Digital2030 Blended and hybrid learning:a study of current approaches in Welsh further education collegesThis report is also available in Welsh.Supporting the Digital 2030 Call to ActionJuly 2024ContentsIntroduction5The hybrid and blended learning landscape and key strategic drivers 7Success factors 9Focusing on learner needs 9Experiential and flexible approaches 9Encouraging experimentation 9Monitoring learner engagement 9Managing learner expectations 9Collaborative technologies and activities 10Investing in simple tools and appropriate infrastructure 10Building staff digital skills and confidence 10Showcasing good practice 10Senior management support 10Challenges 11Digital access 11Engaging learners online 11Compatibility with curricula 12Lack of staff confidence and digital skill gaps 13Staff time 13Speed of technological advancements 14Licensing costs 15Sharing good practice and resources within the FE sector 15Measuring impact and outcomes 17Future developments 21Keyrecommendations23Appendix 26Case study summary 26Table of key terms 30Contributions32Digital 2030IntroductionThis study explores the use of hybrid and blended delivery approaches inthefurthereducation(FE)sectorinWales.The purpose is to create practical guidance to support the sector in delivering hybrid and blended learning.Underpinned by six thematic case studies,the report outlines good practice examples,critical success factors and potential areas of growth in hybrid and blended learning delivery.ThereportisintendedforpractitionersandstrategicleadersintheFEsector.This includes teaching and learning staff,learning technologists,senior management teams in FE institutions and wider policymakers and decision-makers in the sector.While the study focuses on the experience of FE institutions in Wales,the lessons learnt may be relevant to others in the post-16 education sector interested in hybrid and blended learning delivery,including those outside Wales.The Welsh Government commissioned this study in the context of the Digital 2030 strategic framework and the Ministers CalltoActionondigitallearningforFEinWales.The Call to Action asked FE institutions to develop strategic plans for digital learning by June 2023,centred on four national priorities:1.To work collaboratively to widen access to learning opportunities.2.To develop learners and staffs digital capabilities and confidence for learning,life and work.3.To maximise the potential of technology to empower,enthuse and inspire learners.4.To embed agile,resilient and sustainable approaches to delivery.Hybrid and blended learning approaches to delivery are an important part of FE institutions digital learning strategies.However,FEinstitutionsuseavarietyofterminologiesanddefinitionsforhybridandblendedlearning.Inthisstudy,wedefinehybridandblendedlearninginthefollowingway(see Appendix for the full table of key terms):Hybrid learning:learning that offers onsite and/or online activities,usually within the same session.How learners participate may be pre-determined(for example,groups of learners may be on different sites)or may be determined by teachers or learners themselves to suit their needs.In our case studies,hybrid learning took place synchronously with in-person and remote learners joining the same live session.Blended learning:any combination of onsite(in-person)learning with digital learning activities and resources,usually over a course of study.Most learning,in practice,is blended,though the time spent in different modes of learning will differ.The blend is usually determined by the course design.In our case studies,blended learning involved synchronous learning onsite combined with digital learning activities,as well as synchronous learning onsite combined with asynchronous learning online.Digital 2030As part of this study,we conducted 26 interviews and focus groups with 47 individuals across 10 FEcollegesinWales.Participants included practitioners and strategic leaders and one focus group with learners.Participants were selected for their involvement in different courses and initiatives that support the delivery of hybrid and blended learning(see Appendix for a summary of case study examples).Theconsultationsfocusedonthefollowingthemes,reflectedineachcasestudyreport:1.Access to learning:how can hybrid and blended delivery effectively improve access to learning?2.Learning space design:how are learning spaces being optimised to support hybrid and blended learning?3.Curriculum development:how are colleges rethinking the role of digital in curriculum and assessment design to support and enhance hybrid and blended learning?4.Supportingstaff:how are staff supported to develop digital skills and capabilities needed to deliver blended and hybrid learning?5.Learner engagement:how are colleges maximising learner engagement in hybrid and blended learning?6.Bilingual teaching and learning:how could digital,hybrid and blended approaches transform and enhance bilingual teaching and learning?6IntroductionDigital 2030The hybrid and blended learning landscape and key strategic driversTheCOVID-19pandemicacceleratedWelshFEcollegesjourneysinto hybrid and blended learning delivery.Colleges with pre-existing partnerships with industry(such as Google and Microsoft)transitioned quickly into remote,hybrid and blended delivery during the height of the pandemic.During this period,all colleges capitalised on the rapid development of digital technologies and invested in staff digital skills and related infrastructure,improving their ability to deliver digital learning.Alongside wider policies such as Digital 2030,colleges were prompted to consolidate their digital learning strategies.Aspandemicconditionsandassociatedrestrictionseased,collegeshavetakenmorevariedapproaches to hybrid and blended learning,with some common,overarching trends.Most colleges have overwhelmingly steered towards in-person learning and blended delivery approaches onsite,viewing hybrid and blended models mainly as a safety net to deliver learning in emergency situations.Mostcollegeshavegenerallyprioritisedin-personlearningprimarilyduetolearnerpreferencesand needs.Younger learners(under 18)especially voiced their preference for in-person engagement,and staff noted that remote learning decreased attendance for some of their learners.Staff also felt that in-person delivery was better