure changes in the six core elements of workplace culture that together determine employee decisions to join,engage with,and remain at any place of work.We call them Talent Magnets because of their power to attract and connect people to their teams and organizations.Notably,each of our Talent Magnet scores are the same as they were last year with consistent impacts on culture measures.Across all geographic regions,metrics such as employee engagement,job satisfaction,job fulfillment,and satisfaction with organizational culture all remain virtually unchanged.This indicates that,collectively,organizations are neither improving nor declining in key areas important to creating healthy organizational cultures and positive employee experiences.The absence of movement signals that,on average,little has changed in how employees feel about their organizations and jobs.1173iVe%EMPLOYEE SENSE OFPURPOSEEMPLOYEE SENSE OFOPPORTUNITYEMPLOYEE SENSE OFAPPRECIATIONEMPLOYEE SENSE OFLEADERSHIPEMPLOYEE SENSE OFSUCCESSEMPLOYEE SENSE OF WELLBEING0%0%0%0h%0b%0%Figure 1.TALENT MAGNET SCORES REMAINED THE SAME YEAR OVER YEAR Current state of six essential elements that define thriving cultures.YEAR-OVER-YEAR CHANGE PURPOSE OPPORTUNITY LEADERSHIP WELLBEING APPRECIATION SUCCESSFigure 2.THE TALENT MAGNETSSix essential elements that define thriving workplace cultures.1213O.C.TANNER INSTITUTE1.Purpose An organizations reason for being besides profits.Its the difference it makes in the world,why the company exists.Employees need to feel connected to the purpose and understand how their jobs contribute to it.Once they do,their work takes on meaning.Organizations should clearly articulate the connection between work and purpose.2.Opportunity The chance to develop new skills,contribute to meaningful work,feel challenged,have a voice,and grow.Opportunity is more than the lure of promotions and pay increases.Its about preparing and empowering employees to make decisions,inviting them to the table,and offering them projects that will expand their skills and relationships.3.Success The thrill of accomplishment,innovation,breaking barriers,playing on a winning team,and experiencing victories.Employees must find success at the individual,team,and organizational levels,and it should be nurtured and publicly celebrated.142025 GLOBAL CULTURE REPORT4.Appreciation Feeling valued for ones contributions and being recognized for ones worth.Appreciation is essential to employeespeople need to know their leaders and peers notice and are grateful for their efforts and contributions.Appreciation is most effective when its delivered in timely,personal,and meaningful ways.5.Wellbeing Caring about the employee as a wholetheir physical,emotional,social,and financial health.Wellbeing ensures employees can be their strongest,most capable,most authentic selves at work.A comprehensive approach to wellbeing requires leaders to create an environment of inclusivity,life balance,and connection.6.Leadership The mentoring,coaching,inspiring,and facilitating that allow individuals,teams,and,ultimately,organizations to succeed.Great leaders co-create a shared purpose for their teams and empower their employees to do great work.As the most influential of the six Talent Magnets,leadership cultivates the other five.THE AVERAGEENGAGEMENT SCORE IS THE SAME AS LAST YEAR72%0162025 GLOBAL CULTURE REPORTOPPORTUNITIES FOR ORGANIZATIONS IN 2025Based on our research,we see five significant ways organizations can improve their workplace cultures,both within and beyond their Total Rewards programs.1.Help employees surviveWhen people are merely surviving,its nearly impossible to be productive,innovate,or even think beyond the next paycheck.By meeting basic needs for financial stability,healthcare,and recognition,companies can ensure all employees get to a place where thriving is possible.2.Enable employees to thriveProviding opportunities for growth,advancement,and recognition communicates the company is invested in long-term success and security for all employees.This builds connection,belonging,and appreciation,and ultimately leads employees to thrive and find fulfillment at work.3.Get smartemotionallyEmployees at every level can learn and apply emotional intelligence(EQ)to determine whether others are surviving or thriving and how to help them.Demonstrating EQ behaviors creates strong cultures and high trust where employees can start to thrive.4.Aid employees mental health Caring for employees means more than providing physical health benefitsemployees need mental health support,too.Destigmatizing mental health issues and removing cultural factors that contribute to them are two good ways to start.17O.C.TANNER INSTITUTE5.Meet needs in key moments of change Job transitions are a chance for employers to create transformative experiences for their people and set them up to thrive.Connection,community,growth,and flexibility should be part of every new job.We hope these opportunities and the specific findings behind them in this report help clarify what it means to care for employees.Just as importantly,we hope they expand our expectations of how generative that care can be.“As work constructs are changing,the way organizations structure their pay and rewards programs is also changing.This will play a massive role in deciding whether your organization delivers on its promises.”DR.SCOTT CAWOOD,CEO,WORLDATWORK182025 GLOBAL CULTURE REPORTWorking to Survive1819O.C.TANNER INSTITUTENearly a third of employees manage their lives in survival mode.A challenge with consequences and solutions.19OF EMPLOYEES REPORT THEY ARE MERELY SURVIVING2021O.C.TANNER INSTITUTE2121The pain of living and working in survival mode is usually more dull than sharp,but it is nonetheless traumatic.Psychologically and physically,this discomfort is exhausting in the same way extreme stress or prolonged grief can be.And just like hunger or various chronic diseases,survival mode is the direct result of unmet needs.The good news is organizations can provide employees relief.Namely,stability and security.By reframing Total Rewards as a foundation for caringrather than a bonus or retention planand by strategically optimizing offerings,tools,and resources to satisfy peoples most basic requirements,employers can help ensure the strain and distraction of surviving are only temporary.PERSPECTIVE222025 GLOBAL CULTURE REPORTINTRODUCTIONAfter a global pandemic,widespread layoffs,rising inflation,and intense political turmoil,employees around the world continue to work with uncertainty and instability.PwC,the multinational professional services firm,reports that 52%of all employees are“financially stressed,”meaning theyre unable to pay their bills,struggling to pay bills,or have little or nothing left for savings,holidays,and extras.1 Many of these employees feel trapped.They may have difficult personal circumstances,suffer overwhelming job responsibilities,or feel unappreciated and unfulfilled at work.All of which can push employees into survival mode.2Nearly a third of employees(31%)told us they are“merely surviving.”In focus groups,people in survival mode described their circumstance in the following ways:“Its the paycheck,not the passion.”“Having the bare minimum,doing the bare minimum.”“Youre just staying stagnant.”“Youre on the verge of burnout.”“When youre in survival mode,you cant even see outside of that little bubble.”Our research finds that surviving is a convergence of six factors that hinder the overall employee experience.These include financial insecurity,poor life balance,hopelessness about their future,and a lack of opportunity,resources,and autonomy.FINANCIALINSECURITYLACK OFOPPORTUNITYLACK OFAUTONOMYLACK OFRESOURCESPOOR LIFE BALANCEHOPELESSNESSABOUT THEFUTUREFigure 3.SURVIVING INDEXThe six factors that limit employees to a mindset of surviving in the workplace.23242025 GLOBAL CULTURE REPORTOrganizations would do well to take these survival factors into account when considering the employee experience and employment benefits.Unfortunately,60%of employees say their companies benefits do not currently meet their needs,3 and only 37el their organization understands what they need in their personal lives and for their families.4 Compounding the problem,some companies are curtailing fundamental benefits and offerings,including healthcare,that employees need to survive.5Employees depend on their employers to help them build security and stability in their lives:92%expect their organizations to show care in the workplace,and 83el companies have a responsibility for the health and wellbeing of their people.6 For employees to thrive at work,they must first reach the threshold of surviving.Even highly engaged employees are at risk of leaving when they struggle to survive in their personal lives.7 This means addressing employees fundamental needs for financial,physical,and emotional security through Total Rewards offerings is essential to organizational success.Done well,Total Rewards reflects a culture of care.When the workforce feels stable and secure,organizations benefit,too.The first step in moving employees out of survival mode is to see and present Total Rewards as an extension of a people-centered culture that appreciates and genuinely cares about employees.It must be less of a transaction or exchange and more of a commitment to address employees changing needs.25O.C.TANNER INSTITUTE“If I dont have financial security,I cant have physical security because I dont know if Im going to be able to have a roof over my head.And if I dont have financial security,it usually leads to anxiety and uncertainty and poor performance and all those things because Im trying to figure out how to just meet basic needs.”FOCUS GROUP PARTICIPANT,BUSINESS DEVELOPMENT MANAGER262025 GLOBAL CULTURE REPORTNOT ALL BENEFITS CARRY THE SAME WEIGHTOur research finds that employee survival is a continuum from low to high.Based on the degree to which employees feel impacted by the six survival factors,we can identify whether individuals are surviving on a lower or higher level.The difference is significant.Those on the higher side meet a baseline of immediate security and stability but lack opportunities for growth and development.Those on the lower end of surviving are less financially secure and less likely to feel optimistic about work or remaining with their organization.Theyre also 5x more likely to feel work has a negative impact on their physical health and have much higher odds of anxiety and burnout(6x and 12x respectively).Odds of Key Outcomes for High-and Low-Surviving EmployeesOUTCOMEHIGH-SURVIVING EMPLOYEESLOW-SURVIVING EMPLOYEESRetention* 177d%Employee as Promoter* 145Y%Sense of fulfillment 234pove-average job satisfaction 200g%Satisfaction with employee experience 226i%Sense of appreciation 306u 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE*Retention is defined as planning to stay two or more years*Promotes organization as a great place to work27O.C.TANNER INSTITUTEFor employees in any part of survival mode,the two offerings that matter most are compensation and physical and mental health benefits.Covering their monthly expenses is employees top concern and nearly 30%of low-income workers take a second job or do gig work to supplement their income.8 Until employees meet their financial and health needs,they cant think about finding meaning or fulfillment in their work.9 Other Total Rewards offerings like skill building or career development are simply not relevant yet.However,as the following table shows,when compensation and health benefits are adequate,the odds of fulfillment at work improve for both low-and high-surviving employees.Odds of Fulfillment When Satisfied with Compensation and Health BenefitsOUTCOMEHIGH-SURVIVING EMPLOYEESLOW-SURVIVING EMPLOYEESOverall compensation 228% 21%Overall physical health benefits 174% 13%Overall mental health benefits 259% 69 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTEIn terms of employee engagement,the data show that if overall compensation is inadequate,offerings such as incentive pay and even health benefits can actually have a negative effect for employees on the low end of surviving.282025 GLOBAL CULTURE REPORTProbability of Increased Engagement for High-and Low-Surviving Employees When Offered Specific Benefits BENEFITHIGH-SURVIVING EMPLOYEESLOW-SURVIVING EMPLOYEESLOW-SURVIVING ABOVE-AVERAGE OVERALL COMPENSATIONPerformance bonus 110$% 46%Year-end bonus 952% 36%Company stock options 96$% 51%Profit sharing 102% 44%Group medical/health coverage 137% 48%Maternity leave 1511% 62ntal insurance 134(% 46%Mental health care/counseling 156#% 58 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE29O.C.TANNER INSTITUTEAn important note:Once basic compensation needs are met,offerings like mental health counseling and parental leave have a greater impact on engagement than bonuses or incentive pay.This demonstrates that mental wellbeingincluding feeling appreciated and a sense of belongingis a critical part of what keeps employees who are on the high end of survival engaged and wanting to stay.Total Rewards programs that emphasize financial rewards at the expense of robust wellbeing and recognition offerings will ultimately fail to move these employees out of survival mode.REWARDS ARE INCOMPLETE WITHOUT ACCESS AND COMMUNICATIONBy themselves,benefits and other offerings are not enough.Employers also need to promote them,provide support to ensure people can use them,and subsidize the cost as much as possible.Only 40%of employees say their organizations communicate their workplace benefits well.10 Unfortunate,given that when people understand the benefits available to them,theyre 101%more likely to trust their organization,94%more likely to feel valued,and 60%more likely to want to stay with their employer for another year.11These findings inspired us to conduct an experiment.In it,we found good communication and organizational support not only help ensure employees use health benefits.They also create feelings of belonging and a belief that the organization cares about its people,which engenders loyalty.EXPERIMENTSHealth Perks:How and How Much Do They Make a Difference?We conducted two experiments to test a hypothetical approach to offering physical and mental health benefits.In both instances,we found that when organizations provide benefits that meet employee needs,and then clearly communicate and support the offerings(with internal resources for guidance and questions),positive employee outcomes like loyalty,engagement,and belonging increase.EXPERIMENT 1:PHYSICAL HEALTH ScenarioYouve just started a job at a new organization.Your job meets your basic financial needs;however,you dont know much about your benefits package.302025 GLOBAL CULTURE REPORT31ControlOn your first day,you learn that the job does not come with health insurance benefits.Any health coverage must be purchased outside of your employer.Treatment 1 On your first day,you learn that the job comes with health insurance benefits,but information is difficult to find,your employer offers little help or support,and premiums and deductibles are so high that the benefits are ultimately out of reach.Treatment 2On your first day,you learn that the job comes with health insurance benefits that meet your health and wellness needs.Accessing information about services and providers is easy and your employer provides support if you have questions.You end up paying a reasonable amount of money out of pocket for the services you need.Treatment 3On your first day,you learn that the job comes with health insurance benefits that meet your health and wellness needs.Accessing information about services and providers is easy and your employer provides support if you have questions.You end up paying nothing out of pocket for the services you need.Results(Probable Effect of Treatments on Outcomes):OUTCOMETREATMENT 1Health benefits offered,but dont meet needs;info is hard to find,little employer support,excessively high cost TREATMENT 2Health benefits offered that meet needs;info is easy to find,employer provides support,reasonable costTREATMENT 3Health benefits offered that meet needs;info is easy to find,employer provides support,no costLoyalty 4.4% 20.4% 46.3eling that organization cares 2.9% 19.9% 52.6%Engagement 2.5% 78.6% 91.7longing 4.8% 21.5% 48.9 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTEAll effects significant at p.001.Shaded fields reflect scenarios with a more pronounced impact on outcome variable at p 0.05.EXPERIMENT 2:MENTAL HEALTH ScenarioYouve just started a job at a new organization.Your job meets your basic financial needs;however,you dont know much about your benefits package.322025 GLOBAL CULTURE REPORTControlOn your first day,you learn that while the job comes with health insurance benefits,no mental health services or support are available.Any mental health coverage must be purchased outside of your employer.Treatment 1 On your first day,you learn that in addition to health insurance benefits,your company provides mental health services.However,information is difficult to find,your employer offers little help or support,and premiums and deductibles are so high that the benefits are ultimately out of reach.Treatment 2On your first day,you learn that in addition to health insurance benefits,your company provides mental health services.Accessing information about services and providers is easy and your employer provides support if you have questions.You end up paying a reasonable amount of money out of pocket for the services you need.Treatment 3On your first day,you learn that in addition to health insurance benefits,your company provides mental health services.Accessing information about services and providers is easy and your employer provides support if you have questions.You end up paying nothing out of pocket for the services you need.Results(Probable Effect of Treatments on Outcomes):OUTCOMETREATMENT 1Health benefits offered,but dont meet needs;info is hard to find,little employer support,excessively high cost TREATMENT 2Health benefits offered that meet needs;info is easy to find,employer provides support,reasonable costTREATMENT 3Health benefits offered that meet needs;info is easy to find,employer provides support,no costLoyalty 5.2% 31.6% 82.3eling that organization cares 4.6% 21.7% 57.9%Engagement 61.4% 18.8% 67.3longing 9.1% 26.1% 66.9 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTEAll effects significant at p.001.Shaded fields reflect scenarios with a more pronounced impact on outcome variable at p 0.05.33342025 GLOBAL CULTURE REPORT“Employees may be more receptive than ever to the charms of Total Rewards.Beyond salary,employees are placing a higher value on benefits like healthcare,including wellness,mental,and financial health,which help them thrive outside of work.To support thriving professionally,recognition and development play a strong role.”ELIZABETH BASKIN,CEO,TRIBE INC.35O.C.TANNER INSTITUTETHE EFFECTS OF RECOGNITION,NOW AND LATERAll employees have a fundamental need to be seen,valued,and appreciated.So we examined many of the benefits that strive to accomplish this,and one consistently had greater impact:recognition.As a lever of Total Rewards,integrated recognition provides immediate security that tells employees the organization appreciates and cares for them in the present,as well as future security that reinforces theyre a valued part of the organization.12When employees at either level of survival experience integrated recognition,several important outcomes improve,as detailed in the following table.Probability of Increased Outcomes for High-and Low-Surviving Employees with Integrated RecognitionOUTCOMEHIGH-SURVIVING EMPLOYEESLOW-SURVIVING EMPLOYEESPromotes organization as a great place to work 311% 79%Sense of fulfillment 377% 79%Sense of belonging 118% 40ove-average job satisfaction 160% 30%Connection to organization 185% 48 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE362025 GLOBAL CULTURE REPORT“If Im not happy,if Im not being heardthen Im not going to be happy no matter how much money I make.Its just not going to be rewarding for me.For me its important to have that communication,that sense of belonging.”FOCUS GROUP PARTICIPANT,QUALITY CONTROL TESTER37O.C.TANNER INSTITUTERECOMMENDATIONSTo help employees in survival mode,focus on meeting their basic needs for security,provide and support adequate health offerings,and show appreciation for them.1 Satisfy employees fundamental needs for immediate security When basic needs like sufficient compensation and wellbeing go unmet,they create a ripple effect across the employee experience.Not only do they negatively affect the individuals physical and mental health,they also harm work-related performance and engagement.Any supplemental Total Rewards offerings will not fill the gap.Ensure employees have adequate base compensation(outside of bonuses and incentives)that aligns with local market rates,inflation,and skills required for the job.And provide for mental health benefits in addition to physical health benefits.Organizations with robust mental health offerings have 4x better odds of employee retention and 8x better odds of employees feeling a strong sense of fulfillment at work.Furthermore,while any access to essential benefits has a positive effect,the overall impact on metrics like engagement is significantly greater when the benefits come from the employees organization,as seen in the following table.382025 GLOBAL CULTURE REPORTOdds of Increased Engagement at Work by Access to Offerings(Compared to No Access)BENEFITACCESS THROUGH WORKACCESS NOT THROUGH WORKGroup medical/health coverage2.1x1.4xMaternity leave1.8x1.2xPaternity leave1.9x1.2xVision insurance2x1.4xDental insurance1.9x1.3xMental health care/counseling2.2x1.4x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTEPeople who must rely on an external source for health insurancee.g.,spouse,partner,parents,or third-party vendoralso experience higher stress and anxiety.Pizza makers and delivery drivers at Dominos franchises no longer have to wait two weeks to receive their wages.Through new partnerships and technology,employees can receive their hourly pay,tips,and mileage reimbursement at the end of each shift.This example of payroll flexibility gives workers more immediate access to their paychecks and helps them feel more secure about their future.13CASE STUDYPAYDAY FROM THE EMPLOYEE PERSPECTIVE39O.C.TANNER INSTITUTE402025 GLOBAL CULTURE REPORT2 Provide access,communication,and support for Total Rewards offerings Great offerings come up short without proper communication.Clearly explain what Total Rewards offerings you provide and why you offer them.Align your offerings and messaging with financial stability and health securityfor both immediate and future needs.Then ensure information is easy to find and understand,and provide resources to help people access and fully use their benefits.Also,fund as much as possible to minimize employees out-of-pocket costs.As mentioned in the introduction to this report,organizations can and should use Total Rewards to demonstrate they care about their people.Including this sentiment in communicating and supporting Total Rewards builds a sense of belonging and loyalty.41O.C.TANNER INSTITUTE3 Use recognition to enhance employees sense of security Increasing compensation or adding benefits isnt always an option for organizationsbut extending genuine recognition is.Frequent,meaningful recognition at all levels can have a powerful impact on how an employee perceives their experience.Recognition can lighten the weight of difficult circumstances.Employees in survival mode whose organizations use integrated recognition programs14 have increased probability of:Engagement(86%)A strong sense of opportunity(111%)A strong sense of success(131%)Invest in recognition that is frequent,specific,genuine,and an integrated part of the employee experience.Ensure all employeesincluding those who are frontline or offline15are recognized and able to recognize one another.Spartan Light Metal Products,an engineering solutions company,wants all its employees to feel appreciated and recognizes them throughout the year with regular employee appreciation luncheons,safety milestone celebrations,holiday and birthday gifts,and performance awards.The company marked its 60th anniversary with an event and gave every employee a custom gift they could share with their families.Melissa Markwort,Vice President of Program Management,says,“We talk a lot about how our employees are our most valuable asset for our business.Nothing really happens without themand we want to celebrate that.”16CASE STUDYMAKING RECOGNITION WORK FOR EVERYONE422025 GLOBAL CULTURE REPORT43O.C.TANNER INSTITUTE“You could make a little bit less money,but if youre happy,if youre heardif my boss was able to say,Hey,Im sorry were not able to give you an increase this year,but youve done a great job,the whole company recognizes that,C-suite recognizes that,and were hoping that next year will be better and please ride it out with us,I would have nothing but respect for that.”FOCUS GROUP PARTICIPANT,PAYROLL&BENEFITS MANAGER442025 GLOBAL CULTURE REPORTWORKING TO SURVIVEKEY TAKEAWAYSFor employees in survival mode,Total Rewards should meet basic needs for stability and securitycompensation,physical and mental health benefits,and recognition.After basic compensation needs are met,mental health offerings have the greatest impact on employees in survival mode.Access and support for both physical and mental health benefits are key to positive outcomes.Integrated recognition helps employees feel an increased sense of both security and belonging.45O.C.TANNER INSTITUTE1.Global Workforce Hopes and Fears Survey 2024,PwC.2.“Is Your Job Causing Survival Mode?”Jo Banks,LinkedIn,May 10,2022.3.“Rethinking Total Rewards,”Mercer webinar,March 29,2023.4.“Rethinking Your Approach to the Employee Experience,”Harvard Business Review,MarchApril 2020.5.“Why a big law firm is rolling back parental leave,”Emily Peck,Axios,April 12,2024.6.MetLifes 22nd Annual U.S.Employee Benefit Trends Study,MetLife,2024.7.“Has Total Rewards Totally Changed?”Elizabeth Baskin,Forbes,May 2,2023.8.“Mercer Report:3 out of 4 US employees are significantly financially stressed,”Mercer,October 27,2022.9.“Finding Fulfillment,”2023 Global Culture Report,O.C.Tanner Institute.10.“Employee Benefits Influence Worker Satisfaction but Lack of Awareness Could Undermine Their Impact,”LIMRA,July 19,2022.11.MetLifes 20th Annual U.S.Employee Benefit Trends Study,MetLife,2022.12.“Integrated Recognition,”2023 Global Culture Report,O.C.Tanner Institute.13.“Dominos employees receive wages,tips instantly,”Employee Benefit News,April 21,2020.14.“Integrated Recognition,”2023 Global Culture Report,O.C.Tanner Institute.15.“The 80%Experience,”2024 Global Culture Report,O.C.Tanner Institute.16.“Spartan Light Metal Products:Celebrating 60 Years of Great Work,”O.C.Tanner,2022.Working to Survive Sources462025 GLOBAL CULTURE REPORT46Thriving at Work47O.C.TANNER INSTITUTELiving your best work life requires more than meeting basic needs.It takes flexibility and growth.47INCREASED ODDS EMPLOYEES WILL THRIVE AT WORK WHEN ORGANIZATIONS PRIORITIZE FLEXIBILITY,SKILL BUILDING,AND CAREER DEVELOPMENT4849O.C.TANNER INSTITUTEShrinking the separation between employee needs and organizational offerings creates enormous possibilities for everyone involved.Based on our studies this year,when employers focus on fulfilling necessities such as sufficient compensation and robust healthcare,they open the door for people to thrive via growth and development,workplace flexibility,and a stronger sense of purpose.At the same time,the larger investments in workers wellbeing unlock a wealth of untapped potential for organizations,including increased productivity,innovation,and loyalty.If we can look beyond employment as a business transaction,and embrace a broader human-centric perspective,we will find much greater mutual success.PERSPECTIVE49502025 GLOBAL CULTURE REPORTINTRODUCTIONAccording to a recent Gallup poll,barely half(52%)of people in the U.S.consider themselves to be thriving in life.1 And based on our global research,other nationalities feel much the same way.This decline from past years is at least partly attributable to increased daily stress and worry,coupled with feelings of discouragement about personal finances.Given the substantial role work plays in most of our lives(and the amount of our time and energy it consumes),its easy to imagine how pressures in the workplace spill into our personal lives and inhibit us from thriving.This is especially true for frontline and offline workers who feel detached from their organizational cultures.2 Conversely,cultures that foster connection,support,security,and belonging can help us feel were succeeding in our lives.So,what does it mean to thrive at work?The hallmarks are a feeling of fulfillment and security about the future.Thriving is what happens when employees have their basic needs met(adequate pay,health benefits,etc.)and can then enjoy growth opportunities,flexibility,and appreciation.When employees feel theyre thriving at work,the odds of several important outcomes improve significantly:Retention(6x)Promoting the organization to others(7x)Great work(8x)Overall satisfaction with employee experience(14x)51O.C.TANNER INSTITUTEUnfortunately,simply having a long list of Total Rewards offerings wont help people thrive.Organizations must evolve how they approach these offerings,and the most effective strategies clearly convey to employees that they are understood,cared for,and valued.3Our research finds employees with Total Rewards programs that communicate long-term security have 5x improved odds of feeling theyre thriving at work.That said,organizations have a lot of progress to make because while employees consistently rank offerings like career development among their top priorities,only 20%of global employers have the infrastructure for building skills or charting career paths.4And even organizations that do provide development opportunities should take a close look at their motives.Offerings and efforts to help employees thrive are more effective when theyre people-centered and purpose-driven.For example,the odds of an above-average sense of thriving are 8x greater when employees feel their Total Rewards package serves their needs(rather than their employers.)Make no mistake,employees know when their organization genuinely cares about them.522025 GLOBAL CULTURE REPORT“Companies have been engaged in an arms race to offer the best perks.But once basic needs are met,people are more powerfully motivated by feelings than by material features.Employees today want to be treated as people,not just workers.When HR leaders can generate these emotions in employees,both organizations and the human beings that comprise them win.”CAROLINA VALENCIA,VICE PRESIDENT TEAM MANAGER,GARTNER53CAREERDEVELOPMENTFLEXIBILITYSKILLBUILDINGTHE THREE KEY ELEMENTS OF THRIVINGAccording to our research,once basic needs are met,three key elements elevate an employees sense of thriving in the workplace:flexibility,skill building,and career development.Figure 4.THRIVING INDEXThe three components of a thriving mindset in the workplace.542025 GLOBAL CULTURE REPORTThese three factors communicate that the organization is invested in employees and their wellbeing for the long term.And,as the following table shows,when part of a Total Rewards strategy,each of these levers improves the odds of belonging,fulfillment,and thriving at work.Increased Odds of Positive Outcomes with Three Key ElementsELEMENTRETENTION(PLAN TO STAY TWO OR MORE YEARS)BELONGINGFULFILLMENTENGAGEMENTTHRIVING AT WORKFlexibility4x6x8x7x9xSkill building5x7x9x10 x14xCareer dev.6x9x10 x11x19xMoreover,when these elements are combined,outcomes soar:Skill building career dev.7x12x16x18x30 xFlexibility skill building8x13x20 x21x48xFlexibility career dev.8x14x20 x22x46xFlexibility skill building career dev.10 x18x28x31x68x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE55O.C.TANNER INSTITUTE“When I think of thriving at work,its also about the future.Im enjoying my role today,Im doing good work,but do I have a career path in this company?Or do I have to leave to find that career path elsewhere?”FOCUS GROUP PARTICIPANT,TECH OPERATIONS PROFESSIONAL562025 GLOBAL CULTURE REPORTLeadersupportWork choiceOrganizationalsupportTimemanagementEmpowermentFLEXIBILITYTHE IMPORTANCE OF FOCUSING ON PEOPLEFlexibility,skill building,and career development each have characteristics that can make them people-centered and purposeful.Lets look at flexibility first.Organizations can(and should)clarify what flexibility means for all employees and give leaders autonomy to work with their teams to determine the best ways to implement such policies.5 Employees craveand respond tothe kinds of flexibility that allow them to manage their own time,better balance their lives,find greater fulfillment,and ultimately thrive.6For skill building and career development,a people-centered approach means allowing employees to choose what skills they want to build and how to build them.Or it could involve offering a variety of opportunities and providing a clear development path with tangible steps.7Figure 5.FLEXIBILITY FACTORSElements that constitute flexibility in the workplace.57OrganizationalsupportCleardevelopmentpathMentorshipBalanceOpportunityGrowthLeadersupportOpportunityChoiceGrowthOrganizationalsupportSKILLBUILDINGCAREERDEVELOPMENTFigure 6,7.SKILL BUILDING AND CAREER DEVELOPMENT FACTORSThe various elements that constitute skill building and career development in the workplace.EXPERIMENTHow Much Difference Do People-centered Strategies Make?We conducted an experiment to better understand the impact of skill building on several positive outcomes,including loyalty,engagement,and belonging.ScenarioYouve just started a job at a new organization.Although the organization offers good compensation and benefits,you dont know much about the organizations culture.During the interview process,you hear the organization emphasizes skill building for employees.582025 GLOBAL CULTURE REPORTControlOn your first day,you learn that while the company expects employees to build their skills to remain in good standing,it cant cover the costs of any courses or certificates that employees pursue.In addition,your leader explains that skill building will likely have to take place outside of normal working hours:“Your team just has too much to do.”Treatment 1On your first day,you learn that because the company expects employees to build their skills to remain in good standing,it will cover the costs of any courses or certificates that employees pursue.However,your leader explains that skill building will likely have to take place outside of normal working hours:“Your team just has too much to do.”Treatment 2On your first day,you learn that because the company expects employees to build their skills to remain in good standing,it will cover the costs of any courses or certificates that employees pursue.However,your leader explains that although the company will support you as best it can,skill building may have to take place outside of normal working hours so your team can meet their other goals.Treatment 3On your first day,you learn that because the company expects employees to build their skills to remain in good standing,it will cover the costs of any courses or certificates that employees pursue.Additionally,your leader explains the company will support you as best it can and,even though your team is busy,you can use a few normal working hours each week to build your skills.Lastly,your leader mentions that you can decide which skills to developthe company has no requirements.As long as employees are learning something,they remain in good standing.59O.C.TANNER INSTITUTE602025 GLOBAL CULTURE REPORTAfter applying these treatments,we found that when organizations take a people-centered,purpose-driven approach to skill building,it significantly increases self-reported levels of loyalty,belonging,and engagement.Equally notable,because these are survey experiments,participants are randomly assigned a treatment.This methodology allows us to examine causality,and this experiment demonstrates that a people-centered approach to skill building has a causal impact on positive outcomes.An experiment using career development produced similar results.Results(Odds of Effect of Treatment on Outcomes):OUTCOMEKEYLoyaltyRel.Odds Std.ErrorFeeling that organization caresRel.Odds Std.ErrorEngagementRel.Odds Std.ErrorBelonging Rel.Odds Std.Error2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTEAll effects significant at p.001.61O.C.TANNER INSTITUTEFinal noteOur experiments indicate its not just the presence of offerings like skill building or career development that make the difference for employees.Its also whether the employees feel supported in a people-centered way.Clearly communicating the offering,providing leader and organizational support to use it,and giving employees resources and options for participating all lead people to feel more loyal,engaged,and cared about.Half measures dont produce the same results.When done well,a Total Rewards package that includes flexibility,skill building,and career development can strengthen feelings of belonging and inclusion,which bolster the sense of future security that allows employees to thrive.Statistically speaking,when employees feel a sense of long-term security at work,it increases the odds of thriving(2x),engagement(3x),fulfillment(3x),and retention(5x).Results(Odds of Effect of Treatment on Outcomes):TREATMENT 1 TREATMENT 2TREATMENT 347%0.11979%0.144143%0.20342%0.11471%0.137140%0.199132%0.258169%0.307353%0.60845%0.11683%0.148155%0.214622025 GLOBAL CULTURE REPORTRECOMMENDATIONSAfter meeting their basic needs,help employees thrive at work by providing offerings that support flexibility,skill building,and career development.1 Provide Total Rewards packages that offer long-term security As outlined in the previous chapter,fulfilling employees basic needs is a prerequisite for helping them thrive.And thriving at the highest level takes support for their personal and professional growth.Be sure to include offerings that focus on flexibility,skill building,career development,and recognition in Total Rewards packages.Also include benefits like retirement plans and life insurance to care for peoples future needs.Even if employees have skill-building or career-development opportunities outside of work,the impact is greater when the employer provides thesewith resources and supportin the workplace.As the following table illustrates,access to such offerings significantly improves engagement(to name just one cultural metric).63O.C.TANNER INSTITUTEOdds of Increased Engagement at Work by Source of Growth OfferingsOFFERINGACCESS THROUGH WORKACCESS NOT THROUGH WORKLeadership training4x1.3xCareer mentorship5x1.6xProfessional growth opportunities6.5x2xPersonal growth opportunities5.8x2x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE“In designing a clear,consistent,and differentiated Total Rewards strategy,we must look at what motivates employees and then map it to their individual aspirations and personalize the experience.”MEENAKSHI VIRANI,HEAD OF HR,ZEE ENTERTAINMENTBanking giant Capital One has created a culture that fuels employees personal and professional success.Specifically,its Magellan program provides a comprehensive and customized nine-month career development experience that includes skill building,career road mapping,networking,and mentoring.Likewise,the companys employee recognition solution,ONEderful,ensures people feel genuine appreciation,as well as a sense of purpose and belonging.According to feedback on an employee survey,recognition at Capital One“motivates people and puts the organization at the same level as other well-known technology companies that reward associates.”8,9CASE STUDYTHE DIVIDENDS OF TOTAL REWARDS 642025 GLOBAL CULTURE REPORT65O.C.TANNER INSTITUTE2 Approach offerings in a people-centered,purpose-driven manner For a Total Rewards program to be most effective,our research shows it must do more than address the three key elements of thriving.It must also deliver offerings in ways that show the organization cares about employees.Clearly communicate that flexibility,skill building,career development,and other long-term security and inclusion benefits are available because the organization values employees and wants them to succeed over the entire course of their careers.Also,make sure policies,resources,training,and leadership support are easily accessible and contextualized.For example,promote(rather than just provide)a library of learning modules by explaining the importance of growth and development,and offer skill-building opportunities on the clock.Or have a formal mentorship program with regular check-ins at work.Or let employees choose training or other classes that interest them and cover as much of the costs as possible.10Communicating that the organization cares requires both words and actions.Resources and support to take advantage of offerings help ensure employees feel valued,want to return the good faith,and ultimately,thrive.As the following table shows,the degree to which employees believe their organization cares about them has a dramatic impact on their perception of whether theyre thriving at work.Odds of Increased Impact Based on Employee PerceptionBENEFITSTRONG SENSE THE ORGANIZATION“CARES ABOUT ME”WEAK SENSE THE ORGANIZATION“CARES ABOUT ME”Sense of thriving at work 378 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTEThe cloud-based software company,Salesforce,doesnt wait for people to ask for career development.Beginning on every employees first day,the Great Leader Pathways program provides a customized leadership pipeline with an assigned career stage based on the role,as well as a detailed profile identifying the skills needed for success.Employees at every level also receive a blend of business and people-leadership training,learning interventions over time,and personalized experiences with bite-sized content and activities.The Pathways program underscores how no two Salesforce careers are the same,and neither are the development journeys.11CASE STUDYPERSONALIZED CAREER PATHS FOR EVERY EMPLOYEE662025 GLOBAL CULTURE REPORT67O.C.TANNER INSTITUTE3 Recognize employees often to reinforce security,inclusion,and belonging Recognition inherently communicates that people are a crucial part of your organization and its success.When employees recognize each other frequently for their great work,it connects them with a shared purpose and meaningful appreciation.Conversely,if recognition is infrequent or absent,employees are more likely to feel theyre in survival mode,especially during times when they feel overworked,overwhelmed,unsupported,or burned out.Organizations that make recognition an integrated,everyday part of the employee experience increase the odds of improving several cultural metrics,as illustrated in the following table.Odds of Increased Specific Cultural MetricsOUTCOMERETENTION(PLAN TO STAY TWO OR MORE YEARS)BELONGINGFULFILLMENTENGAGEMENTTHRIVING AT WORKIntegrated recognition5x8x10 x11x15x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTERecognition thats integrated happens frequently and in meaningful ways.11 So provide tools to recognize a variety of accomplishments and milestones.Communicate what employees uniquely contribute and share how they further the organizations purpose.And ensure all employees,no matter what their role or location,can give recognition and feel appreciated as a crucial part of the companys success.As a company that continually adapts to meet its members and employees needs,ACG(The Auto Club Group)refines and rebrands its recognition solution based on evolving business goals and employee situations.Its Celebrate as One solution improves the accessibility,inclusivity,and alignment of its recognition.All employees,including those who work remotely,can give and receive recognition through every stage of the employee lifecycle.ACG uses O.C.Tanners recognition platform that enables leaders to create their own campaigns tied to specific team goals and celebrate career anniversaries in more meaningful ways.Such capabilities ensure all employees feel appreciated,which helps explain why ACG is known as a top place to work.12CASE STUDYDRIVING BUSINESS SUCCESS WITH EMPLOYEE RECOGNITION682025 GLOBAL CULTURE REPORT69O.C.TANNER INSTITUTEWhen recognition is given to employees who are already thriving,it improves odds of:Staying with the organization(11x)Promoting the organization as a great place to work(16x)Doing great work(24x)Satisfaction with the employee experience(31x)“We have the opportunity,especially with everything that is happening in the world today,to step up our game and value the wonderful people we have here at ACG.What we are seeing right now is that companies who truly value their people are going to not just survive but thrive.”SENIOR EXECUTIVE,THE AUTO CLUB GROUP702025 GLOBAL CULTURE REPORTTHRIVING AT WORKKEY TAKEAWAYSHelping employees thrive at work requires more than fulfilling their basic needs.Companies must provide and support three key elements of thrivingflexibility,skill building,and career development.Delivering the key elements of thriving in people-centered ways is more impactful than simply offering them as Total Rewards options.Integrated recognition builds long-term security and belonging,which is essential to thriving at work.1.“New Normal:Lower U.S.Life Ratings,”Dan Witters and Kayley Bayne,Gallup,January 18,2024.2.“The 80%Experience,”2024 Global Culture Report,O.C.Tanner Institute.3.“Make Way for a More Human-Centric Employee Value Proposition,”Swetha Venkataramani,Gartner,May 13,2021.4.“2024 Total Rewards Leaders:Thriving Amidst Challenges,Embracing Change,”Kenneth Kuk and Monica Martin,WTW,February 29,2024.5.“Equitable Flexibility,”2024 Global Culture Report,O.C.Tanner Institute.6.“Finding Fulfillment,”2023 Global Culture Report,O.C.Tanner Institute.7.“Cooperative Skill Building,”2024 Global Culture Report,O.C.Tanner Institute.8.“Capital One:Building a Company Culture That Fuels Personal and Organizational Success,”O.C.Tanner,2023.9.“Learning to grow your career and embrace leadership in just nine months,”Capital One,2024.10.“Integrated Recognition,”2023 Global Culture Report,O.C.Tanner Institute.11.“Want to Prepare Your Employees to Lead from Anywhere?Salesforce Reveals Its Playbook,”Jesse Sostrin,Salesforce,December 21,2022.12.“Celebrate as One:Insights from 40 Years of Employee Recognition at AAAThe Auto Club Group,”O.C.Tanner,2023.Thriving at Work Sources 71O.C.TANNER INSTITUTE722025 GLOBAL CULTURE REPORTThe Mental Health Link7273O.C.TANNER INSTITUTEHow much can workplace culture exacerbate or alleviate depression,anxiety,and burnout?73APPROXIMATE ANNUAL SAVINGS PER EMPLOYEE WITH PROBABLE DEPRESSION AT U.S.ORGANIZATIONS WITH A STRONG RECOGNITION PROGRAM7474The persistent stigma around mental health has contributed to employee suffering by hindering progress and extending the struggle.But when organizations remove this obstacle from the workplace,they can become catalysts for healing.In the absence of negative and unfair beliefs,positive solutions such as open dialogue,psychological resources,and modeled conversations promoting mental wellness can significantly improve the prognosis.Add recognition,so people feel appreciated and valued for their contributions,and both the individual and employer become stronger together.Its time to replace silence with support and cultivate workplaces where caring is the protocol and mental health is nurtured,not neglected.PERSPECTIVE75762025 GLOBAL CULTURE REPORTINTRODUCTIONMental health issues are common,costly,and rising to the top of employers minds.According to a study by Mind Share Partners,76%of U.S.workers have at least one symptom of a mental health conditionburnout,depression,or anxiety.1 These ailments also prove widespread in our global research this year.Employees who could qualify for a probable diagnosis of depression:44%.Those who could qualify for a probable diagnosis of anxiety:39%.And employees who reported levels of burnout:77%.While many organizations may be unaware of how they contribute to the problem,they do keep track of the expense.The economic burden of American adults with depression is estimated at$325 billion,with 61%of that attributable to lost productivity at work.2Despite the ubiquity and financial toll of mental health issues,employees and employers are reluctant to talk about them.Only 42%of employees claim to feel comfortable discussing mental health at work,3 and even fewer(32%)believe its a priority for their organization.4 However,81%say they will be looking for workplaces that support mental health in the future.5 When asked to define mental health,employees in our focus groups described experiences in terms similar to the criteria used to diagnose depression and anxiety(e.g.,tiredness,fatigue,irritability,worry,restlessness):“Excessive work demands”“No work-life balance”“Stress from financial insecurity”“Lack of fulfilling work”“No advancement or opportunity”“Underappreciation”77O.C.TANNER INSTITUTEEmployees and organizations often use words like“burnout,”“quiet quitting,”and“absenteeism”that can disguise or avoid the real problems.Ideally,both sides would benefit if they could address mental health issues in an open,caring,and non-stigmatized environment.So how can organizations best support employees mental wellbeing?“Creating a mentally healthy workplace should no longer be considered a peripheral concern for leaders.It is something that needs to be at the core of successful,thriving organizations.”PROFESSOR SAMUEL HARVEY,EXECUTIVE DIRECTOR AND CHIEF SCIENTIST,BLACK DOG INSTITUTE AUSTRALIA782025 GLOBAL CULTURE REPORTPOOR WORKPLACE CULTURES CONTRIBUTE TO MENTAL HEALTH STRUGGLESMost of us spend a large part of our lives at work,and work can affect our mental health positively or negatively.Unfortunately,poor mental health(and a lack of organizational care for it)is prevalent in many workplaces.On the social media platforms we visited,32%of posters mention employment difficulties.Other studies show that 84%of employees say workplace conditionssuch as emotionally draining work,challenges with life balance,and lack of recognitionnegatively impact their mental health.6To help identify mental health concerns and the role employers play in their development,we asked the employees in our samples nearly two dozen yes-or-no questions about ways their work could contribute to several mental health conditions.Organizations with employees likely to answer yes to the questions are also likely to have a higher risk of these conditions.The tables on the following page show the five greatest predictors that increase the chance for burnout,anxiety,and depression.Identifiers of Mental Health ChallengesTOP INDICATORS FOR BURNOUTINCREASED ODDS AN EMPLOYEE WILL EXPERIENCE BURNOUTI am stressed about work 129%I get frustrated with people at work 120%I want to leave my job 101%Its hard for me to get out of bed on workdays 79%I count down the minutes I have left until work is over 78%TOP INDICATORS FOR PROBABLE ANXIETYINCREASED ODDS OF A PROBABLE DIAGNOSIS OF ANXIETYMy work causes mental health problems 77%Its hard for me to get out of bed on workdays 64%I am stressed about work 56%I am unable to get my work done in a scheduled work week 45%My team is toxic 29%TOP INDICATORS FOR PROBABLE DEPRESSIONINCREASED ODDS OF A PROBABLE DIAGNOSIS OF DEPRESSIONIts hard for me to get out of bed on workdays 83%My work causes mental health problems 65%I feel lonely at work 63%I am unable to get my work done in a scheduled work week 55%I hate my job 55 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE79802025 GLOBAL CULTURE REPORT“There are a lot of things that can impact employees mental health.The job itself can be a factor.If the job is not manageable or reasonable,that can definitely lead to an employee feeling trapped and overwhelmed.”COLLEEN MARSHALL,CHIEF CLINICAL OFFICER,TWO CHAIRSGiven that organizations with poor workplace cultures and practices may unintentionally harm mental health,those that make improvements and foster an environment where employees are likely to answer no to these questions can potentially reduce the likelihood of these concerns.However,such changes must happen at the organizational level.For example,when faced with work pressures,unrealistic deadlines,toxic work environments,insensitive managers,or conflict among teams,employees are often expected to“just get through it”or“grin and bear it”to demonstrate resiliency and grit.But our research last year finds this doesnt address the root cause of employees mental health struggles.7 On the contrary,it adds to them.Creating a healthy workplace culture that encourages connection,community,care,and appreciation can reduce stress and lower levels of burnout,anxiety,and depression.81O.C.TANNER INSTITUTEHEALTHY WORKPLACE CULTURES HAVE A POSITIVE IMPACTAccording to our research,organizations can help mitigate factors that lead to mental health struggles.Creating a culture filled with purpose,opportunity,appreciation,and strong leadershipand its impact on employee wellbeing and successlowers the odds of burnout and probable anxiety and depression,as demonstrated in the following table:Change in Odds of Mental Health ChallengesCULTURE ELEMENTODDS OF BURNOUTODDS OF PROBABLE ANXIETYODDS OF PROBABLE DEPRESSIONPurpose82FP%Opportunity83C%Success85DE%Appreciation87TX%Wellbeing89xy%Leadership8048%High sense of survival92%High sense of thriving92B 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTEWhile mental health challenges are everywhere,employers have a clear role to play in solving them.Simply put,organizations can protect against mental health struggles through a positive and supportive culture and Total Rewards offerings that help their employees thrive.822025 GLOBAL CULTURE REPORT“On average,we spend 90,000 hours of our lifetimes at work.Businesses and employers have a responsibility to ensure that those hours are spent in environments that support the mental health of employees and their families.Doing so is not only better for peoples wellbeing,but better for the businesses themselves.We cannot underestimate the positive impact we can have when we align our workplace policies and practices with peoples psychological health.”ARTHUR C.EVANS JR.,PHD,CEO,AMERICAN PSYCHOLOGICAL ASSOCIATION83O.C.TANNER INSTITUTEGIVING AND RECEIVING RECOGNITION CAN IMPROVE EMPLOYEE MENTAL HEALTHClinical research establishes that gratitude can improve mental health,and medical practitioners often prescribe expressing thankfulness as part of treatment.8 Showing appreciation is also linked to reduced symptoms of depression and anxiety.9 Our research supports these findings.Employees who gave recognition in the past 30 days report significant decreases in the odds of burnout(57%),probable diagnosis of anxiety(24%),and probable diagnosis of depression(28%).A robust employee recognition program lets employees express and receive gratitude more easily,which leads to positive business outcomes.For example,organizations in the U.S.with such programs can see absenteeism cost savings of over$8,000 annually for employees with probable depression.Furthermore,the World Health Organization states 5%of the global population struggles with depression10(an estimate much more conservative than the probable rates of depression and anxiety reported at the beginning of this chapter).So,using those figures,a company of 5,000 employees could save at least$2 million annually.Lets take a closer look at the landscape of mental health-related costs and potential savings.842025 GLOBAL CULTURE REPORTAbsenteeismThe following table estimates the time and money lost to absenteeism(per employee,per month),and the realistic difference a recognition program can make.Predictably,employees with mental health issues report more absenteeism than those without.Impact Due to AbsenteeismMENTAL HEALTH CONCERNDAYS MISSED WITHOUT RECOGNITION PROGRAMFULL-TIME ABSENTEEISM COST PER MONTH DAYS MISSED WITH RECOGNITION PROGRAMCOST SAVINGS WITH RECOGNITION PROGRAMCOST SAVINGS AS A PERCENTAGENo burnout or probable diagnoses3$1,052.852$412.1939%Reported burnout4$1,242.302$538.4043%Probable anxiety4$1,545.423$402.0226%Probable depression6$2,214.084$674.2130 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTECosts savings calculated based on data provided by the U.S.Bureau of Labor Statistics.Cost savings may vary by country.85PresenteeismEmployees who show up to work but underperform can also be costly for organizations.The following table estimates the monthly impact when a worker is 50%and 80%productive(because people may experience presenteeism to a greater or lesser extent),as well as the savings a recognition program could provide.Impact Due to PresenteeismMENTAL HEALTH CONCERNDAYS LESS PRODUCTIVE WITHOUT RECOGNITION PROGRAMFULL-TIME PRESENTEEISM COST PER MONTH DAYS LESS PRODUCTIVE WITH RECOGNITION PROGRAMCOST SAVINGS WITH RECOGNITION PROGRAMCOST SAVINGS AS A PERCENTAGENo burnout or probable diagnoses350fort:$539.00;80fort:$215.60250fort:$203.80;80fort:$81.5250fort:37%;80fort:38%Reported burnout450fort:$743.4980fort:$297.40350fort:$76.3780fort:$30.5550fort:10%;80fort:10%Probable anxiety550fort:$819.3580fort:$327.74450fort:119.5380fort:$47.8150fort:15%;80fort:15%Probable depression750fort:$1,204.1780fort:$481.67550fort:$177.2380fort:$70.8950fort:15%;80fort:15 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTECosts savings calculated based on data provided by the U.S.Bureau of Labor Statistics.Cost savings may vary by country.862025 GLOBAL CULTURE REPORTWorkplace accidentsEmployees experiencing burnout,probable anxiety,or probable depression are more likely to report having a workplace accident in the past month than employees who dont have any mental health conditions.However,as the following table shows,recognition programs can decrease the likelihood of workplace injuries by up to 50%.Change in Odds of Workplace Accident ReportingMENTAL HEALTH CONCERNODDS OF REPORTING AN ACCIDENT RESULTING IN PHYSICAL INJURY WITHOUT RECOGNITION PROGRAMODDS OF REPORTING AN ACCIDENT RESULTING IN PHYSICAL INJURY WITH RECOGNITION PROGRAMReported burnout2%1%Probable anxiety5%3%Probable depression11%8 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTEWhile single-digit improvements in workplace accidents may seem small,its worth noting that even one less accident can be lifesaving.87O.C.TANNER INSTITUTEFormal complaintsFinally,we assessed the impact that employee recognition might have on documented grievances.For those likely to be diagnosed with anxiety,we see a 33%reduction in a formal complaint being filed over the past month when the organization has a recognition program.For those with probable depression,we see a 20crease.Because mental health issues are so widespreadand no organization is immuneevery employer should provide resources to identify,discuss,and address them.Doing so demonstrates the kind of genuine care that improves the lives of employees and enables them to improve the lives of others.“The same amount of work can feel like its overworking.But with recognition and the accolades that you get from recognitionthe validation and the confidenceit turns into something positive.”FOCUS GROUP PARTICIPANT,MANUFACTURING WORKERCIBC,a leading North American financial institution,is committed to prioritizing mental health and has made wellbeing a shared responsibility between employees and the organization.It removes financial barriers for those seeking mental health care by offering full reimbursement up to an annual limit.The company also provides a robust employee assistance program and a 24/7 virtual care platform,accessible on employees mobile devices,that connects to a nurse practitioner to assist with medical issues,including mental health concerns.The president and CEO is the executive sponsor for wellbeing,who,along with other members of the executive team,shares his own stories to deepen CIBCs commitment to wellbeing.The importance of mental health is talked about CASE STUDYA WORKPLACE THAT CULTIVATES WELLBEING882025 GLOBAL CULTURE REPORTfrequently,including posts on an internal social channel from employees who share their mental health journeys.Online training and guides are available for leaders to support the mental health of their teams.CIBC also leverages its MomentMakers recognition platform,powered by O.C.Tanner,to appreciate and celebrate employees.Using this platform,employees can recognize peers who model healthful habits or those who help another team member prioritize their wellbeing.The banks commitment to prioritizing mental health helps employees to thrive at work and reinforces CIBCs genuinely caring culture.11,1289O.C.TANNER INSTITUTE902025 GLOBAL CULTURE REPORTRECOMMENDATIONSImproving workplace culture and leveraging recognition can help protect and support employee mental health.1 Focus on the elements of a healthy culture and destigmatize mental health issues The six areas of culture most important to employee decisions to join,stay,and engage with an organization(see Talent Magnets in the Introduction)can reduce workplace stress,lessen team conflict,and improve connection and communityall of which help reduce stressors that can cause mental health struggles for employees.As part of the Wellbeing Talent Magnet,remove the stigma around mental health in the workplace.Implement policies that prioritize mental health and encourage employees and leaders to discuss it openly.Have a process and resources available when employees come to leaders with mental health concerns.Interestingly,the most desired resource for mental health,according to one study,was having a workplace culture open to discussing mental health issues.13 Also,be flexible and support employees when they take time off.Leaders should model time off and talk about their own mental health struggles when appropriate.91O.C.TANNER INSTITUTE 2 Enable employees to give and receive recognition Having a recognition program that allows employees to express gratitude at work can reduce the likelihood of burnout,anxiety,and depression,as well as the incidents and costs of absenteeism,presenteeism,workplace accidents,and formal grievances.But just having a recognition program is not enough.Recognition must be an integrated part of employees daily experience.Solutions and tools should enable frequent,timely,and meaningful recognition and provide a variety of ways and reasons to show appreciation and gratitude.Encourage employees and leaders,as they recognize,to strengthen gratitude and connection in their recognition.Specifically,align employees work to a greater purpose,be specific in how they contributed and why it was unique,and focus on genuine,positive sentiment.Giving and receiving recognition can increase belonging,connection,and gratitude,which counteract many factors that lead to poor mental health.Of course,recognition is not a substitute for comprehensive mental health care(e.g.,psychotherapy,medication,etc.).Employees struggling with severe mental health challenges should seek help from qualified professionals,and organizations should provide resources and support for such care.Everyday Wins,the recognition solution of multinational conglomerate 3M created in partnership with O.C.Tanner,ensures employee appreciation is intuitive,integrated,and inclusive.Tools including a mobile app,email integration,and physical kiosks make it natural and easy for all employees,including offline production workers,to show and feel gratitude at work.And even pre-shift team meetings are part of a unified approach to recognition that helps employees feel more connected and strengthens a sense of community.Jeff Finley,Total Rewards and Recognition Program Manager,says,“Everyday Wins makes recognition inclusive,so everybody feels they are recognized and appreciated.”14CASE STUDYRECOGNITION THATS 3X AS POWERFUL922025 GLOBAL CULTURE REPORT93O.C.TANNER INSTITUTECASE STUDYRECOGNITION THATS 3X AS POWERFUL3 Include mental health offerings in Total Rewards packages Medical benefits that cover mental health are critical to helping employees survive and ultimately thrive at work.In fact,employees who believe their compensation is inadequate are more likely to need such benefits because theyre also more likely to feel their work negatively impacts their mental health.15 Consider adding specific resources,such as:Subsidized access to mental health care (either onsite or easy-to-access professionals)Dedicated mental health days Time or days off to attend therapy appointments Mental health training(with time for it during the workday)Stress management and mindfulness resources Flexible work schedules with more frequent breaks Programs that promote positive mental health practices Clear,equitable career advancement and training pathways A formal,integrated recognition programAs weve seen in the previous two chapters,organizations must do more than make offerings available;they must also support and provide resources for employees to use them.Train leaders to support mental health(within appropriate boundaries16),create formal flexible work policies,and give people autonomy in their work to improve their emotional wellbeing.942025 GLOBAL CULTURE REPORT“The most important thing is to be honest about where mental health sits on the hierarchy.If its up among the top key priorities for business,as I think it should be,then put structure and responsibility around itas you would with other priorities for your business.”SAM HARVEY,PROFESSOR OF PSYCHIATRY,UNIVERSITY OF NEW SOUTH WALES95O.C.TANNER INSTITUTENotes on the methodology and important limitations for considerationThe Bureau of Labor Statistics in the U.S.reports that the average hourly compensation for an employee is$43.11.This includes both wages and salaries($30.34)and benefits($12.77).To calculate the value contributed by full-time employees,we multiply the average hourly rate by the number of hours worked per day(eight)and by the number of days a healthy employee would save the company.Its important to note two limitations to the findings in this chapter to avoid confusion.First,the analyses may not generalize well to other conditions not explored in this chapter(i.e.,mental health concerns other than burnout,probable anxiety,or probable depression).While we do provide evidence that giving recognition might reduce anxiety and depression,which is in line with other research in this area,17,18 estimates of recognitions effectiveness may depend on several factors(e.g.,the company,the companys average salary,the severity of mental health concerns,relevant risk factors,etc.).Second,while recognition appears to have tangible benefits for both employees and employers and clearly indicates a culture of caring,recognition alone is an inadequate substitute for comprehensive mental health care(e.g.,psychotherapy and/or medication).Those struggling with such concerns should seek the help of qualified professionals.962025 GLOBAL CULTURE REPORTTHE MENTAL HEALTH LINKKEY TAKEAWAYSPoor organizational culture can cause or contribute to employee mental health struggles.Now is the time for employers to address the causes and effects of mental health issues.Mental health conditions are unavoidable,but organizations can improve them with resources and offerings that support employees.Giving and receiving recognition increase feelings of gratitude,improve emotional wellbeing,and decrease the impact of mental health concerns.1.2021 Mental Health at Work Report,Mind Share Partners,2021.2.“The Economic Burden of Adults with Major Depressive Disorder in the United States(2010 and 2018),”Paul E.Greenberg,Andree-Anne Fournier,Tammy Sisitsky,Mark Simes,Richard Berman,Sarah H.Koenigsberg,and Ronald C.Kessler,Pharmacoeconomics,2021.3.“Tips to Improve Mental Health at Work,”Matt Gonzales,SHRM,May 7,2024.4.“Workers Appreciate and Seek Mental Health Support in the Workplace,”American Psychological Association,2022.5.2021 Mental Health at Work Report,Mind Share Partners,2021.6.2021 Mental Health at Work Report,Mind Share Partners,2021.7.“Nimble Resilience,”2024 Global Culture Report,O.C.Tanner Institute.8.“Gratitude interventions:Effective self-help?A meta-analysis of the impact on symptoms of depression and anxiety,”David R.Cregg and Jennifer S.Cheavens,Journal of Happiness Studies,February 22,2020.9.“Positive psychology in progress:empirical validation of interventions,”Martin E.P.Seligman,Tracy A.Steen,Nansook Park,Christopher Peterson,American Psychologist,2005.10.Depressive Disorder,World Health Organization,March 31,2023.11.“CIBC Deepens Commitment to Employee Wellbeing with New Platform,YourPulseCIBC,”Canada Newswire,October 31,2022.12.“Thriving Together:Cultivating a Supportive Work Environment for Mental Health and Wellbeing,”O.C.Tanner webinar,June 2024.13.2021 Mental Health at Work Report,Mind Share Partners,2021.14.“3M:Building Inclusive,Unified Employee Recognition,”O.C.Tanner,2023.15.“Workers Appreciate and Seek Mental Health Support in the Workplace,”American Psychological Association,2022.16.“Leadership at Risk,”2023 Global Culture Report,O.C.Tanner Institute.17.“Gratitude interventions:Effective self-help?A meta-analysis of the impact on symptoms of depression and anxiety,”David R.Cregg and Jennifer S.Cheavens,Journal of Happiness Studies,February 22,2020.18.“Positive psychology in progress:empirical validation of interventions,”Martin E.P.Seligman,Tracy A.Steen,Nansook Park,Christopher Peterson,American Psychologist,2005.The Mental Health Link Sources97O.C.TANNER INSTITUTE982025 GLOBAL CULTURE REPORTApplied Emotional Intelligence9899O.C.TANNER INSTITUTEMastering one set of interpersonal skills can improve multiple workplace metrics.99ORGANIZATIONS THAT PRACTICE EMOTIONAL INTELLIGENCE ARE 107X MORE LIKELY TO THRIVE100For many years,emotional intelligence has been the exclusive sphere of charismatic leaders and select professions.Not anymore.According to our research,this multi-faceted set of interpersonal skills has become extremely useful throughout workplaces and industries where it can quickly increase trust,innovation,and the bottom line.In fact,organizations that become emotionally smarter across every level arent just creating a more pleasant work environment;theyre outperforming their peers by many,many times.This creates an obvious new mandate:Champion the ability to perceive and control emotions,and then shift it from a specialized executive prowess into a general expectation for all employees.PERSPECTIVE1011022025 GLOBAL CULTURE REPORTINTRODUCTIONEmotional intelligence,often abbreviated as EQ,is traditionallyand brieflydefined as the ability to understand and manage ones own emotions,as well as recognize and influence the feelings of others.Those with high EQ tend to be better communicators,build stronger relationships,work more productively,and advance their careers.Studies show that managers with high EQ retain 70%of their employees for five years or more,and employees whose leaders have high EQ feel more inspired.1Over the three-and-a-half decades since psychologists Peter Salovey and John Mayer coined the term,emotional intelligence has become increasingly valuable,especially for people in healthcare,consulting,sales jobs,or management positions.According to the World Economic Forum,EQ traits are the top skills organizations look for today,2 yet research by emotional intelligence expert Travis Bradberry suggests only 36%of people possess them.3Such findings raise the question:Are people born with emotional intelligence or can it be taught and learned?Like practical empathy(one of the main themes in last years report),4 our research confirms that people can develop emotional intelligence.But to be effective,it must be applied through practice.When applied well,high EQ behaviors build trust,foster innovation,and create a strong,caring workplace culture.Interestingly,our research revealed that organizations can also practice EQ.And when they do,its groundbreaking.Employees who work for high-EQ organizations are 6x more likely to be Promoters,9x more likely to have a sense of purpose,13x more likely to do great work,and 18x more likely to feel a strong sense of success.103O.C.TANNER INSTITUTE“Unlike IQ,which changes little after our teen years,emotional intelligence seems to be largely learned,and it continues to develop as we go through life and learn from our experiences.”DANIEL GOLEMAN,AUTHOR,PSYCHOLOGIST,AND SCIENCE JOURNALISTTHE ELEMENTS OF HIGH EQEmotional intelligence is typically broken down into the core competencies of self-awareness,self-management,social awareness,and relationship management.In our research,we took these competencies a step further.We asked employees what it means to be emotionally intelligent and identified five key characteristics:Practical empathy Self-awareness Nimble resilience Equitable flexibility Communication skillsPRACTICALEMPATHYSELF-AWARENESSCOMMUNICATIONSKILLSNIMBLERESILIENCEEQUITABLEFLEXIBILITYFigure 8.EQ INDEXThe five elements of strong emotional intelligence.104105O.C.TANNER INSTITUTEEach element of the EQ Index has a specific meaning for our research.Practical empathy.Listening to understand,taking supportive action,maintaining boundaries.Self-awareness.Self-confidence in values,managing emotions,openness to feedback,acknowledging strengths and weaknesses.Nimble resilience.Embracing change,adaptability,willingness to fail,recovering from setbacks.Equitable flexibility.Excellent life balance,supporting time-flexibility needs,encouraging new ways of thinking.Communication skills.Holding oneself accountable,admitting to mistakes,open communication.While our previous studies highlight the importance of practical empathy,nimble resilience,and equitable flexibility for leaders,5 this year weve found each of the five elements apply to individuals,leaders,and organizations.To be clear,its not just leader EQ that impacts the workplace.Employees and organizations can also practice EQ to improve connection and culture,and organizations that practice all five of the EQ characteristics are 107x more likely to be considered thriving when compared to their peers.1062025 GLOBAL CULTURE REPORTEMOTIONAL INTELLIGENCE BUILDS INTEGRITY AND TRUSTOur research shows there is a strong relationship between EQ,integrity,and trust.In effect,EQ behaviors signal integrity to others,which builds trust.Integrity is the alignment of an organizations practices and policies with their core values and principles.In other words,its the degree to which employees perceive their company and its leaders“walk the talk.”Its one thing for an organization to say it advocates values like inclusion,empathy,and belonging,but only organizations with genuine integrity translate those values into day-to-day policies and actions.When a leader demonstrates EQ characteristics such as self-awareness and practical empathy,it communicates that their actions are guided by ethical principles and that theyre committed to doing what they say.As a result,workers are more willing to trust their leaders direction and guidance because their actions have established an expectation that its safe to do so.Usually,employees interpret organizational integrity through leader behaviors such as:Delivering on promises Attempting to be fair in their dealings with others Behaving in the same ways they encourage others to behave Acting in alignment with ethical principlesWhen employees perceive their leaders as having high EQ,there is a 44x increase in the odds they will also see their organization as having high integrity.While this places a lot of responsibility on leaders,6 how they act can determine the integrity level of themselves and the organization.EmotionalIntelligenceIntegrityTrust107O.C.TANNER INSTITUTEAn organization with high integrity also fosters a strong sense of belonging,connection,success,and other outcomes:OUTCOMEODDS WHEN ORGANIZATIONAL INTEGRITY IS HIGHBelonging8xInclusion9xCommunity6xConnection to organization6xConnection to leader9xPurpose 8xOpportunity 9xSuccess 10 xAppreciation 7xLeadership 11xWellbeing 2x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE1082025 GLOBAL CULTURE REPORT“Every company has their code of ethics or their core values.If a company says people are our greatest asset on paper and they just laid off 2,000 people while giving their CEO a$30 million bonus,it seems to be at odds with that statement.”FOCUS GROUP PARTICIPANT,STUDENT SERVICES SPECIALISTNext,lets consider the impact on trust.When emotionally intelligent leaders show integrity working with others and dealing with workplace issues,employees are,predictably,more likely to trust them and the organization.The following table also details how leader integrity increases the odds that people will feel their organization handles conflict in a positive way.109O.C.TANNER INSTITUTEIncreased Odds of Outcomes Based on Employee PerceptionEMPLOYEE PERCEPTIONODDS OF TRUST IN LEADERODDS OF TRUST IN ORGANIZATIONODDS OF POSITIVE CONFLICT MANAGEMENTLeader actions are guided by ethical principles7x6x14xLeader behaves in the same ways they encourage others to behave 7x6x15xLeader tries to be fair in their dealings with others7x6x15xHigh levels of trust in leaders and organizations,in turn,yield greater feelings of connection and belonging,as shown in the following table.EMPLOYEE PERCEPTIONBELONGINGOPPORTUNITYCONNECTION TO LEADERCONNECTION TO ORGANIZATIONHigh leader trust5x5x7x5xHigh organizational trust6x6x5x6x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTEWhen leaders build trust in their teams,employees work together better,feel safer speaking up and taking risks,and look out for one another.1102025 GLOBAL CULTURE REPORT“A leaders ability to demonstrate genuine emotional skills directly results in creating trusted work relationships.Trusted relationships are critical to being a deeply connected and communicative team that not only cares about each others success,empowers one another,plays to the strengths of the team,but also seeks help where necessary while remaining focused on shared purpose.”MADHAVI JAGADAM,VICE PRESIDENT,PEOPLE INNOVATION,TELADOC HEALTH111O.C.TANNER INSTITUTEEQ CAN BE LEARNED AND MUST BE PRACTICEDFortunately,emotional intelligence is not dependent on an inherited gene or natural talent.All the behaviors associated with EQ are,in fact,attainable.Focusing on just one characteristic of EQ can impact integrity,trust,conflict management,and the ability to thrive at work.The table on the following page specifies how these four metrics improve when individuals,leaders,and organizations practice a behavior associated with each of the five EQ elements.112Increased Odds of Outcomes Based on Emotionally Intelligent Behaviors EQ BEHAVIORSENSE OF TRUSTSENSE OF INTEGRITYCONFLICT MANAGEMENTTHRIVING OVERALLOpenly addresses mistakes(communication)Individuals3x7x7x5xLeaders7x11x11x8xOrganization6x8x9x7xTakes time to understand others(practical empathy)Individuals5x9x10 x6xLeaders8x11x11x6xOrganizations7x11x13x10 xAcknowledges strengths and weaknesses(self-awareness)Individuals3x6x8x6xLeaders7x11x12x10 xOrganizations5x8x9x8xEmbraces change(nimble resilience)Individuals4x7x8x6xLeaders6x11x13x9xOrganization6x9x9x8xSupports time flexibility(equitable flexibility)Individuals4x6x7x6xLeaders6x10 x10 x8xOrganizations6x8x9x7x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE113O.C.TANNER INSTITUTEEven though leader EQ is responsible for the biggest improvements,these findings reveal organizations would benefit greatly by adopting practices and training all employees to build EQ in the workplace.Unsurprisingly,high organizational EQ generally has a positive influence on the employee experience,but low leader EQ can neutralize(or even reverse)this effect.So employers should undoubtedly encourage and enable leaders to develop EQ skills.Per the following table,outcomes improve dramatically when leaders and organizations both exhibit high EQ.Changes in Odds of Outcomes Based on EQ CombinationsOUTCOMEHIGH ORGANIZATIONAL EQHIGH ORGANIZATIONAL EQ LOW LEADER EQHIGH ORGANIZATIONAL EQ HIGH LEADER EQBurnout levels86%no impact90%Sense of wellbeing 90C% 120%Sense of appreciation 551B% 921 25 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE1142025 GLOBAL CULTURE REPORTRECOMMENDATIONSTo effectively apply emotional intelligence at work,create policies,resources,and support to practice and reward it.1 Encourage leaders to demonstrate EQ behaviors If the goal is to build integrity and trust,leaders must consistently model EQ practices.Encourage them to follow up on employee concerns,deliver on promises,and act in ways that are fair and in sync with what they say.Train leaders to listen and take supportive action with appropriate boundaries to prevent burnout,4 manage emotions,be open to feedback,embrace change,and support flexibility for their people.Nurture a workplace that openly admits mistakes and where people hold themselves accountable.Support leaders as they practice these EQ skills.When leaders do what they say,employees are more likely to promote the organization,find success,and develop a strong sense of trust.115O.C.TANNER INSTITUTEIncreased Odds of Outcomes Based on Employee PerceptionEMPLOYEE PERCEPTIONEMPLOYEE AS PROMOTERSENSE OF SUCCESSSENSE OF TRUSTMy leaders values are consistent with their actions4x7x11xMy leader delivers on promises 4x6x10 xMy leader does what they say they will do4x6x10 x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE“I found that being very open about the things I did not know actually had the opposite effect than I would have thought.It helped me build credibility.”JIM WHITEHURST,CEO,RED HATWhen enterprise software maker Red Hat went to market with a product that failed,employees were angry and frustrated with having to redo work that would set them back more than a year.But instead of placing blame,Jim Whitehurst,CEO,admitted that he was wrong and explained his bad decision to employees with as much detail as he gave the board of directors.Being accessible,answering questions,and apologizing helped Whitehurst earn back employees trust and loyalty.“Ive learned that nothing builds engagement more than being accountable to the people in your organization.You simply have to have the confidence to own your mistakes and admit when youre wrong,”says Whitehurst.7,8CASE STUDYTHE RIGHT CODE FOR REBUILDING TRUST1162025 GLOBAL CULTURE REPORT1172 Apply EQ to repair trust and manage conflict When trust is damaged,EQ practices can re-establish integrity.If leaders are open and honest about their mistakes and work to remedy them through consistent behavior,trust can be rebuilt.Odds of a strong sense of trust improve:7x when leaders admit they made a mistake 6x when direct leaders show consistent behavior in making amends 6x when senior leaders are actively involved in rebuilding trust and improving cultureEstablish an environment where its safe for leaders to concede errors(and encourage them to do so),and where senior leaders model how to own and fix mistakes.EQ behaviors that build trust can also assist conflict management strategies.Leaders with high emotional intelligence are 40 x more likely to have an effective approach to conflict management than those who rank low.Furthermore,fostering open communication with their teams can help leaders improve the odds of several cultural metrics,as seen in the following table.Increased Odds of Outcomes Based on Open CommunicationCOMMUNICATION SENSE OF BELONGINGSENSE OF INCLUSIONSENSE OF SUCCESSLeader encourages debate and discussion4x6x6xLeader helps the team communicate with each other5x7x7xLeader helps the team resolve internal conflicts5x7x7x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTE1182025 GLOBAL CULTURE REPORT“EQ is a must for leaders as we foster approachability while our teams are more remote than ever.I count on my EQ to check in with team members by reading their tone and body language and being vulnerable,open,and honest myself.This presence and authenticityoften found in coachingbuilds the trust to share risky ideas,take on new challenges or roles,or communicate directly when under pressure.”MAGDALENA NOWICKA MOOK,CEO,INTERNATIONAL COACHING FEDERATION119O.C.TANNER INSTITUTE3 Use recognition to help develop emotional intelligence Overall workplace culture improves significantly when everyone,including employees,increases their EQ.And at organizations where all workers give and receive recognition,our data show the EQ of employees and leaders rises.Increased Odds of EQ Based on Integrated RecognitionPERCEPTIONODDS OF EMPLOYEE EQODDS OF LEADER EQI often give recognition8x7xI often receive recognition from my leader7x14xThere is an integrated recognition culture at my organization9x16x2025 GLOBAL CULTURE STUDY,O.C.TANNER INSTITUTERecognition helps employees hone their EQ skills of empathy,self-awareness,and communication.It can also encourage and reinforce EQ behaviors,so recognize employees and leaders who participate in EQ training or demonstrate EQ skills.Share those stories so others can see the importance of these behaviors in the workplace.And make EQ one of the formal reasons employees receive recognition in your recognition tools.The Appreciate Great program at O.C.Tanner recognizes employees for extra effort,great work,career milestones,and even emotional intelligence.When employees use the program to send recognition,they can select from several specific categories,including EQ behaviors like Elevating Others and Care.Additionally,the companys employee performance matrix incorporates EQ skillsproviding leaders with a framework that weighs performance outcomes alongside metrics such as being easy to work with,being willing to help out,elevating the work,and influencing the success of the entire team.Integrating EQ with recognition and performance ensures its encouraged,modeled,and rewarded every day.CASE STUDYINTEGRATING EQ ACROSS A WORKPLACE1202025 GLOBAL CULTURE REPORT121O.C.TANNER INSTITUTE“Group emotional intelligence is about the small acts that make a big difference.It is not about a team member working all night to meet a deadline;it is about saying thank you for doing so.It is not about in-depth discussion of ideas;it is about asking a quiet member for his thoughts.It is not about harmony,lack of tension,and all members liking each other;it is about acknowledging when harmony is false,tension is unexpressed,and treating others with respect.”VANESSA URCH DRUSKAT,ASSOCIATE PROFESSOR OF ORGANIZATIONAL BEHAVIOR,UNIVERSITY OF NEW HAMPSHIRE,AND STEVEN WOLFF,CO-FOUNDER,AGILE EI1222025 GLOBAL CULTURE REPORTAPPLIED EMOTIONAL INTELLIGENCEKEY TAKEAWAYSHigh EQ leads to more integrity and trust in the workplace.EQ and integrity can restore damaged trust and help manage conflict.Employees,leaders,and organizations can all learn EQ through specific
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Unlocking Revenue:How Hoteliers Build Profitable Guest RelationshipsWith research from:Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships2TABLE OF CONTENTSTable of ContentsC H APTE R THRE EPutting It All Together.22Introduction.3Assessing The Current State of Hospitality.4C H APTE R ONEBuilding Guest Relationships.15C H APTE R TWOUnlocking Revenue:How Hoteliers Build Profitable Guest Relationships3INTRODUCTIONSuccess in hospitality comes down to knowing your guests well so you can serve and delight themand drive profit for you.That has always been the recipe for success in this business,but today hoteliers face a unique mix of challenges and opportunities in doing this,from increased demand in many markets and segments to accelerating operating costs that squeeze profit margins.In this dynamic environment,we wanted to learn how the best hoteliers are building strong,profitable guest relationships,from the first digital advertising touchpoints to on-property service to engaging guests after they depart.To understand this,we commissioned a research study of hoteliers around the globe to quantify the state of guest experience today.This report summarizes the research conducted and offers you the unique opportunity to learn from your peers other hotel managers around the world who are facing challenges similar to yours.IntroductionBy understanding how they are engaging their guestsand what is working in doing thisyoull get actionable insights to improve your operations.This report covers pre-stay,on-property,and post-stay guest engagement strategiesas well as the use of data and the financial impact of guest engagement strategies.Theres a lot well cover here,so lets get started!C H A P T E R O N EAssessing the Current State of HospitalityUnlocking Revenue:How Hoteliers Build Profitable Guest Relationships5ASSESSING THE CURRENT STATE OF HOSPITALITYYou may be thinking:When has it not been the goal of hotel operators to increase revenue,reduce expenses,and drive more profits?However,there are a number of new factors you may be experiencing as you consider how to improve your business.Higher expectations:Guests are likely paying more for their stay than ever before and are less likely to tolerate service mistakes than they were during the pandemic recovery.Changing preferences:Travelers have evolved more in the past few years than perhaps during any other period in nearly every regardfrom when they travel,to how they travel,to how they want to interact with hotel staff.These changes create significant operational implications for staying relevant and attractive to todays travelers.New offerings:In response to increased demand for activities,wellness,and sustainability,hoteliers need to provide new amenities,increased communication,and programming,often requiring changes to staffing and training for their teams.Context:Whats Going On In Hospitality TodayUnlocking Revenue:How Hoteliers Build Profitable Guest Relationships6ASSESSING THE CURRENT STATE OF HOSPITALITYStaffing shortages:Despite increasing pay,benefits,and perks to recruit and retain employees,more than three-quarters of hotels are experiencing a staffing shortage,according to the latest survey of hoteliers conducted by the American Hotel&Lodging Association(AHLA).1 Siloed data:Too many hoteliers cannot access or activate their own data.Guest information is often spread across multiple hotel technology systems,preventing a thorough understanding of preferences and the ability to communicate and serve effectively based on that.Squeezed margins:In many markets,inflation is increasing faster than rate growth,reducing profits and causing operators to feel pressure from owners and investors.As Craig Smith,CEO of Aimbridge,observed at the 2024 NYU International Hospitality Investment Conference,pressure from banks and owners to improve margins isnt all bad news for operators.“It forces us to re-imagine our business and operating models,”he said.In summary,hotel operators today face new challenges in earning profits,including guests who demand exceptional service because they are paying more.At the same time,staffing shortages and siloed data hinder their ability to serve these guests effectively.On top of that,inflation is often outpacing rate growth,reducing profit margins and increasing pressure from owners and investors.E X P E R T I N S I G H THospitality Asset Managers Association Justin Epps“Most of our members are seeing 50-75%of their portfolio performing either at or below budget.As an industry,were still trying to get back to the fundamentals we saw in 2019.RevPAR is back to near 2019 levels,but when you dig into it further,weve also seen an unprecedented level of expense lift in wages,benefits,cost of goods,and the cost of doing business.With that,net operating income(NOI)levels are not back to pre-COVID levels.”Source:Hospitality Daily Podcast,20241 76%of surveyed hotels report staffing shortages,AHLA,2024Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships7ASSESSING THE CURRENT STATE OF HOSPITALITYGuest Experience Affects Financial PerformanceThe idea that guest experience affects financial performance is implicit in the hospitality business.Many hotels offer more than the most basic of beds in the most spartan of environments because they believe that creating more of an experience will create value for guests,and guests,in turn,will pay a premium for that.However,only in recent years has research been done to quantify this connection.According to a study conducted by Cornell University professor Chris K.Anderson,The Impact of Social Media on Lodging Performance,a 1-point increase in a hotels review score on a 5-point scale can lead to an 11.2%increase in pricing power.1 Ryan Mann,partner at McKinsey&Company,studied excellence in hospitality in the research article,How the worlds best hotels deliver exceptional customer experience,and found success in todays tough operating environment comes down to attentiveness to the people we serve in the hotel industry.2 In a Hospitality Daily Podcast interview,he shared,“The brands that are able to manage costs while delivering a terrific guest experience are the ones that are closest to their guests.Theyre continuously and consistently in close dialogue with their guests to understand what matters to them and also what doesnt.Theyre investing disproportionately in the areas that matter.And then,in some cases,investing less or not investing in the areas that dont.”3The reason for this is attentiveness to guests can allow you to create a differentiated experience,something Cornell University professor Chekitan Dev shared on the Hospitality Daily Podcast:“Differentiation equals premium,and premium equals profit.If you can successfully,meaningfully,sustainably,and profitably differentiate,you can command a premium.And most of that premium goes to the bottom line.”4The research and experts agree:guest experience affects financial performance.1 The Impact of Social Media on Lodging Performance,Cornell University,20162 How the worlds best hotels deliver exceptional customer experience,McKinsey&Company,20243 How the Worlds Best Hotels Deliver Exceptional Service,Hospitality Daily Podcast,20244 How To Stand Out And Succeed:What Ive Learned About Hotel Brands And What I See Happening Now,Hospitality Daily Podcast,2024Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships8ASSESSING THE CURRENT STATE OF HOSPITALITYThe objective of our research for this report was to understand the state of guest experience and relationship building in hotels today.So,what did we find?1.Hoteliers are watching guest feedback and measuring guest satisfaction closely.Online reviews are the most commonly used method for measuring guest experience,with 92%of respondents utilizing platforms such as TripAdvisor and Google.Direct feedback and digital guest satisfaction surveys also play a significant role in understanding satisfaction.The State of Guest Experience&Relationship Building In Hotels TodayMethods of Measuring Guest Satisfaction&Feedback%of HoteliersOnline Reviews92%Social MediaIn-Stay Feedback ToolsPrinted Guest SurveysMystery ShoppingPhone SurveysOther0%Pu0%Direct Feedback76re) %3%2%Digital Guest Satisfaction SurveysUnlocking Revenue:How Hoteliers Build Profitable Guest Relationships9ASSESSING THE CURRENT STATE OF HOSPITALITYWhat Is The Most Important Financial Success Metric?GOP Gross Operating ProfitEBITDA Earnings before Interest,Taxes,Depreciation,and AmortizationRevPAR Revenue Per Available RoomNot Sure/Decline to AnswerADR Average Daily RateOther(i.e.Monthly Bookings)RGI Revenue Generated IndexTRevPAR Total Revenue Per Available RoomGOPPAR Gross Operating Profit Per Available RoomMetric Type2.Gross Operating Profit(GOP)is the most important financial success metric for more hoteliers than any other metric.This highlights the importance of thinking holistically about guest experience in the context of hotel business performance and getting creative about what can be done to outperform in a profitable manner.S U C C E S S F A C T O RSurvey respondents with an RGI above 100%outperforming their compsets in revenuewere more likely to measure guest experience through direct feedback than those underperforming their compsets in revenue(83%vs.65%).They are also more likely to use in-stay feedback tools(50%vs.30%).20$%4%2%6%6%Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships10ASSESSING THE CURRENT STATE OF HOSPITALITY3.Hoteliers say building guest relationships today is harder than it was five years ago.The participants in our study attributed this to a range of factors,including a lack of data,budget constraints,staffing issues,and technology limitations.This underscores the importance of adapting to todays guest expectations and leveraging technology to enhance relationship-building efforts.Investing in systems that facilitate data collection and analysis,staff training,and personalized guest interactions can help hotels overcome these challenges and create memorable guest experiences.Despite these hurdles,there are clear opportunities for improvement.For example,we found only one in four hoteliers used personalized offers to encourage repeat stays,revealing a significant opportunity for others to stand out and earn more revenue by doing this.Delighting guestsand doing this profitablyrequires knowing your guests.How Would You Describe the Difficulty of Building Guest Relationships Today?Harder today than 5 years agoAbout the same difficulty today as 5 years agoEasier today than 5 years agoNot Sure/Decline to AnswerDifficulty Rating350!%Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships11ASSESSING THE CURRENT STATE OF HOSPITALITYDatawhat you know about your guestsis critical to relationship-building efforts today.According to Phocuswrights U.S.Hotel&Lodging Market Report 2023-2027,hotels that implemented advanced data-driven personalization strategies saw a 25%increase in incremental revenue per guest.1 However,to receive these benefits,you need first to have the data,and our research found that a lack of data is a top challenge for hoteliers in delivering a guest experienceeven more than people,technology,or training.So,how are hoteliers getting this information about their guests?The booking process is clearly the most commonly used by the hoteliers we studied,but some are also using less common touchpoints such as Wi-Fi access pop-ups and mobile messaging as ways to learn more about their guests.The Role of Data In Guest Experience&Relationship Building1 U.S.Hotel&Lodging Market Report 2023-2027,Phocuswright,2024 Common Methods of Gathering Information About Guests%of Hoteliers Collecting50%0%Guest SurveysBooking:Website/Booking EnginePre-Arrival CommunicationsMessaging/App-Based CommunicationsOn-Site InteractionsWebsite EngagementBooking:OTAsBooking:PhoneSocial MediaLoyalty ProgramsOn-Site SpendingWi-Fi AccessNone of the Above25u0fdXUIFB%2%Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships12ASSESSING THE CURRENT STATE OF HOSPITALITYWhen it comes to the information they are collecting,nearly every hotelier in our study stores email addresses,making it the most commonly collected type of guest data.One of the things that stands out from this research is that only one in four hoteliers report tracking how much(and where)guests spend on property,revealing an opportunity for unlocking more revenue.Additionally,nearly half revealed they do not collect room type preferences,missing an opportunity to maximize revenue in the booking process through personalization.What Information Are You Collecting From or About Your Guests?%of Hoteliers Collecting0 0Pp0%Email AddressesBooking ChannelPhone NumberRate or Package BookedFeedback and Survey ResponsesPurpose of TripRoom Type PreferenceSocial Media InteractionsPayment MethodWebsite BehaviorCustomer Service InteractionsBed Type PreferenceOther Special RequestsOn-Property SpendingDietary Restrictions or PreferencesHotel Amenities PreferencesApp Usage DataDining Preferences91wccUPIEA30# %CHAPTER NAME13Unlocking Revenue:How Hotel Marketers Maximize Guest RelationshipsWhen it comes to where hoteliers store the information they know about their guests,the Property Management System(PMS)was the most commonly used technology among our survey respondents.However,nearly a third of hoteliers reported using Customer Relationship Management(CRM)systems,which can provide more robust capabilities for storing and managing guest profile information.Data plays a vital role in your ability to optimize the guest experience and build strong relationships.However,it only becomes valuable when its put to use,which is what well explore next throughout each stage of the guest journey.H OT E L I E R INSIGHTCEOs,Dorchester CollectionHelen Smith&Eugenio Pirri“We look at technology as the enabler of guest experience.We are able to learn a lot about the guest and ensure thats kept in what we call The Golden Profile.When a guest arrives,we want to be able to cater to their individuality and their needs.Through time and through a lot of feedback,we continually evolve that to be more and more robust.”Source:Hospitality Daily Podcast,2024ASSESSING THE CURRENT STATE OF HOSPITALITY13Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships14ASSESSING THE CURRENT STATE OF HOSPITALITY“Were focused on having a lot of opportunities to collect information that the guests provide us.Theres a lot of shopping behavior and historical activity that you can get from guests.Many have gotten good at collecting customer information.I think the real trick here in the landscape that were in today and over the next few years will be how to activate that data.So,for us,something that was really important was to get detailed folio-level data into our CRM.We dont want just to know that somebody spent$250 on dinner last night.We want to know what entrees they ordered,what bottle of wine,and have that feed our personalization engine so that without our marketing team even having to think HOTELIER IN SIG H TChief Commercial Officer,AppellationEd SkapinokSource:Hospitality Daily Podcast,2024about it,the images that that customer sees when they go to our website change based on what we know about them and their previous behaviors.If you were to go to our website and somebody else was to go to our website,it might look totally different to the two of you based on what we know about your interactions with us,your preferences,and your shopping behavior.And I think that thats really where companies that are able to do that will have a great advantage.This was always our ambition:to make sure that were not just marketing to the market segment level or the distribution channel level,but marketing and revenue managing to the individual traveler level.”C H A P T E R T W OBuilding Guest RelationshipsUnlocking Revenue:How Hoteliers Build Profitable Guest Relationships16BUILDING GUEST RELATIONSHIPSYour opportunity to build strong relationships with your guests begins before they even arrive at your property.Engaging Guests in the Dreaming StageThe very earliest stage of the travel journey is the“dreaming”stage when your guests and prospective guests start to think about their next trip.“You might think that travelers want to automate their trip planning and get it over with as soon as possible,but the opposite is true,”Jasperina de Vries,Associate Partner at McKinsey&Company,said on a Hospitality Daily Podcast.1 Her research in McKinseys State of Tourism&Hospitality showed that travelers enjoy the process of planning and getting ready for their tripand this is where a key opportunity for hoteliers exists today.11“I think theres a lot more you can do to make the most out of this.Travelers have been browsing TripAdvisor,your website,and other channels.They may not have made a transaction yet,but they are really orienting themselves and getting ready for it.So there is a ton of value in making sure that you have an online presence to really help people get ready to make the most out of their trip.”Building Relationships Pre-Stay1 McKinsey Research:The State of Tourism&Hospitality,Hospitality Daily Podcast,2024While this presents a strategic opportunity,we found less than half of hoteliers are leveraging touchpoints such as their website,digital ads,and social media to engage travelers in the dreaming phaserepresenting opportunities for you:Common Methods of Engaging with Guests Before Their Stay%of HoteliersEmail:General InfoWebsite:ContentDigital AdvertisingSocial MediaMobile MessagingEmail:PersonalizedWebsite:Live ChatEmail:Guest SurveyDirect MailWebsiteNone of the Above0%Pu0HC5#%9%Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships17BUILDING GUEST RELATIONSHIPSEngaging Guests in the Booking ProcessAll hotels capture at least some data on their guests during the booking process.However,this moment of guest interaction can be leveraged to increase the amount of data available to provide better personalization beyond what you get from the booking.For example,our research showed that fewer than one in four hoteliers today are using known guest data for upselling,revealing a big missed opportunity in the industry and an opportunity for you to stand out and make money.If you already know your guest prefers the more expensive corner suite with a view,why not show that first on the list when they are booking a room?And why not suggest a few activities you believe they will enjoy based on their past interactions with you?Engaging Guests Post-BookingOnce a booking has been made,opportunities abound for building relationships.Nearly 70%of our study respondents are using personalized pre-arrival communicationsoften through emailto engage with guests.This provides an opportunity to set the tone for the guest experience and address any specific needs or preferences.Effective post-booking,pre-arrival communication can include personalized recommendations for local attractions,dining options,and on-property services based on what you know your guests prefer.D A T A P O I N TThe SHR Group Hotel Industry Trends Report 2024 revealed that hotels using AI-powered personalization saw a 32.9%revenue growth within one year.1As in the booking process,hoteliers can also use pre-arrival communications to upsell additional services,such as room upgrades,spa treatments,or dining packages.By presenting these offers in a personalized manner,you can enhance the guest experience and drive incremental revenue.This proactive approach not only meets the guests needs but also demonstrates attentiveness and care,building a strong relationship before a guest even steps foot on your property.1 SHRs Hotel Industry Trends Report 2024,SHR,2024Personalize your pre-arrival communications to enhance the guest experience and drive loyalty.A C T I O N I T E MUnlocking Revenue:How Hoteliers Build Profitable Guest Relationships18BUILDING GUEST RELATIONSHIPS“Guest experience needs to come alive outside of the walls of a hotel or of a resort.When we think about experience design,were really thinking about the customer journey,from dreaming about their stay to researching their stay to booking.The booking phase is obviously a very important one.But then theres also a very important stage just before travel between the booking and the travel,where you also need to make the guests feel like they made the right choice because it is a high ticket,high-stakes choice.Youre often booking for your partner,your family,or even your multi-generational family.These are important travel decisions and financial decisions HOTELIER IN SIG H TFormer Senior Vice President of Marketing and Sales for Club Med in North AmericaSabrina Cendralyoure making.And so this really interesting phase of building up the excitement after the booking is made.Its a really interesting phase to start getting the guests into the mood of their vacation and making sure that they have all the information as well to make the most of their vacation once theyre there.Then,all the way through the stay,pre-departure,departure,and return home.How do you extend the thrill of a stay?How do you get guests to think about their future booking but also just extend a little bit of that magic once you get home and have to go back into the grind?”Source:Hospitality Daily Podcast,2024Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships19BUILDING GUEST RELATIONSHIPSWhile each touchpoint matters,our research found that communicating with guests while they are on property is the single most underrated touchpoint for increasing guest satisfaction and loyalty today.Its also the stage of the guest journey that hoteliers are investing the most in this year.This makes sense,given the wide range of touchpoints you have while a guest is on your property,from face-to-face interactions with your teams to digital communication.Hoteliers today are more interested in digital communication with their guests than ever.Nearly half of hoteliers in our study offer mobile messaging while on property.However,email remains the most commonly used channel for on-property communication.Building Relationships On PropertyCommon Methods of Engaging with Guests On Property%of Hoteliers Using0%Pu0%EmailMobile MessagingSocial MediaQR CodesComment CardsMobile AppNone of the Above49C6&$ CHAPTER NAMEUnlocking Revenue:How Hotel Marketers Maximize Guest RelationshipsThat said,its important not to overlook the basics of hospitality,such as providing a warm welcome experience that starts the whole stay off on the right note.Our research showed that the check-in process was the most common touchpoint where hoteliers used the information they knew about their guests to personalize the experience.S U C C E S S F A C T O ROur study participants with an RGI above 100%outperforming their compsets in revenuewere more likely to use the information they know about their guests to enhance the check-in experience(89%vs 74%),provide in-room amenities(78%vs 65%),and guide concierge services(39%vs 22%).They are also more likely to be engaging with guests on-site using mobile messaging(50%vs 39%),as well as providing staff with technology that enables information sharing(72%vs 39%).Invest in technology and staff training to make the most of on-property guest interactions.A C T I O N I T E MBUILDING GUEST RELATIONSHIPS20Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships21BUILDING GUEST RELATIONSHIPSOpportunities for engaging guests do not end when they leave your property.Savvy hoteliers know the key to driving profitable revenue is cultivating strong relationships that lead to repeat business.If you leverage everything youve learned about your guests during their stay,youll be able to communicate in a way that builds affinity for your hotel or brand and increases the likelihood they will return.Our research backed this up.Aside from loyalty programs,the hoteliers we surveyed reported that providing exclusive offers for Building Relationships Post-Stayreturning guests was the most effective way of encouraging repeat bookings.However,only one in four respondents reported using personalized offers to encourage repeat stays.This reveals a big opportunity for you to do this,stand out,and earn more revenue.Deliver regular,personalized communication with your guests after their stay to build loyalty and encourage repeat visits.A C T I O N I T E MMethods for Encouraging Repeat Bookings%of Hoteliers Using0 0P%Loyalty ProgramSeasonal PromotionsRemarketing ProgramsExclusive Offers for Returning GuestsFollow-up CommunicationsEngaging Content (Blogs,Email,Social Media)Personalized Offers (Birthdays,etc.)2(%5%4%4%C H A P T E R T H R E EPutting It All TogetherUnlocking Revenue:How Hoteliers Build Profitable Guest Relationships23PUTTING IT ALL TOGETHERThe“rules”of managing a hotel successfully have changed with higher expectations than ever before.The good news is that there are also better opportunities than ever before to delight your guests,stand out,and win in todays environment-but you need to understand the technology and operating processes that will allow you to succeed.To succeed today,hoteliers must consider how they can engage their guests holistically at each stage of the journeyfrom pre-stay to on-site to post-stay.Each of these stages presents opportunities to surprise and delight and create memorable experiences that drive revenue and build a foundation for long-term success in a competitive industry.This is going to require a savvy approach to collecting,storing,and using guest data.Its hard to delight someone if you dont know much about them.As Dorchester Collection CEO Eugenio Pirri says,“Show me you know me.”1 This includes implementing systems that integrate with your PMS,CRM,and other data sources,providing a holistic view of each guests preferences and behaviors.On top of that,you need to train and empower your teams to provide this personalized service that will exceed guest expectations.Success doesnt end there.The hoteliers that are winning today embrace a mindset and operating cadence of continuous improvement by regularly collecting and analyzing guest feedback.Understanding guest satisfaction at every stage of the journey and identifying areas for improvement can help you refine your services and deliver betterand more relevantexperiences.The key to success in hospitality today lies in building and maintaining strong guest Conclusion&Next Stepsrelationships at scale,whether you serve dozens or tens of thousands of guests each night.By leveraging data,maintaining regular communication with past guests,offering personalized incentives,investing in technology,and delivering personalized service,hoteliers can create exceptional experiences that delight guests and drive profits.1 The Magic of our Golden Profiles,Hospitality Daily Podcast,2024Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships24PUTTING IT ALL TOGETHERAction Steps for You Implement an integrated feedback system:Automate the collection of online reviews,in-person direct feedback,and digital communication across key touchpoints at every stage of the guest journey,so it can be viewed and analyzed in one place.Align guest experience with GOP:Regularly review how guest experience initiatives impact Gross Operating Profit and adjust your strategies accordingly.Create a unified guest data platform:Invest in technology that integrates data across PMS,CRM,and other systems to create comprehensive guest profiles,including preferences and spending habits.Enhance pre-stay engagement:Develop personalized email campaigns with tailored recommendations and offers,including upselling capabilities during the booking process.Personalize the on-property experience:Use guest data to customize check-in processes,prioritize preferred room types,and provide tailored in-room amenities and concierge recommendations.Empower staff with guest insights:Develop a training program and implement a system that allows staff to easily access and use guest data to provide personalized service across every interaction.Implement mobile-first on-property communication:Deploy a mobile messaging system for guest communication and train staff to use it effectively for personalized service.Deploy a post-stay strategy:Create targeted email campaigns and exclusive offers to your past guests based on their preferences and behaviors.Embrace continuous learning and improvement:Create a process for regularly reviewing guest satisfaction data,quickly implementing improvements,and measuring their impact on both guest experience and financial performance.Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships25PUTTING IT ALL TOGETHERSojern believes in maximizing hotel guest lifetime value through an integrated approach to guest acquisition and experience and has invested in offering hoteliers an end-to-end solution to drive direct bookings,enhance on-property experiences,foster guest loyalty,and encourage repeat stays.Drive direct bookings:Comprehensive digital advertising solutions to attract new travelers AI Website Chatbot to answer booking-related questions and increase conversions Guest Marketing Suite to re-engage past guests and encourage direct bookingsEnhance on-property experiences:AI Concierge for real-time responses to guest inquiries and requests Automated routing of complex issues to appropriate staff Upselling and cross-selling of ancillary services to increase revenue per guest Foster guest loyalty:Real-time guest feedback collection and analysis Proactive issue resolution to prevent negative experiences Personalized communication through guests preferred channels How Sojern Can Help YouEncourage repeat stays:Unified Guest Profile for personalized marketing and service Automated post-stay follow-ups and targeted promotional campaigns Reputation Manager to improve online ratings and attract returning guests Sojern solutions work together to create a seamless experience for guests while helping hoteliers maximize revenue,improve operational efficiency,and build lasting relationships with their guests.Unlocking Revenue:How Hoteliers Build Profitable Guest Relationships26PUTTING IT ALL TOGETHERThe data in this report is based on independent research conducted by Benchmark Research Partners,which surveyed 160 hoteliers in the Summer of 2024,representing a wide range of hotels and resorts around the globe.MethodologyBorn for travel from day one,Sojern gives hotel marketers the tools to reach,engage,and retain high-value travelers throughout their planning and booking journey.Providing an unparalleled view into global travel,Sojerns Travel Marketing Platform develops,activates,and optimizes audiences across digital media channels to deliver full-funnel marketing goals,drive production efficiently,and enrich first-party data.10,000 hotels,attractions,tourism boards,and travel marketers rely on Sojern annually to engage and convert travelers around the world.Learn more at
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Anastasia Economou Eleni A.Kyza Yiannis Georgiou Georgios Kapsalis Sean Gallagher Conor Galvin Eleftheria Gonida Davinia Hernandez Leo Liisa Ilomki Minna Lakkala Dimitris Moustakas Pantelis M.Papadopoulos Aurelio Ruiz Garcia ISSN 1831-9424 2024 EUR 40033 Using self-reflection to support teacher professional learning and development of their digital competence:A multi-case study using SELFIEforTEACHERS JRC138661 EUR 40033 Print ISBN 978-92-68-20678-2 ISSN 1018-5593 doi:10.2760/0052012 KJ-01-24-029-EN-C PDF ISBN 978-92-68-20677-5 ISSN 1831-9424 doi:10.2760/5240021 KJ-01-24-029-EN-N Luxembourg:Publications Office of the European Union,2024 European Union,2024 The reuse policy of the European Commission documents is implemented by the Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission documents(OJ L 330,14.12.2011,p.39).Unless otherwise noted,the reuse of this document is authorised under the Creative Commons Attribution 4.0 International(CC BY 4.0)licence(https:/creativecommons.org/licenses/by/4.0/).This means that reuse is allowed provided appropriate credit is given and any changes are indicated.For any use or reproduction of photos or other material that is not owned by the European Union permission must be sought directly from the copyright holders.How to cite this report:European Commission,Joint Research Centre,Economou,A.,Kyza,E.,Georgiou,Y.,Kapsalis,G.,Gallagher,S.,Galvin,C.,Gonida,E.,Hernandez-Leo,D.,Ilomki,L.,Lakkala,M.,Moustakas,D.,Papadopoulos,P.and Ruiz-Garcia,A.,Using self-reflection to support teacher professional learning and development of their digital competence:A multi-case study using SELFIEforTEACHERS,Publications Office of the European Union,Luxembourg,2024,https:/data.europa.eu/doi/10.2760/5240021,JRC138661.This document is a publication by the Joint Research Centre(JRC),the European Commissions science and knowledge service.It aims to provide evidence-based scientific support to the European policymaking process.The contents of this publication do not necessarily reflect the position or opinion of the European Commission.Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication.For information on the methodology and quality underlying the data used in this publication for which the source is neither Eurostat nor other Commission services,users should contact the referenced source.The designations employed and the presentation of material on the maps do not imply the expression of any opinion whatsoever on the part of the European Union concerning the legal status of any country,territory,city or area or of its authorities,or concerning the delimitation of its frontiers or boundaries.Contact information Name:Anastasia Economou Email:anastasia.economouec.europa.eu EU Science Hub https:/joint-research-centre.ec.europa.eu Contents Abstract.1 Acknowledgements.2 Foreword.3 Executive summary.4 1 Introduction.7 1.1 Problem statement.7 1.2 The research study.7 1.3 SELFIEforTEACHERS.7 1.4 Definition of teachers digital competence.8 1.5 Factors affecting teachers digital competence.9 1.6 Self-reflection as a driver for improving digital competence.11 2 Methodology.12 2.1 Research questions and theoretical propositions.12 2.2 Methods.12 3 Results.25 3.1 Did teachers find the SfT tool easy to use?.25 3.2 Did teachers perceive SfT as useful?.25 3.3 To what extent did SfT support teachers in developing agency to improve their digital competence?.25 3.4 Which personal,institutional and systemic characteristics influence teachers agency to act upon the feedback received from the SfT tool?.27 4 Conclusions and policy implications.29 4.1 Discussion.29 4.2 Recommendations and policy implications.30 5 Individual case study summaries.32 5.1 Cyprus(CY).33 5.2 Greece(EL).42 5.3 Spain(ES).49 5.4 Finland(FI).56 5.5 Ireland(IE).63 5.6 The Netherlands(NL).69 References.78 List of abbreviations and definitions.83 List of figures.84 List of tables.85 Annexes.86 Annex 1.SELFIEforTEACHERS case studies synopsis.86 Annex 2.SELFIEforTEACHERS case studies interview protocols.89 A multi-case study using SELFIEforTEACHERS 1 Abstract This report presents a multi-case qualitative research study on how to support teacher professional learning and development of their digital competence,through a self-reflection process using SELFIEforTEACHERS(SfT).The study investigated how SfT can be used in different settings and what factors,enablers and barriers affect its effective implementation.Moreover,it investigated how self-reflection using SfT can support teachers agency and efficacy for their professional development in using digital technologies in teaching and learning.The report presents the theoretical assumptions that guided the research and discusses the main pertinent findings across the cases,based on the evidence amassed for the individual case studies.Findings are reported from 13 individual case studies conducted in six European Union Member States and are based on thematic analyses using an explanatory case study approach.Main findings indicate that SfT embedded in professional development activities can support teachers in developing digital competence,while at the same time collected aggregated data can support professional development planning.The report concludes with recommendations for teachers,school leaders,teacher trainers and educators,and policymakers.2 A multi-case study using SELFIEforTEACHERS Acknowledgements The SELFIEforTEACHERS Case Studies research comprises work carried out by the European Commissions Joint Research Centre(JRC)with the support of the contract JRC/SVQ/2022/MVP/1278 SELFIEforTEACHERS Case Studies.SELFIEforTEACHERS was developed by the European Commission as part of the work on digital education and skills.It was developed by the Joint Research Centre in collaboration with the Directorate-General for Education,Youth,Sport and Culture(DG EAC).SELFIEforTEACHERS is one of the actions of the European Commissions Digital Education Action Plan(DEAP 2021-2027).Firstly,the authors would like to express their gratitude to all educators that participated in the study,as well as all the organisations universities,training institutions,city councils,regional authorities,schools,students that contributed to the study implementation.Without their involvement,this study would not have been possible.More specifically:in Cyprus,the Cyprus Ministry of Education,Sport and Youth(MoESY)and the participating teachers and leadership team of the school for the second case study,with special thanks to the Media Studies teacher who initiated and led the activity at this school;in Finland,the primary school under study in Helsinki,its leadership team and all teachers,and the Education Division(Basic Education Department)at the City of Helsinki;in Greece,the participating teachers and school leaders of the two high schools under study;in Ireland,the teachers and school leaders at the site-schools,and to Ailbhe FORDE who helped open communications with the two networks;in Spain,the University Master for Teacher Training at Universitat Pompeu Fabra and the Computer Science Department at Escola del Treball de Barcelona;and in the Netherlands,the University of Twente participating students.The authors would also like to thank the Head of Unit T1(JRC.T1 Digital Economy)Michele Vespe,as well as the JRC DES project team manager,Romina Cachia.Moreover,special thanks are due to the Head and Deputy Head of Unit B4(ex JRC.B4 Human Capital and Employment)under which the study plan was initiated,Ioannis Maghiros and Yves Punie,for their support in pursuing the study.Special thanks are also due to DG EAC Unit B2 Head of Unit and colleagues for their support and constructive input to the study findings.We extend our gratitude to Deirdre Hodson,the SELFIEforTEACHERS policy officer,for her additional valuable contributions to the report.The authors would also like to thank the participants of three dissemination events where the study results were presented and discussed:the online workshop on 16 November 2023 where the first outcomes were presented to JRC colleagues;the in-person meeting on 21 February 2024 at DG EAC where the study results and policy suggestions were discussed with DG EAC policy officers;and the in-person Expert Network workshop in Brussels on 22-23 February 2024 where the case studies outcomes were discussed in depth with the SELFIEforTEACHERS experts.The discussion outcomes were very useful for the writing of this report as well as for the work to follow.Finally,a big thank you to the SELFIEforTEACHERS team members and JRC colleagues,previous and current,whose support made the development of SELFIEforTEACHERS possible.Authors Joint Research Centre Consortium Anastasia Economou,JRC Eleni A.Kyza,Cyprus University of Technology Georgios Kapsalis,JRC Yiannis Georgiou,Cyprus University of Technology Sean Gallagher,University College Dublin Conor Galvin,University College Dublin Eleftheria Gonida,Aristotle University of Thessaloniki Davinia Hernandez Leo,Universitat Pompeu Fabra,Barcelona Liisa Ilomki,University of Helsinki Minna Lakkala,University of Helsinki Dimitris Moustakas,Aristotle University of Thessaloniki Pantelis M.Papadopoulos,University of Twente Aurelio Ruiz Garcia,Universitat Pompeu Fabra,Barcelona A multi-case study using SELFIEforTEACHERS 3 Foreword Educators across Europe face the challenge of how to integrate digital tools in their practice to enhance learning outcomes and prepare students for an increasingly digitalised world.The digital competence of teachers and trainers is crucial for a successful digital transition in education.Providing them with the right training and support for their specific context and needs is,however,an ongoing challenge.With the rise of Artificial Intelligence,the need for high-quality,effective and lifelong teacher education in the pedagogical use of technologies is more critical than ever before.Self-reflection is increasingly used across Europe to help teachers understand the benefits,challenges and potential of using digital technologies in their practice.By engaging in active self-reflection,teachers can develop their own learning pathways and take steps to enhance their digital competences.SELFIEforTEACHERS,developed as part of the European Commissions Digital Education Action Plan(2021-2027),is a free online tool that guides teachers in identifying their strengths and areas for further development.It provides personalised feedback,tips and suggestions for planning their professional learning journey.The tool,which is available in more than 30 languages,can be used by individual teachers,groups of teachers,teacher trainers and public authorities to meet their training,planning or diagnostic goals.This report explores how the tool is being used in various educational settings across Europe and offers suggestions on leveraging its potential to support digital capacity building.The European Commission works hand-in-hand with policymakers across Europe to support the professional development of educators.We hope that the examples and insights included in this report will inspire and inform educators,teacher trainers and policymakers in their efforts to boost the digital competence and confidence of Europes teachers.Mnika Kpe-Holmberg Head of Unit-Schools and Multilingualism(EAC.B2)Directorate B Youth,Education and Erasmus DG Education,Youth,Sport and Culture European Commission 4 A multi-case study using SELFIEforTEACHERS Executive summary Policy context The digital transformation of education for quality teaching and learning remains high on the European policy agenda,with almost all Member States having national and/or regional strategies for digital education(European Commission,2019).The European Digital Education Action Plan(DEAP 2021-2027)constitutes a key enabler for the adaptation of the education and training systems of Member States to the digital age.It aims at fostering a high-performing digital education ecosystem and enhancing digital skills and competences for the digital transformation(European Commission,2020).In this context,teacher-specific digital competences are needed to support and improve teaching and learning.Teachers should be empowered to act as transformation agents to successfully support their students in developing their own digital competence,hence contributing to the goals of the European Skills Agenda1 and the Digital Compass:the European path for the Digital Decade.2 SELFIEforTEACHERS SELFIEforTEACHERS(SfT)3 provides a self-reflection tool and a process to support teachers professional learning and the development of their digital competence.Based on the European Framework for the Digital Competence of Educators(DigCompEdu)4,SfT transforms the framework descriptors into 32 self-reflection items to help teachers self-assess their digital competence(Economou,2023).On completing their self-reflection,teachers receive a personal report with their results,and suggestions on how to develop further.Based on their report,teachers are prompted to design their professional learning paths,addressing the identified digital competence needs.Moreover,when the individual self-reflections are anonymously compiled in a group report,the aggregated results can support education stakeholders in planning teacher professional development programmes.While reflection upon ones interpretative assumptions can result in a novel understanding of oneself(Mezirow,2000),reflection is not an automatic process,and it can be difficult for teachers to sustain a reflective approach(Risko et al.,2002)amidst their many professional responsibilities.Such challenges have resulted in an increasing need for research related to effective tools and processes in support of teachers reflection(Mosley Wetzel et al.,2017;Sableski et al.,2019;Sydnor et al.,2020).SfT is such a tool,supporting a continuous learning process.To better understand how SfT can be effectively used,a number of use cases have been identified to describe how SfT can be employed in different contexts,ranging from the use of SfT at the individual level through to institutional and systemic levels.A multi-case research study A multi-case research study was designed and conducted by JRC and a consortium partnership of six universities.The study was implemented between November 2022 and October 2023 and 1 https:/ec.europa.eu/social/main.jsp?catId=1223&langId=en 2 https:/commission.europa.eu/strategy-and-policy/priorities-2019-2024/europe-fit-digital-age/europes-digital-decade-digital-targets-2030_en 3 https:/educators-go-digital.jrc.ec.europa.eu 4 https:/joint-research-centre.ec.europa.eu/digcompedu_en A multi-case study using SELFIEforTEACHERS 5 investigated different use cases of SfT,providing evidence-based insights for the conditions,enablers and hindrances,for its effective application in supporting teachers agency and efficacy for their professional learning and use of digital technologies.Qualitative data on the use of SfT were collected in six EU Member States:Cyprus,Finland,Greece,Ireland,Spain and the Netherlands.The main research question“How can SELFIEforTEACHERS be effectively used to help teachers develop their digital competence?”was approached through the following investigative questions,within a multi-case,multi-site,and multi-researcher design of 13 qualitative studies:How did the teachers perceive SfT,in terms of usability and usefulness?What personal,institutional and systemic characteristics influence teachers agency to act upon the feedback received from the SfT tool?What are the main conditions,enablers and barriers,for the effective use of SfT to support teachers development of their digital competence?How can teachers agency and self-efficacy in their digital competence be supported through the use of SfT?Main findings Findings from these case studies indicate that multiple variables interact to influence teachers willingness to act after they complete SfT.In response to the main research question“How can SELFIEforTEACHERS(SfT)be effectively used to help teachers develop their digital competence?”,the findings indicated that participants perceived SfT as a helpful and thought-provoking instrument that triggered a self-reflection process that may not have happened otherwise.It helped most teachers broaden their conceptualisation of digital competence as a construct that is not limited only to“teaching and learning”,the dimension that is of most interest to their everyday work as teachers.Furthermore,the SfT tool helped them benchmark the level of their digital competence against the levels of competence conveyed through the self-reflection questions provided by SfT.However,when examining the reports from each of the case studies,we see that teachers requested additional guidance from that provided upon the completion of the self-reflection,to support them in proceeding to the next step of their self-reflection,i.e.,to develop professional learning plans to improve their digital competence.The findings indicate that the best use of the tool might be in conjunction with a carefully designed professional development programme,in which teachers can be provided with just-in-time personalised support to develop selected aspects of digital competence.At the same time,the SfT-aggregated data triggered discussions on professional learning needs,expectations and targets within educational contexts that supported additional activities for teachers professional development.Based on the findings,several recommendations are suggested,ranging from recommendations for individual teachers,to school leadership and teacher educators,up to recommendations for policymakers.Two key recommendations refer to:(1)supporting individual teachers use of SfT for self-assessment and benchmarking of their digital competence,as well as providing more contextual and actionable feedback to guide them design and implement their professional learning activities;and(2)integrating SfT into experiential,scaffolded professional programmes,fostering communities of practice,and recognising SfT as a part of a broader strategy for digital competence,including certification.6 A multi-case study using SELFIEforTEACHERS Related JRC work The JRC has developed several reference frameworks for competence development.These are the Digital Competence Framework for Citizens(DigComp)5,the Entrepreneurship Competence Framework(EntreComp)6,the Personal,Social and Learning to Learn Competence Framework(LifeComp)7,the European Sustainability Competence Framework(GreenComp)8,the European Framework for Digitally Competent Educational Organisations(DigCompOrg)9 and the European Framework for the Digital Competence of Educators(DigCompEdu)10.These frameworks can provide a common reference for policymakers,researchers,regional authorities and other stakeholders,and serve as a starting point for discussing,planning,designing and developing different instruments,actions,policies,strategies and research for developing a competence.Based on the conceptual frameworks,two self-reflection tools were developed:(i)SELFIE for schools and work-based learning based on DigCompOrg to support building schools digital capacity,and(ii)SELFIEforTEACHERS(SfT)based on DigCompEdu to support building teachers digital competence.Quick guide This report aims to contribute to the efforts of supporting teachers professional learning and development of their digital competence with meaningful and effective programmes.The main target audience comprises national and regional authorities policy makers,teacher trainers,school leaders and researchers.It consists of a comprehensive report of the multi-case,qualitative investigation of SfT,summarising the most pertinent findings across the cases,based on the evidence amassed from the individual SfT case studies.These findings support several recommendations,which are presented at different levels:at the teacher level,school leadership level,teacher education and training institution level,strategic and policy level,and in relation to the tool.At the same time,the findings of each case study can provide specific situated practices that might apply to similar contexts and could provide useful practices for education stakeholders to implement in their own settings.The report is organised as follows:presentation of the conceptual framework guiding the work;description of the multi-case study methods;presentation of the cross-cutting patterns and findings;and discussion of the lessons learnt and the implications of this work.A brief description of each of the 13 case studies is presented under the country context,along with a summary of the key findings,recommendations and lessons learnt from the sites of investigation.5 https:/joint-research-centre.ec.europa.eu/digcomp-old/digcomp-framework_en 6 https:/joint-research-centre.ec.europa.eu/entrecomp-entrepreneurship-competence-framework_en 7 https:/joint-research-centre.ec.europa.eu/lifecomp_en 8 https:/joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en 9 https:/joint-research-centre.ec.europa.eu/european-framework-digitally-competent-educational-organisations-digcomporg_en 10 https:/joint-research-centre.ec.europa.eu/digcompedu_en A multi-case study using SELFIEforTEACHERS 7 1 Introduction 1.1 Problem statement The European Commission Digital Decade policy programme“2030 Digital Compass:the European way for the Digital Decade”,sets concrete targets and objectives for 2030 and guides Europes digital transformation:a minimum of 80%of the population across Europe is expected to have basic digital skills by 2030 and 20 million ICT specialists to be employed with convergence in numbers of women and men.Despite these aspirations,the existing situation points to a low level of digital literacy among the general population.For instance,results from the Digital Economy and Society Index(DESI)2023,indicate that 53.9%of the EU population has at least basic digital skills,while only 26.5%of the EU population has above basic digital skills.Such findings highlight the need for a transformation of educational systems.To achieve this goal,teachers digital competence should be reinforced so that they can act as transformation agents to successfully support their students in developing their own digital competence.However,according to the OECD Teaching and Learning International Study(TALIS),in 2018 just over half of teachers(56%)across the participating countries had received training in the“use of ICT for teaching”and only 43lt well or very well-prepared for this aspect(OECD,2019).The European Digital Education Action Plan(DEAP 2021-2027)addresses the need to enhance digital skills and competences for the digital transformation as one of its two priorities and recognises teachers digital competence as a core element in a high-performing digital education ecosystem(European Commission,2021).DEAP anticipates actions to support building teacher-specific digital skills to enhance teaching and learning,and proposes the development of a tool to support teachers self-assess their digital competence.Hence,the SfT self-reflection tool has been designed and developed based on the European Framework for Digital Competence of Educators(DigCompEdu).1.2 The research study The goal of the research study was to investigate how a self-reflection process using SELFIEforTEACHERS(SfT)can be used in different contexts in order to constitute a meaningful and effective way to support building teachers digital competence.Hence,a multi-case research study was designed and conducted between November 2022 and October 2023 to investigate different SfT use cases and provide evidence-based insights for the conditions,enablers and hindrances to its effective application to support the development of teachers digital competence.The study findings aim to provide recommendations for education stakeholders on how to support teachers agency and efficacy in the use of digital technologies in their professional context for quality teaching and learning in the digital transition of education.1.3 SELFIEforTEACHERS SELFIEforTEACHERS(SfT)is an online tool,which aims to support teachers in building their digital competence through a self-reflection process.Based on the European Framework for the Digital Competence of Educators(DigCompEdu),SfT guides teachers to self-assess their teacher-specific digital competence through 32 self-reflection items(Fig.1).DigCompEdu describes educators digital competence with 22 descriptors under six areas(professional engagement,digital resources,teaching and learning,assessment,empowering learners,and facilitating learners digital competence)in three pillars:professional competences,pedagogic competences,and learners competences(Redecker,8 A multi-case study using SELFIEforTEACHERS 2017).It also provides a progression model with six proficiency levels:A1-Newcomer,A2-Explorer,B1-Integrator,B2-Expert,C1-Leader,and C2-Pioneer.Upon completing their self-reflection using SfT,teachers receive a personal report with their results along with suggestions on possible next paths.Based on their report,they are prompted to design their professional learning paths,addressing their needs.Moreover,the tools aggregated results can support education stakeholders plan teacher professional development programmes.A number of use cases have been identified to describe the use of SfT in different contexts,ranging from the use of SfT at the individual level to institutional and systemic levels.SfT was designed and developed by JRC on behalf of DG EAC and is an action under the European Commission Digital Education Action Plan 2021-2027.Figure 1.SELFIEforTEACHERS areas and items Source:SELFIEforTEACHERS tool infographics,2021 1.4 Definition of teachers digital competence It is reported that the successful integration of digital technologies in the classroom depends on teachers own digital competence(Surez&Colmenero,2021;Spiezia,2011).While teachers are expected to integrate digital technologies into their classroom practices to enhance student learning(Krumsvik,2014;Redecker,2017),the COVID-19 pandemic directly exposed the need for enhancing teachers digital skills(Damsa et al.,2021;Gewerc et al.,2020).Highly qualified teachers are essential to the digital transformation of educational systems,via mastering the technological and pedagogical knowledge and skills needed to effectively integrate digital technologies into their everyday teaching practices(Castao Muoz et al.,2021).Krumsvik(2014)urged that teachers should reach adequate levels of digital competence and develop their pedagogical digital competence.In addition,various European Commission documents have acknowledged the vital role of teachers digital competence in assuring the quality of education in the 21st century(European Commission,2018).We will next present a brief overview of how digital competence is conceptualised in general,and then present how this construct is being discussed in relation to teachers.The term“digital competence”is,perhaps,one of the most overused terms in the literature(Ala-Mutka,2011;Ferrari&Punie,2013;Ilomki et al.,2016;Spante et al.,2018).The abundance of definitions seeking to capture what digital competence entails has resulted in the emergence of a nebulous landscape around the concept:the use of alternate terms such as“digital literacy”and“digital skills”have made the situation even more complex(FernndezBatanero et al.,2020;Spante et al.,2018).In A multi-case study using SELFIEforTEACHERS 9 addition,the constant evolution of technology necessitates a regular updating of the definition of“digital competence”to accommodate new tools,skills,behaviours,understanding,etc.This changing landscape is reflected in various reports and frameworks,such as the ones published by the European Commission(e.g.,Redecker(2017),the OECD(2019),and the World Economic Forum(2023).In this work,we adopt the following conceptualisation of digital competence based on definitions that delineate the skills,knowledge and attitudes that a digitally competent citizen should have:“The safe,critical,and sensible use of digital technologies to learn at work and to participate in society,as well as to interact with them.It includes information and data literacy,communication and collaboration,media literacy,digital content creation(including programming),security(including digital well-being,and cybersecurity-related skills),intellectual property issues,problem-solving,and critical thinking”(European Commission,2018,p.9).Furthermore,over the years several frameworks have been developed to describe teachers digital competence as well as to help teachers themselves assess their digital competence(Bocconi&Panesi,2018;Brynildsen et al.,2022;Nagel,2021;temberger&Konrad,2021).Some of these frameworks include the“Technology,Pedagogy,and Content Knowledge”(TPACK)framework by Mishra and Koehler(2006),the Spanish Governments“Common Digital Competence Framework for Teachers”(INTEF,2017,2022),which was based on DigComp and DigCompEdu and the Norwegian“Professional Digital Competence Framework for Teacher”(Kelentri et al.,2017).The European Framework for the Digital Competence of Educators(DigCompEdu)describes educators digital competence as professional competences,pedagogical competences,as well as competences related to their learners competences(Redecker,2017).The framework is structured around 22 different specific digital competences,classified within six different areas:(a)professional engagement,(b)digital resources,(c)teaching and learning,(d)assessment,(e)empowering learners,and(f)facilitating learners digital competence.In this work,we adopt the DigCompEdu perspective with respect to teacher-specific digital competence,which also aligns with Froms(2017)argument that teachers digital competence should not be perceived as a separate set of skills pertaining to the teacher alone but should be situated within and across the wider school organisation and institutional context.1.5 Factors affecting teachers digital competence Various factors have been hypothesised to affect teachers digital competence.Key factors influencing teachers use of technologies,as drivers or barriers or both,can be approached from different perspectives such as teacher characteristics,school factors and systemic factors(Law et al.,2008),or extrinsic and intrinsic factors(Ertmer,1999).Lucas et al.(2021)argue that these factors are usually classified as personal factors(i.e.,age,gender,teaching experience,attitudes towards technology)and contextual factors,which relate to both institutional factors(related to the school context where teachers work),and systemic factors(different aspects and levels of the educational system such as infrastructure and access to technology).In a study of over 1,000 Portuguese in-service teachers,Lucas et al.(2021)investigated the relative contribution of personal or contextual factors to teachers self-reported digital competence.Their findings emphasise two important issues:firstly,that personal factors seem to be more decisive in teachers digital competence,and secondly that the two types of factors(personal and contextual)are closely related and that,in order to be understood,their relationship should also be examined.An overview of the main personal,institutional and systemic factors reported in the literature as affecting teachers digital competence is presented next.10 A multi-case study using SELFIEforTEACHERS 1.5.1 Personal factors Research on personal factors has discussed the impact of factors such as age(Cabezas-Gonzlez et al.,2021;Cattaneo et al.,2022;Guilln-Gmez et al.,2021;Lucas et al.,2021),and gender(Andreasen et al.,2022;Cabezas-Gonzlez et al.,2021;Guilln-Gmez et al.,2019,2021).Other personal factors explored were teachers academic degree/qualifications(Cabezas-Gonzlez et al.,2021;Cattaneo et al.,2022),educational level of teaching(Guilln-Gmez et al.,2021;Palomino,2017;2018),discipline/professional field(e.g.,Cabezas-Gonzlez et al.,2021;FernndezBatanero et al.,2019),teaching experience(Benali et al.,2018;Cabezas-Gonzlez et al.,2021;FernndezBatanero et al.,2019;Hinojo-Lucena et al.,2019),prior experience/confidence in using digital tools(Andreasen et al.,2022),attitudes towards technology(Andreasen et al.,2022;Guilln-Gmez et al.,2019),professional workload(Cattaneo et al.,2022)and even teachers self-reflection/self-evaluation skills(Merrit et al.,2005;Talja,2005).1.5.2 Institutional factors Institutional factors are defined as those directly related to a teachers school,such as whether the school climate is supportive and open to innovation,or whether it promotes a sense of collegiality,collaboration and community among teaching personnel.Research on whether institutional factors affect teachers digital competence has reported,for instance,on the potential impact of factors such as school support/strategic leadership(Eickelmann,2011;Gellerstedt et al.,2018;Gil-Flores et al.,2017;Hatlevik&Hatlevik,2018;Lucas et al.,2021),school culture(Cattaneo et al.,2022),or the existence of collegial networks within and beyond school(Bocconi&Panesi,2018;Fraillon et al.,2020;Frank et al.,2011).In addition,according to Ilomki and Lakkala(2018)to improve teaching with digital technology,multiple school-level elements should be considered simultaneously in the evaluation and development processes.More specifically,Ilomki and Lakkala proposed the innovative digital school model and argue that the following elements should be taken into account when seeking to develop digital competence:school vision,leadership,practices of the teaching community including pedagogical practices,school-level knowledge practices,and digital resources.1.5.3 Systemic factors Systemic factors related to educational systems have also been discussed in the literature as potential factors contributing to,or hindering,the development of teachers digital competence.For instance,Beirovi(2023)stressed the need for having appropriate educational policies and strategies,which are regularly updated to reflect the pace of technological change.In addition,research on systemic factors has also focused on factors related to the schools infrastructure,such as network infrastructure/internet access(Gil-Flores et al.,2017),classroom equipment(Lucas et al.,2021),software availability(Gil-Flores et al.,2017)or students access to technology(Lucas et al.,2021).Likewise,school calendar and curriculum support/facilitation(Cattaneo et al.,2022;Lucas et al.,2021)have also been explored as potential factors affecting teachers digital competence development.Nonetheless,whether aspects like classroom equipment,access to technology,or school calendar and curricular support may be considered as institutional or systemic factors,or might partially contribute to the issue,is governed largely by the type of educational system(which in Europe ranges from centralised to de-centralised governance systems),which has control over the decision-making relating to technological and human resources,and the funding model adopted.A multi-case study using SELFIEforTEACHERS 11 1.6 Self-reflection as a driver for improving digital competence SELFIEforTEACHERS(SfT)builds on the idea of self-reflection as a mechanism for improving ones digital competence.Reflection,perceived as a personal process that can deepen ones understanding of self and lead to significant discoveries or insights(Desjarlais&Smith,2011),can trigger self-assessing ones capacity to improve.The importance of reflection for both pre-service and in-service teachers is well documented(Schn,1987;Calderhead,1989;Korthagen&Vasalos,2005).At the same time,it has been argued that reflection and transformative learning are related,and that this relation can positively affect teachers agency.More specifically,according to Jones and Charteris(2017,p.497)“agency is an embedded element in reflective professional learning where deeply held beliefs can be unravelled and reravelled”.This argument is also supported by Mezirows(2000)theory of Transformative Professional Learning,in which reflection upon ones interpretative assumptions can result in a novel understanding of oneself.Reflecting on ones own practices can support the adoption of a more agency-based and action-oriented perspective aiming at fostering digital competence.Despite these arguments,it is known that it is difficult for teachers to sustain a reflective approach(Risko et al.,2002)amidst their many professional responsibilities.Reflection is not an automatic process.It is questionable whether teachers are adequately trained to successfully engage in reflective practices,as they are often not provided adequate support to do so in their everyday teaching practice.According to Saric and Steh(2017,p.70)“expecting that teachers will take time at their own initiative to integrate the process of reflection in their work deliberately is unrealistic”.All these challenges have resulted in an ever-increasing corpus of research focusing on the need to provide effective tools in support of teachers reflection(Mosley Wetzel et al.,2017;Sableski et al.,2019;Sydnor et al.,2020).SfT has been designed to support teachers in reflecting on their digital competence by responding to 32 items based on the DigCompEdu conceptual framework.Moreover,after completing their self-reflection,teachers receive a personal report with their proficiency level for each of SfTs 32 items,as well as suggestions for next steps for further developing their digital competence.In this way,“SELFIEforTEACHERS follows a professional learning approach using critical self-reflection to support teachers identify their own needs through guided self-reflection items and to take action based on their results to further develop their digital competence”(Economou,2023,p.6).Critical reflection can lead to self-awareness,with the latter being a component of self-development(Cheng,2015;Jones&Charteris,2017;Saric&Steh,2017).Under certain conditions,which will be examined as part of the SELFIEforTEACHERS(SfT)case studies,critical reflection may lead teachers to a more accurate awareness of their digital competence,and this improved self-awareness can then lead to motivation to take action.Critical reflection can be a result of several reflective activities,with one of the primary ones for this study being self-reflection,which is defined as teachers capacity to examine their beliefs,attitudes,knowledge,competences and professional practices with a critical view oriented towards self-improvement.12 A multi-case study using SELFIEforTEACHERS 2 Methodology 2.1 Research questions and theoretical propositions The study is a multi-case qualitative research which aimed to explore,from both a“process”and an“outcome-oriented”viewpoint,how self-reflection using SfT can support teacher agency and efficacy for their professional learning and development of their digital competence.The analysis included identifying key factors,both enablers and barriers,for the effective use of SfT for self-reflection in support of building teachers digital competence.The current study examined influencing factors from the perspective of the teachers specific experience(i.e.,the tool and the process),personal characteristics,and institutional and systemic factors.Analysis of the outcomes included the extent to which teachers were actively engaged in designing their learning paths and the use of digital technologies in their professional practice.Hence,the main research question guiding this work was“How can SELFIEforTEACHERS(SfT)be effectively used to help teachers develop their digital competence?”.To answer this question,we analysed the data to address the following four sub-questions,which can be seen as the investigative questions(IQ)of the multi-case study:IQ1:How did the teachers perceive SfT in terms of usability and usefulness?IQ2:What personal,institutional and systemic characteristics influence teachers agency to act upon the feedback received from the SfT tool?IQ3:What are the main conditions,enablers and barriers for the effective use of SfT to support teachers development of their digital competences?IQ4:How can teachers agency and self-efficacy in their digital competence be supported through the use of SfT?The main theoretical research proposition is that,under certain conditions,the SfT can support teachers digital competence through the process of self-reflection.Adopting an explanatory,multiple-case study design,this research sought to collect evidence on whether this proposition can be supported or refuted,and under which conditions.2.2 Methods 2.2.1 A multi-case,multi-site,multi-nation and multi-researcher design Multiple-case studies enable the analysis of data within and across various contexts,for the extraction of differences and similarities across the case studies(Baxter&Jack,2008;Stake,1995;Vannoni,2015).Such a research design can result in stronger and more reliable evidence(Baxter&Jack,2008),while also allowing wider and more convincing insights grounded on enriched and diverse empirical evidence.Multiple-case studies,as opposed to the single-case study design,focus on understanding a phenomenon through comparative and contrasting work.Since multiple-case studies draw their conclusions from different levels of analysis,which include single-case study analyses,they are considered more robust(Yin,2018).Following Yin(2018)we adopted an explanatory focus and a replication logic in this work:in this methodological approach,each case study of the multiple-case study approach can be seen as analogous to an experiment and can either lead to literary replication A multi-case study using SELFIEforTEACHERS 13(predicting similar results)or theoretical replication(predicting contrasting but anticipated and explainable results).The cross-case analysis and synthesis of the individual case studies can yield findings that respond to analytic generalisation(Yin,2018),and which correspond to what Payne and Williams(2005)refer to as“moderatum generalisations”,that is,generalisations that take the form of“testable propositions that might be confirmed or refuted through further evidence”(p.297).These moderatum generalisations are also referred to in the literature as“assertions”(Stake,2013).2.2.2 Overall methodological approach We investigated the main research question,and the four investigative questions,through a multi-case,multi-site,and multi-researcher design consisting of 13 qualitative studies in the six participating EU Member States,(two case studies in each country Finland,Greece,Ireland,Spain,the Netherlands and three in Cyprus).The researchers at each site first analysed the case studies individually.Following this,they engaged in the analytical process of comparatively examining the cases at each site and developing cross-case conclusions,while also checking their interpretations with each other during dedicated research team meetings.This yielded detailed,dense descriptions of the case studies(Geertz,1973),described in the individual reports submitted separately to JRC.The within-site and within-case analyses led to cross-site and cross-case syntheses,using analytical strategies suggested by Yin(2018),such as pattern matching,explanation building,and attending to rival explanations.The next section describes the research design of the individual case studies.2.2.3 The individual case studies The case studies were conceptualised to respond to the study needs.Member States were purposefully selected considering their geographical location(Figure 2),as well as their Digital Economy and Society Index(DESI)profiles(Figure 3)and their educational systems,in order to maximise diversity and plurality within the provided timeframe and available resources.Geographically,Cyprus and Greece are located in Southern Europe,Finland in Northern Europe,the Netherlands in Central Europe,Spain in Western Europe,and Ireland in North-western Europe.In addition,while Cyprus and Greece were ranked in the lower end of DESI 2023,Spain,the Netherlands,Finland and Ireland were ranked at the higher end,with Finland and the Netherlands scoring at the top two positions in terms of basic and advanced digital skills among individuals aged 16-74 years.Figure 2.Geographical distribution of the SELFIEforTEACHERS case studies participating countries 14 A multi-case study using SELFIEforTEACHERS Figure 3.DESI 2023 data for the SELFIEforTEACHERS case studies participating countries The six countries also allow varying degrees of educational autonomy in their national educational systems.As described in the Eurydice report(based on data from 2022),Cyprus and Greece have a centralised educational system,whereas Finland and Spain have a decentralised system.The educational system in the Netherlands reflects some centralisation,with the State having the overall responsibility,but with the organisation and the management of primary and secondary education being a local responsibility.Finally,the Irish educational system has a large number of very small and rural schools,and its organisation is governed through collaborations between the State and private agencies.As seen above,the countries participating in these case studies are highly differentiated in terms of their geographical,digital and educational profiles,and include representatives from the higher,middle and lower end of the DESI 2023 range.Figure 4 provides an overview of the individual case studies to capture additional details,such as the main actors,the educational levels addressed,who initiated the use of SfT,and in which cases a co-design approach was adopted.Figure 4.Overview of the SELFIEforTEACHERS case studies main characteristics A multi-case study using SELFIEforTEACHERS 15 The case studies provide evidence on how SfT can be used to support the development of teachers digital competence in each context,representing a variety of use cases.The use cases addressed the following scenarios:Teachers from different schools register for a professional development course offered by a university or other professional development organisation on fostering digital competence through the use of SfT;A school leadership team decides to use SfT to support teachers digital competence and instructional practices;An in-service teacher takes the initiative to integrate SfT in her school to empower the digital competence of her colleagues;A Ministry of Education Inspector introduces SfT to support chemistry teachers reflection on their digital competence;A network of schools uses SfT to support their teachers digital competence and the schools digital performance;In-service teachers,who are also graduate students,register for a university masters course,as part of their teacher certification requirements.Table 1 provides a brief description of each of the use cases while a more detailed table is provided in Annex 1.Table 1.SELFIEforTEACHERS case studies synopsis.Case study Use case description Context CY1 University research group offering a Teacher Professional Development(TPD)programme to support teachers in designing their professional learning Professional development provided by a university CY2 A teacher uses SfT with her colleagues to identify learning needs and plan professional learning Teacher initiated school-based activities CY3 A policymaker uses SfT aggregate results to plan professional development actions Policy planning EL1 School leadership encourages the use of SfT to support STEM teachers in identifying their digital learning needs and plan their professional development Teacher network supported by a university EL2 School leadership encourages the use of SfT to support Humanities teachers in identifying their digital learning needs and plan their professional development ES1 Pre-service secondary school teachers use SfT to analyse their learning regarding digital competence for education during their studies University program/classes ES2 In-service computer science teachers use SfT as a trigger to analyse their digital competence and decide on further professional development 16 A multi-case study using SELFIEforTEACHERS Case study Use case description Context FI1 School leadership uses SfT and the SfT aggregated data to reflect on teachers current needs and plan training actions at the school Whole school approach FI2 School leadership initiates SfT as a starting point for professional learning and personal development IE1 School leadership uses SfT to support individual teachers plan their professional learning to further develop their digital competence School network collaboration IE2 Leaders of a school network use SfT and SfT aggregated results to plan and implement professional learning actions for their schools NL1 A university research group explores how in-service primary and secondary school teachers use the SfT feedback to advance their digital competence University program/classes NL2 A university research group explores how in-service primary and secondary school teachers can use the SfT feedback to level up(that is to advance from one level to the next)2.2.4 Recruitment Participants were recruited using a variety of methods,namely:Open calls for participation(CY,NL);Prior networks of collaboration(CY,EL,ES);Pre-existing,whole school-researcher collaborations coming together again to pursue joint goals(FI);New networks being formed due to common interests to capitalise on a professional development opportunity(IE);Calls for participation for teachers enrolled in teacher certification programmes at a university(ES);Researcher-Ministry collaboration(CY).2.2.5 Participants The participants at each site included pre-and in-service teachers,school leaders(e.g.,school principal and vice-principal),Ministry of Education or regional authority representatives,a secondary school Chemistry Inspector,and the researchers.All participants volunteered their time.In some cases,the data collection took place at the participants schools during regular work hours,whereas in other cases at universities or online,during the teachers time off.An informed consent was signed by all participants and ethical guidelines in qualitative research were followed(Cieruzo&Keitel,1999).At the end,116 individuals participated in the SfT case studies as A multi-case study using SELFIEforTEACHERS 17 shown in Figure 5.Due to the whole school approach followed for some of the case studies(CY,IE,FI)the number of teachers involved with SfT at these schools was probably higher.Figure 5.Overview of the SELFIEforTEACHERS case studies participants.2.2.6 Implementation sites and context SfT is a self-reflection tool.It is meant to be used by individual teachers,but also by other stakeholders,through the feature of the group creator.Therefore,the case studies include contexts where SfT was used by individual teachers(CY,EL,ES,NL),but also contexts where a whole school approach was adopted as in the case studies in three of the participating countries(FI,IE,CY).In addition,in the case of Ireland,the opportunity of using SfT led to the formation of a network of small,rural schools,created by the school leaders and the researchers with the goal of developing digital capacity and improving the schools digital competence.Furthermore,SfT was also used in teacher education contexts(ES,NL).Table 2 provides a list of the case studies with a brief synopsis and main characteristics for each one.To facilitate the reading of the table,the case studies main elements are colour-coded so they are easy to identify(Figure 6).Elements may have more than one application in some case studies.Figure 6.Colour-coding of case studies elements 18 A multi-case study using SELFIEforTEACHERS Table 2.Overview of the SELFIEforTEACHERS case studies.A multi-case study using SELFIEforTEACHERS 19 20 A multi-case study using SELFIEforTEACHERS 2.2.7 Quality assurance:issues of validity and reliability of the research The researchers,following guidelines shared by Yin(2018),adopted several strategies to safeguard the validity and reliability of the particular multiple-case study research:Construct validity:A review of the literature yielded the operational definitions of the main constructs of the study.The involvement of the JRC,as the developers and experts in the SfT,strengthened the validity of the work.Furthermore,multiple sources of data were collected in each one of the individual case studies.Interview transcripts were also shared with the interviewees in some of the case studies.Finally,regular researcher meetings during the planning,implementation and analysis phases of the project ensured that the multi-national team members had multiple opportunities to provide feedback,critique and share their ideas on the project processes and outcomes.Internal validity:The analysis techniques included processes supporting pattern matching,explanation building and actively looking for rival explanations.External validity:The research design was theoretically informed.A replication logic was adopted for the multiple-case study design.Reliability:Several research protocols were co-developed and iteratively discussed by the researchers,including the interview and coding scheme protocols.Case study databases were developed in the ATLAS.ti qualitative analysis software tool,and an evidence audit trail was created through the recording of data for repeated examination,and the digital organisation of the transcribed data.2.2.8 Data collection methods The main data collection method was individual interviews with teachers,using a detailed interview protocol.This interview protocol was adapted and used for teacher group interviews and for interviews with school leadership teams and the Ministry of Education Inspector.The interviews were semi-structured and open-ended,meaning that the interviewers invited participants to offer their feedback on the issues that were discussed beyond what the questions in the protocol asked for.The interview protocol questions were developed based on the studys theoretical framework and theoretical proposition,to collect data around the following key areas:1.Background information on teachers self-efficacy,agency to learn,instructional practices with technology,and past professional development experiences.2.How teachers perceive SfT in terms of usability and usefulness.3.Teachers agency,self-efficacy and plan of action after participating in the SfT self-reflection exercise.4.Personal,institutional and systemic aspects that can support or hinder the utilisation of the SfT self-reflection tool.The interview protocols adapted for different target groups(teachers,school leaders/policymakers)are presented in Annex 2.A multi-case study using SELFIEforTEACHERS 21 At the same time,as a qualitative multiple-case study,data were collected from multiple sources,serving the goal of triangulation(Stake,2013),and through a variety of measures and tools,as follows:Individual and group interviews:These were individual or group interviews,taking place before or/and after teachers self-reflection using SfT.A detailed,semi-structured interview protocol was used for all interviews,and was adjusted for group interviews,interviews with school leaders or Ministry representatives.Focus group discussions:Focus group discussions,using an open-ended exploratory approach were also a means for data collection,and accompanied the semi-structured group interviews.School leadership team interviews:Data were collected from the school leadership teams for some of the case studies(CY,FI,IE).Interview with a Ministry of Education Inspector:In one case study,data were collected from an interview with a secondary education nspector(CY).Professional learning designs:In some cases(CY,EL,IE)teachers developed professional learning designs or were asked to describe action plans for developing their digital competence in one of the SfT areas.Field notes:Researchers kept notes of the teachers questions,reactions and comments during the discussions about SfT.Selected participants SfT reports:Even though SfT reports were available only to the teachers who completed it,on some occasions,participants shared the SfT individual results with the researchers and gave them permission to analyse them.Table 3 indicates the type of data collected from each case study.Table 3.SELFIEforTEACHERS case studies:The data corpus for each case study.#Case study SfT reflections Individual teacher interviews Group and focus group interviews with teachers Interviews with school leaders or inspectors Profes-sional learning design plans Observa-tion/field notes Other data 1 CY1 Teacher presentations 2 CY2 Learning designs and future action plans 3 CY3 4 EL1 Future action plans 5 EL2 Future action plans 22 A multi-case study using SELFIEforTEACHERS#Case study SfT reflections Individual teacher interviews Group and focus group interviews with teachers Interviews with school leaders or inspectors Profes-sional learning design plans Observa-tion/field notes Other data 6 ES1 Future action plans 7 ES2 Future action plans 8 FI1 9 FI2 Teacher team presentations 10 IE1 Future action plans 11 IE2 12 NL1 Future action plans 13 NL2 Future action plans Unless it compromised the quality of the data collected,or unless explicitly requested by the participants,all data collection,with the exception of surveys,were audio or video recorded.All data were stored on password-protected computers and were not publicly released,thus protecting the anonymity of the participants.All ethical aspects of data collection were adopted:participants were asked to sign informed consent forms,following the guidelines announced by the European Commissions“Ethics in Social science and Humanities”report(Rauhala&Kalokairinou,2021)and ethical standards such as those shared by the American Psychological Association(APA,2017).Data were collected in the participants national or first language.That is,in the case of Cyprus and Greece in Greek,in Finland in Finnish,in Ireland in English,in Spain in Spanish and in the Netherlands in English(as this was the language of the programme that participants were attending).The data collection instruments were adapted for that purpose by each case study researcher,who was part of the instruments development and a native or competent speaker of the language.2.2.9 Data coding and analysis The audio and video data were transcribed for textual analysis and were analysed qualitatively,using bottom-up and top-down approaches.The analysis was conducted in the data original language and only the excerpts used were translated into English.Discussions between the research team members,using exemplars from all countries,led to a common coding scheme which was applied to the data using the Atlas.ti qualitative analysis software.Table 4 presents the coding scheme which was used for all case studies.A multi-case study using SELFIEforTEACHERS 23 Table 4.SELFIEforTEACHERS case studies:coding scheme.Coding category Code Definition 1.Perception of SfT 1.1 Usability Statements that indicate how easy/difficult participants find SfT.1.2 Usefulness Statements that indicate how useful or relevant participants perceive SfT to be.2.Teacher attributes 2.1 Self-efficacy Statements that indicate participants belief in their digital competences to use technology.2.2 Agency Statements that externalise participants agency/activity regarding the development of their digital competences or digital practices 2.3 Digital competences Statements that describe teachers digital competence.2.4 Digital practices Statements that describe teachers digital practices(i.e.,in the classroom).3.Process of improvement 3.1 Self-reflection Statements that refer to teachers reflecting on their digital competence and the use of self-reflection exercises.3.2 Collaborative learning and/or co-design Statements that refer to teachers collaboration as part of their professional growth and for developing their digital competence.3.3 Motivation to improve Teachers motivation to improve their digital competence in the future.3.4 Conditions for professional learning 3.4.1 Support 3.4.2 Hindrances Statements that indicate what supports or hinders teachers professional learning.4.Using SfT for professional growth 4.1 Challenges 4.1.1 Personal aspects 4.1.2 Institutional aspects 4.1.3 Systemic aspects Statements that explicitly discuss challenges to the use of SfT as identified by the participants.These can be additionally coded as Personal(relating to the teachers personal attributes or situation),Institutional(school-related)or Systemic(i.e.,national)challenges.4.2 Drivers Statements that refer to factors supporting the use of SfT,as identified by the participants.Sub-codes referring to personal,institutional and systemic drivers may also be included,if they emerge from the data.5.Professional learning design 5.1 Learning plans Statements that pertain to the participants planning of professional learning around their digital competence or digital practices.24 A multi-case study using SELFIEforTEACHERS Coding category Code Definition 5.2 Intent to act Statements that indicate intent to act to improve ones digital competence or digital practices.6.Broader technology use 6.1 Challenges Statements that provide a broader description of the challenges teachers may face in relation to their use of technology(i.e.,technical infrastructure).6.2 Drivers Statements that provide a broader description of the enablers that support teachers use of technology.An inter-coder agreement was conducted for the data in all research sites,with satisfactory agreement levels reported.After the data were coded and segmented,each research team proceeded with the analysis for each case study using standard analytic phases such as those suggested by Yin(2018).The analysis was iterative and proceeded in phases:after the analysis of each individual case study,each national team examined and contrasted the case studies within the national context and synthesised its findings.Finally,all individual case studies were analysed together and across the national or regional contexts in order to identify patterns in the data.To support the multi-case analysis,the key themes were first identified for each individual case study.These themes were contrasted with each other,and patterns were then identified across studies and contexts.We specifically searched for evidence that might discount the patterns and the initial theoretical proposition of the research.This process led to the claims(assertions)that could be made across and beyond the local contexts;these claims were organised in respect to the main research question and the theoretical proposition of the study.A multi-case study using SELFIEforTEACHERS 25 3 Results This section reports the cross-case synthesis and the findings of the multiple-case study,while the results of each case study are presented briefly in section 5 of this report.The main aim of this multi-case study was to investigate the conditions for the effective use of SfT.The study responds to this broad aim by reporting on the four investigative questions stated earlier in this report.First,we start with an account of how participants perceived the usability and usefulness of SfT,as a pre-requisite for their engagement with SfT for improving their digital competence.We then report on their agency to act,based on the self-reflection supported by SfT,and discuss the conditions for the effective use of SfT as reflected in the evidence collected from the individual case studies.3.1 Did teachers find the SfT tool easy to use?The participating teachers in each of the national contexts converged in their positive impression of SfTs interface design and ease of navigation:they recognised it as a user-friendly,intuitive and easy to navigate tool.Teachers also appreciated the immediate feedback they received and the tools visual representations.On the other hand,some teachers indicated that the questions took considerable time to respond to,something that may influence the uptake of the tool by teachers who are less motivated to engage.At the same time,even though some participants reported that the content presented in SfT was easy to understand,others mentioned that some terminology used in the examples at the tool proficiency level statements was not easy to understand.This was an issue reported by the novice or early career teachers(ES),as well as by teachers with many years of experience who also indicated that they had to look up some of these terms to understand them better(CY,EL,FI,NL).Finally,participants agreed that teachers digital competence is well introduced by SfT and that the tool content helps them reflect on their own competence,even though some teachers in Finland mentioned that they perceived some of the questions as reflecting their practices rather than their competence.All participants were able to complete the SfT self-reflection and were able to report their challenges,which indicates that they used the tool to reflect and discuss their understanding and awareness of their digital competence.3.2 Did teachers perceive SfT as useful?One of the interview protocol questions referred to whether participants perceived SfT as a useful tool for their professional development,or as useful for a schools efforts in developing digital competence.All participants,which included teachers(all case studies),school leadership teams(CY,FI,IE),a Ministry(CY)or regional authority representatives(FI,IE)positively commented on the self-reflection and self-awareness affordances of SfT.In particular,SfT served a professional development purpose,as the items and areas included problematised teachers own definition of digital competence,connecting the idea of digital competence with concepts that they had not all previously considered as important or relevant,or even introducing them to new concepts.3.3 To what extent did SfT support teachers in developing agency to improve their digital competence?Having established that the participants found the SfT tool easy to use and perceived it as promoting self-reflection,we next asked whether this self-reflection process can support teachers in developing their digital competence on its own.To do this,we contrasted the individual case study findings aiming to understand the teachers agency to improve their digital competence after responding to the SfT 26 A multi-case study using SELFIEforTEACHERS tool.The overall finding was that teachers agency to self-improve was present in their engagement with SfT;however,teachers agency to design a plan of action required support in particular ways,which was not extensively provided in all case studies.The following assertions about the SfT self-reflection activity can be concluded by contrasting the case studies of individual teachers using SfT(CY3,EL1,EL2,ES1,ES2,NL1,NL2):The use of SfT can support self-reflection and self-awareness,even without any other support.The study participants were self-motivated to benchmark their digital competence against averages of other European teachers.They were interested to see how they could improve their digital competence and readily questioned their competence level because of the SfT results:that is,they assessed their perception of their digital competence,identified their strengths and weaknesses and reflected on their interests and abilities to change.Self-reflection and self-awareness made teachers question their self-efficacy.On its own,SfT self-reflection helped teachers initiate the process for examining their digital competence;it also created cognitive dissonance for several participants,as reported by teachers in Cyprus,Greece,Spain and the Netherlands,originating from an overestimation of their own abilities.Teachers were more interested in digital competence that directly relates to their teaching.Several teachers felt they were being assigned to a lower competence level because of activities they were not necessarily interested in engaging with,such as assuming leadership and guiding other teachers.More specifically,as they explained,they felt that reaching the SfT levels of C1-Leadership and C2-Innovation were over and beyond what a typical teacher or even a school principal was expected to do in a school.Teachers who were interested in improving their digital competence had difficulties moving from the SfT feedback to drafting actionable plans.Teachers found the feedback generated by the SfT important but general in nature,and indicated that they needed specific suggestions and examples to help them proceed based on that feedback.Teachers agency to improve their digital competence was higher in the cases of the whole school approach(FI)or the networks of rural schools(IE),when collaborative self-reflection among peers was in place(ES),or when scaffolding was provided to support related professional actions(CY).Therefore,a fifth assertion regarding agency to improve would be that:With appropriate support(by peers,knowledgeable others,school leadership,external experts,etc.)teachers motivation to improve their digital competence can be sustained and guided.Support for this assertion came from the case studies focusing on the whole school approach(FI),the network of rural schools especially formed to take advantage of the momentum provided by the SfT tool(IE),and the scaffolded case studies in Cyprus(CY1,CY2).For instance,the cross-case comparison of the three case studies in Cyprus indicated that teachers who participated in a scaffolded,multi-week workshop that supported them in identifying areas of improvement and engaging in planning actions for professional development(CY1)were positive about the effectiveness of SfT in developing their digital competence.In contrast,fewer teachers engaged in such processes when there was limited support(CY2).For example,teachers were not interested in planning professional learning actions at the time of the data collection in the non-supported case of Chemistry education secondary school teachers(CY3)unless directly related to their teaching,thus indicating an explicit prioritisation of their professional needs.Similar findings to CY2 and CY3 were reported in the other case studies with individual teachers,despite the fact that those took place in different contexts,countries and educational systems(EL,ES,NL).A multi-case study using SELFIEforTEACHERS 27 3.4 Which personal,institutional and systemic characteristics influence teachers agency to act upon the feedback received from the SfT tool?As part of the study,we also sought to identify any personal,institutional and systemic characteristics that might influenced teachers willingness to act upon the feedback they received from the SfT tool.All three categories of characteristics were evident in teachers responses,some serving as barriers whereas others serving as enablers for teachers agency to participate or initiate efforts to improve digital competence.Table 5 shows the main barriers reported by at least two research sites.In the case of centralised educational systems,such as those in Cyprus and Greece,the institutional barriers are connected to systemic ones.Table 5.SELFIEforTEACHERS case studies:Main barriers to teachers agency to respond to the tool feedback.A.Personal B.Institutional C.Systemic A1.Own digital skills and knowledge about technology B1.Limited or outdated technological infrastructure at the school C1.Insufficient centrally organised professional development A2.Personal beliefs about technology B2.Limited,outdated or non-existent localised and relevant digital resources C2.Limited,outdated or non-existent localised and relevant digital resources A3.Uncertainty about strategies they could use to improve their digital competence,even after receiving the SfT results B3.Professional workload C3.Professional workload A4.Lack of time B4.Lack of peer or expert support C4.Subject-specific curricular pressures A5.Limited understanding of digital competence B5.Voluntary participation C5.Voluntary participation A6.Limited interest in digital competence that are not directly related to classroom instruction B6.School priorities and goals C6.Systemic priorities and goals Findings indicate that overcoming the barriers that were reported to hinder the teachers agency to develop their digital competence can contribute to creating a conducive climate that can support teachers in taking the next step.Evidence of this comes from both what was achieved during this study,and from the suggestions of the participants regarding what could be done to support the development of other teachers digital competence.For instance,it was suggested that certain personal,institutional and systemic barriers(such as A1,A3,A5,B2,B4 and C2 in Table 6)could be overcome with personalised scaffolding of the process by knowledgeable peers or outside experts in the context of a structured professional development programme,as seen in the first and second Cypriot case study(CY1,CY2).The extent to which these can be overcome depends on the type and extent of the scaffolding that is provided,as also suggested by evidence from the Greek case studies,which indicates that teachers need dedicated support to move from general aspirations to specific and actionable plans for improving their digital competence.The whole school approach,as evident in the case studies in Finland and Ireland,indicate that sharing joint goals for improving a schools or a network of schools digital performance might motivate 28 A multi-case study using SELFIEforTEACHERS teachers to use tools like SfT to support their schools digital planning.Nonetheless,problematic technological and digital infrastructure was reported to limit the teachers motivation to engage.Teachers motivation and incentives provided by others(schools,leadership team,educational authorities,etc.)matters.All participants were volunteers reflecting with SfT,taking part in the interviews,taking the extra step to develop an action plan and even implement it in their school(as happened with CY1 and CY2),were all completed by teachers on a voluntary basis.The motivation to participate varied:in some cases it was personal,while in others it came from the decision for a school-wide participation,an existing collaboration with the researchers,or was part of a certification or masters programme.Participants in Finland emphasised how important it is that participation in such reflective exercises,as supported by SfT,takes place during school time and regular work hours.Participants at multiple sites also strongly discussed that not all teachers would be motivated to use SfT unless it was integrated into their work life.Several teachers also suggested that in order to take full advantage of the benefits of a self-reflection tool like SfT,and really develop digital competence,the use of such tools should be part of the teachers mandatory professional development or teacher certification programmes.Otherwise,personal factors,along with institutional priorities,which often may not have digital competence as a primary goal,might limit the individual teachers motivation and incentives to identify resources and seek support to develop their digital competence.A multi-case study using SELFIEforTEACHERS 29 4 Conclusions and policy implications 4.1 Discussion The ultimate goal behind problematising ones understanding of digital competence,and providing opportunities for engaging in self-reflection,is to support teachers in approaching the task of self-reflection critically,and using this knowledge to inform deliberate actions to address the areas they identified as needing improvement.In the case studies leading to this report,we sought to understand whether the process of engaging in self-reflection,supported by SfT,led to the critical appraisal of the teachers digital competence and whether,in turn,this supported their motivation to take action and their agency to self-improve.Most teachers who participated in this study were motivated to learn about their digital competence,and potentially sought to understand how to improve themselves.However,even with this self-selected sample,teachers could engage in self-reflection but not specify concrete actions on how to proceed with improving their digital competence without considerable guidance.These findings re-affirm that agency to improve ones digital competence is a multi-dimensional construct.According to the ecological approach of agency,teachers agency to self-improve is not merely dependent on them as individuals but also on their socio-cultural environment(i.e.,the availability of cultural,material and social capital),with researchers highlighting the inseparability of the social and the individual when it comes to the construct of teacher agency(Priestley et al.,2015;Archer&Archer,2000).Findings from this study point to this multi-dimensional and multi-level interaction in teachers willingness to take action after they completed SfT and identified areas for improvement.The case studies indicated that SfT helped most teachers broaden their conceptualisation of digital competence,as a construct that is not limited only to“teaching and learning”the dimension that is of most interest to their everyday work as teachers it also helped teachers in respect to their potential impact in educational values.Furthermore,the SfT tool helped them benchmark the level of their digital competence against the levels of competence conveyed through the questions provided in the tool.However,when examining the reports from each of the case studies,we see that mere provision of feedback through the SfT tool was not sufficient to support teachers in proceeding to the next step,which is to develop professional learning plans to improve their digital competence.These findings resonate with the guidelines provided by the JRC in that SfT refers to a self-reflection process within a learning cycle,by proposing the SfT online tool(with guiding statements)and the SfT process(with supporting actions).At the same time,this also raises the question of what the supporting actions could be and how such professional development programmes should be designed.Additional examples and explanations of the more advanced terminology relating to digital competence items in SfT might help less digitally competent users assess their competence.Furthermore,providing localised and personalised links to resources could help teachers act upon their initial agency and transform the experience into a more powerful learning experience.This multi-case study has,of course,its limitations and its assertions should be interpreted contextually,taking into account the SfT tools affordances and constraints,and the context in which the case studies took place.The findings indicate that the current design of the SfT tool suggests that its best use will be in conjunction with a carefully designed professional development programme,in which teachers can be provided with just-in-time support to develop selected aspects of digital competence.The timeframe of this research work did not allow for a longitudinal examination of what this support might look like in all participating national or regional contexts.Therefore,our 30 A multi-case study using SELFIEforTEACHERS conclusions about how regional and national educational contexts at the institutional or systemic level may influence the uptake of SfT require further examination.One important limitation,that also has implications on whether SfT can support the digital transformation of educational systems through helping teachers improve their digital competence,is that the study participants were highly motivated to participate in this study for various reasons(i.e.,because they were intrinsically interested in examining their digital competence;because their school had committed to using SfT and,therefore,they had external and internal incentives to participate;because they wanted to complete their teacher certification programme and this was requested;because they were enrolled in a graduate programme,etc.).As many of the participants explicitly indicated,the use of the SfT tool should be organically integrated into professional development programs or within the national or regional accountability system,and at the same time,be complemented by activities that can support teachers in developing agency to self-improve.Then the impact of such a tool to reach its goal of empowering teachers to take charge of their self-improvement journey can be greater.4.2 Recommendations and policy implications The multi-case study findings support several recommendations at different levels:from the individual to institutional and systemic levels and from practical suggestions to strategic and policy recommendations.At teacher level the study results indicate that teachers can use the SfT tool to individually assess their own digital competence,self-reflect and raise their self-awareness.The results of the SfT self-assessment can indicate areas where ones digital competence could be improved.It is important for teachers to set goals for their professional learning that can be addressed based on available resources and time.Moreover,to improve digital competence,it is important to engage in cycles of goal setting,learning design,and classroom implementation.Teachers can seek support in developing their digital competence from their peers,school leadership,or activate other resources at their school and elsewhere to be able to address issues of common interest.Finally,teachers can initiate and collaborate within groups and reflect on their group report,which presents aggregated,anonymous results of their self-reflections to decide on joint actions for improving their digital capacity.The case of school teachers in Cyprus can provide a good example and practice that teachers could follow.At school leadership level,the study results indicate that SfT can create opportunities for the whole school,when it is used to inform plans to improve the schools digital performance.In particular,it can be used in tandem with the Selfie for schools tool.The analysis of the aggregated results of the SfT self-reflections can support discussions on improving the schools digital planning,in the area of Continuing Professional Development.Supportive school leadership is necessary for teachers to show interest in developing their digital competence and sustaining it,as well as collaborative and peer learning opportunities within the school calendar.Finally,achieving a good technological and digital infrastructure can support teachers motivation and capacity to develop their digital competence.The case of the Finnish whole school approach,as well as the case of the Irish school network can provide a good example and practice that school leaders could follow.Beyond the school context,teachers should engage in professional learning and in professional development programmes provided by teacher education and training institutions.The study results indicate that SfT should be integrated into scaffolded professional development programmes,which are experiential in nature and provide just-in-time support to the teachers.Such professional development opportunities should include access to resources to complement the SfT feedback A multi-case study using SELFIEforTEACHERS 31 supported by the creation of communities of practice to support teachers in sharing resources,expertise and advice on how to improve digital competence.Teachers seem to focus on the areas of SfT that directly affect their classroom practices.They need support in understanding and appreciating other digital competence areas,which seem to be marginalised in favour of the areas that directly impact what they do with their students.Finally,it is preferred that professional development takes place during teachers work hours and is connected to teachers professional lives.At a more strategic and policy level,the study results indicate that SfT can support self-reflection and self-awareness of ones digital competence level.However,its use alone is not sufficient.Empowering teachers to improve their digital competence and practices requires a long-term plan,which also attends to teachers personal(i.e.,time,support from peers or experts),institutional and systemic needs(i.e.,digital competence as a real priority,updated technological infrastructure,access to pedagogical resources,incentives to engage,etc.).SfT aggregated results can provide useful insights on how teachers perceive their digital competence and support digital planning at different levels(i.e.,at the school level,at the level of networks of schools,at the education and training institutions level,regional,national or European level planning).Such opportunities can be especially supportive for rural,remote or under-resourced schools.Integrating SfT in teachers mandatory but scaffolded professional development programmes will provide incentives and motivation for them to attend to their digital competence.If digital competence and development of digital practices in education is a priority,it needs to be reflected in the goal setting,budget and technology infrastructure plan,curriculum approaches and content,and teachers pre-and in-service programmes,including teacher certification programmes.In relation to the tool,SfT feedback could be tailored to different levels of digital competence or different regions;feedback could also cater to different disciplines,to support teachers in connecting this feedback to their subject-specific teaching practices.Differentiated feedback could also be provided to novice versus more advanced teachers.Moreover,it could become more contextualised and actionable.For instance,the feedback could provide links to various local,European and international resources,with a preference to open educational resources,as well as examples of learning designs using specific digital competence levels.It is important to include local resources(which are presented based on the language used to respond to SfT).As a final remark,the research team would like to address the fact that the teachers participating in the study,even though motivated enough to care about their digital competence,expressed their need for support in various forms(e.g.,coaching,peer interaction,access to resources and material,systemic and systematic provision of professional learning opportunities).This support can start from the school and regional level and extend to a European level.Tools like SfT can constitute an important element for the imitation of such support.Actions like the Erasmus teacher academies,eTwinning and the European School Education Platform(ESEP)can provide opportunities to respond to teachers needs for support.SfT is already planned to be embedded in ESEP with ESEP content to be mapped to the six SfT competence areas.Six MOOCs,one for each area,have been developed and a certification programme is under discussion based on an ePortfolio approach.However,providing appropriate personalised support that teachers seem to need might be feasible for small-scale implementations.But can SfT provide a personalised self-reflection learning process and scaffolding for each individual teacher at a large scale?The use of artificial intelligence agents either embedded in the SfT platform or complementing the SfT tool could provide the support and connection to resources that individual teachers are looking for.32 A multi-case study using SELFIEforTEACHERS 5 Individual case study summaries The case studies are part of a multiple case studies design with a total of 13 case studies in six European Member States.A list of the case studies with a brief synopsis and main characteristics for each one are presented in Table 2 in section 2.2.6.In this section,the individual case studies are briefly presented within the country context and followed by a summary and a snapshot with the basic elements of the case,a brief introduction,description of the implementation,research methodology,and key findings.Each case study can provide a useful resource for stakeholders with practices and ideas on how to benefit of such a professional learning and development approach that SELFIEforTEACHERS entails in their own settings.Each country section,concludes with key recommendations and lessons learnt.CYPRUS(CY)A multi-case study using SELFIEforTEACHERS 33 5.1 Cyprus(CY)CY DESI:Low Geographic location:Southern Europe Educational system:Centralised Case study 1(CY1):Scaffolding primary school teachers reflection and professional learning through a Professional Development programme Case Study 2(CY2):A self-driven initiative of an in-service teacher to introduce SfT in the school Case study 3(CY3):Investigating the affordances of SfT using a disciplinary lens:examining Cypriot Chemistry Education teachers uptake of the SfT 5.1.1 Summary of Cypriot case studies Three case studies were conducted in Cyprus,examining the use of SELFIEforTEACHERS(SfT)in three different contexts with varied degrees of scaffolding.The first case study(Case Study 1)examined the use of the SfT tool in the context of a Teacher Professional Development(TPD)programme for in-service primary education teachers,initiated by the researchers.he TPD programme had an extended duration as it lasted for four months,and it was characterised by just-in-time scaffolding,supporting teachers in designing and implementing their personal professional plans for the development of their digital competence.The second case study(Case Study 2)investigated a bottom-up effort of an in-service Media Studies teacher to integrate SfT into a private secondary education school for the digital empowerment of her colleagues.It also had an extended duration,and support was provided by the Media Studies teacher on demand.Finally,the third case study(Case Study 3)examined the uptake of SfT by the Cypriot Chemistry Education teachers.This effort was initiated by university researchers in collaboration with the Chemistry Education Inspector,had limited duration,and in this case no scaffolding was provided.Collectively,the findings of the three case studies provided support that SfT should be situated in scaffolded and extended duration TPD contexts.For instance,interest in designing personalised learning paths as a result of the SfT feedback was absent in Case Study 3,where no other support was provided to chemistry teachers.Interest to take action was relatively low in Case Study 2,where there was only on-demand support by the Media Studies teacher.Finally,interest was relatively high in Case Study 1,where just-in-time scaffolding was provided by the university researchers in the context of a structured TPD programme.5.1.2 Country information CY General information Compulsory education in Cyprus lasts for approximately ten years,as it extends from the age of 4 years and 8 months(pre-primary education)to the age of 15 years(end of lower secondary education).Public schools:At the moment,there are 272 public pre-primary schools,328 public primary schools,as well as 123 public secondary education schools(62 middle schools known as“gymnasiums”,36 high schools known as“lyceums”,10 middle/high schools known as“six-class schools”,as well as 15 technical schools known as“secondary technical and CYPRUS(CY)34 A multi-case study using SELFIEforTEACHERS vocational education and training schools”),aiming to cater the educational needs of over 100,000 of students(107,323 students as of 2021)all over the island.11 12 13 Private schools:At the moment,Cyprus has 173 private pre-primary schools,31 private primary schools,and 39 private secondary education schools,which may be classified as:(a)“same type”(i.e.,following without any deviation the curriculum and the timetables of the existing types of public schools);(b)“similar type”(i.e.,including in their curriculum at least two-thirds of the main courses provided by the public schools,in terms of allocated time and material);(c)“different type”(i.e.,if they do not fall into any of the above categories).14 Teachers and students:According to the 2020-2021 annual report of the Ministry of Education,Sport and Youth(MoESY)15,which is the latest available report,during 2020-2021 there were 928 teachers and 14,223 students in pre-primary schools,4,367 teachers and 51,541 students in primary schools,and 6,750 teachers and 18,012 students in secondary education schools.An overview of the structure of the Cyprus National Education System,as given in the Eurydice report,is presented in the next page.16 Educational governance Considering that the educational system in Cyprus is based on a centralised educational model,it is not a surprise that public schools are reported to have very limited autonomy over their operations,financial resources,school curricula,and hiring and regulation of teaching staff.However,the schools can request and organise professional development sessions of short duration.Teachers can also attend short or longer duration courses to learn about new developments in learning and instruction.Most of these courses are offered outside of the teaching time and teachers are free to choose what,if any,they wish to attend.Digital competence Although Cypruss score on the 2022 edition of the Digital Economy and Society Index(DESI)17 has improved in recent years,Cyprus ranks low compared to the DESI average:it ranks 21st in the EU on human capital,below the EU average,while one out of two Cypriots are reported to lack basic digital skills.More specifically,according to the DESI report:“In terms of at least basic digital skills,Cyprus is below the EU average of 54%,with 50%of people between 16 and 74 years having at least basic digital skills.21%of the population have more than basic digital skills and 60%have at least basic content creation skills against EU averages of 26%and 66%,respectively.The share of ICT specialists in the workforce is lower than the EU average(3.9%compared to 4.5%).Cyprus reaches the EU average for female ICT specialists,who represent 19%of ICT specialists in the country.ICT graduates account for 2.7%of Cypriot graduates,compared to the EU average of 3.9%.Cyprus performs well in the share of enterprises providing ICT training which,at 25%,exceeds the EU average of 20%.These figures show that a change of pace is necessary to empower Cypriot citizens as a whole and provide the economy and society with enough ICT specialists to use and deploy advanced technologies.”11 http:/www.moec.gov.cy/dde/katalogoi_sxoleion.html 12 http:/www.moec.gov.cy/dme/katalogoi_scholeion.html 13 http:/www.moec.gov.cy/dmteek/index.html 14 http:/www.moec.gov.cy/idiotiki_ekpaidefsi/genikes_plirofories.html 15 https:/archeia.moec.gov.cy/mc/605/annual_report_2021_en.pdf 16 https:/eurydice.eacea.ec.europa.eu/national-education-systems/cyprus/overview 17 https:/digital-strategy.ec.europa.eu/en/policies/desi-cyprus CYPRUS(CY)A multi-case study using SELFIEforTEACHERS 35 In addition,according to the Digital 2023 Cyprus report18 it seems that while there were 1.14 million internet users in Cyprus at the start of 2023,with internet penetration at 90.9%of the total population,there were also 114,200 Cypriots(9.1%)who lacked internet access.Therefore,this indicates that there is still a percentage of the population with no internet access and who,as a result,cannot partake on the possibilities offered by it.Moreover,according to the DESI 2022 report,only 63%of Cypriot internet users were actively engaged in the use of e-government services,which is below the EU average of 65%.Therefore,Cyprus also needs to address this issue,since inadequate digital skills limit the possibility to engage in a wide range of online activities.Educational technology legislative and policy frameworks The integration of digital technology within Cypruss educational system is mainly supported by the 2020 Policy on Digital Education19 led by the Ministry of Education,Sport and Youth(MoESY)as well as by the 2020 Strategy on the Digital Transformation of Education20 developed by the Ministry of Research,Innovation and Digital Policy.Both highlight two main aspects:a.the development and use of digital technologies in the context of a digital educational ecosystem of high performance,as well as b.the development of digital competence(knowledge,skills,attitudes)at all educational levels.Both initiatives are also driven by the EUs digital competence frameworks,namely the Digital Competence for Citizens Framework(DigComp);21 Digital Competence for Organisations Framework(DigCompOrg);22 and the Digital Competence Framework for Educators(DigCompEdu).23 Teachers digital competence According to Eurydice(2019),Cyprus is in the minority of European countries where digital competence is not included in a teacher competence framework at the higher education level,initial training level,and in which notably,according to 2019 data,no teacher competence framework exists.Nonetheless,higher education courses supporting the development of varied,and selected,digital competences can be found in each of the university initial teacher education undergraduate programmes in Cyprus.These initial education training programmes at the university level in Cyprus are developed for pre-school and primary school teachers.However,the situation is different for secondary school teachers,who complete a university degree in their discipline and only receive pedagogical training,which includes a limited number of educational technology courses,just prior to being appointed to teach in schools and well after the completion of their university studies.The Cyprus Pedagogical Institutes(CPI)Department of Educational Technology offers several types of opportunities to develop in-service teachers continuous professional development,including making available self-assessment tools,facilitating the creation of teacher networks,and offering various professional development modules during the academic year,at the Pedagogical Institute or at schools.The CPI also offers access to digital learning resources on several online platforms specifically designed for teachers.ICT is a separate subject in lower secondary education,but there is no dedicated time for this in primary education,where ICT integration in different subjects is decided at the 18 https:/ 19 http:/www.moec.gov.cy/archeia/psifiaki_ekpaidefsi/05-cpi-athenamichaelidou.pdf 20 http:/www.moec.gov.cy/archeia/psifiaki_ekpaidefsi/02-dmrid-kyriakoskokkinos.pdf 21 https:/www.schooleducationgateway.eu/en/pub/resources/publications/digcomp-22.htm 22 https:/joint-research-centre.ec.europa.eu/european-framework-digitally-competent-educational-organisations-digcomporg_en 23 https:/joint-research-centre.ec.europa.eu/digcompedu_en CYPRUS(CY)36 A multi-case study using SELFIEforTEACHERS level of the school or of the individual teachers.The integration of ICT in teaching at all levels,beyond the dedicated ICT subjects in lower secondary education,is not systematic.The European Commissions Education and Training Monitor 2020 report24 paints a mixed picture for the integration of technology by Cypriot teachers,reporting that even though teachers may use technology to prepare for class,ICT is poorly integrated when it comes to teaching and learning.5.1.3 Case study 1(CY1):Scaffolding primary school teachers reflection and professional learning through a Professional Development programme Case Study 1(CY1)examined the use of the SfT t
2024-11-06
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