suited to support learners mental health and wellbeing needs.A few colleges shared that there was still a lack of evidence concerning the impact of remote learning on pedagogy and learner outcomes.They are therefore treating hybrid and blended approaches with remote elements cautiously,until more evidence emerges.Nevertheless,some colleges have fully embraced hybrid and blended approaches which include elements of remote learning.Courses with these delivery models were largely targeted to adult learners(over 18)and mainly driven by the need to provide flexibility to learners with work and care commitments who may not otherwise have had access a full-time FE course.Having multiple campuses and learners spread across different geographical locations were also factors that colleges considered when embedding this type of hybrid and blended provision.Some colleges considered these delivery models in cases where a course was undersubscribed,to prevent course closure.Hybrid provisions were seen as a resource-efficient solution to pull together learners from different colleges and/or locations.Where specific teaching expertise was finite(such as bilingual tutors in certain courses/areas),hybrid and blended provisions with remote elements also enabled colleges to maximise specialist expertise.Digital 2030Collegesmentionedseveralotherpotentialbenefitsattractingthemtohybridandblendeddelivery models more generally:Enhancedlearnerexperienceandskills:opportunity for learners to engage in learning through different modalities,including personalised learning.Opportunity to gain important digital skills enhancing learners employability and ability to move into higher education(HE).Enhancedstaffexperienceandskills:opportunity for teaching staff to try out different models of teaching and pedagogies and improve their digital skills.AI technologies and certain models of hybrid and blended delivery could also give staff more flexibility and lessen their workload.Enhancedbilingualteachingandlearning:opportunity to capitalise on Welsh digital language technologies to support practitioners in bilingual delivery,including those who are not fluent in Welsh.This can improve staff and learner Welsh language skills and enhance the experience of Welsh speaking learners.Sustainability:potential to decrease carbon footprints by reducing classroom use and travel.While colleges were at various stages of establishing their hybrid and blended provisions and initiatives,they were all largely focused on pilotingandexperimentingwithdifferenthybridandblendedapproachestofindoutwhatworkedbestfortheircurriculaandlearnergroups.8The hybrid and blended learning landscape and key strategic driversDigital 2030Success factorsAcross all college initiatives and case study themes,stakeholders highlighted the following success factors as the most important in enabling them to deliver hybrid and blended learning.Focusing on learner needsIt was important to ensure that pedagogy came first,and that the technologies and hybrid and blended approaches reflected specific pedagogical needs.Successful hybrid and blended delivery involved reactive teaching adapting to the needs of specific learner groups.This also meant assessing and understanding how learners were best able to access and engage with learning(including key elements such as learners access to devices,internet connectivity and suitable study spaces).ExperientialandflexibleapproachesGrassroots approaches to developing hybrid and blended delivery models,based on staff experience,worked better than top-down,prescriptive models.Staff required flexibility to adapt technologies and approaches for their own subject and class profiles.EncouragingexperimentationStaff use of hybrid and blended approaches thrived when there was a culture of experimentation,promoting persistent trial and error.Encouraging experimentation required staff willingness to try out new technologies and approaches but also a designated time and space to do so.To succeed in finding what worked best,staff regularly evaluated their practice through formal and informal review mechanisms.Monitoring learner engagementTo track learner engagement and adapt their approaches,staff frequently used learner analytics,formative assessments and different forms of learner feedback.It was important to provide learners with regular check-in mechanisms and strong support systems.This was particularly important in delivery models with elements of remote learning,where it was more difficult to track learner engagement.ManaginglearnerexpectationsEffective hybrid and blended curricula were accompanied by clear guidance around how learners were expected to engage in the course,particularly in delivery models requiring periods of independent,remote learning.This also included advice on what devices and learning set ups were most suitable to access learning.Digital 2030CollaborativetechnologiesandactivitiesBlended and hybrid approaches were particularly effective when they embedded digital tools and learning space designs that encourage collaboration between learners.For example,mobile spaces with interactive screens,or digital quizzes and games.In hybrid delivery models,it was particularly important to provide opportunities for remote learners to meet and get to know each other to engage them effectively in learning.InvestinginsimpletoolsandappropriateinfrastructureStaff feedback commonly highlighted that simple tools and easy-to-use blended and hybrid learning set ups were the most effective.Such tools and set ups encouraged higher levels of staff take up and experimentation.Consulting teaching staff and collaborating closely with IT teams and learning technologists enabled colleges to invest in the right infrastructure,make improvements,and maximise the potential of these tools and set ups.Access to connectivity,devices and adaptable learning environments underpinned the basic infrastructure needs of hybrid and blended delivery.BuildingstaffdigitalskillsandconfidenceIt was important to ensure that staff were aware of the digital support and resources available to them.Providing relevant training and encouraging staff feedback was key to alleviate staff fears around using new technologies.Staff were more receptive to training sessions that were relevant to their specific curriculum areas and encouraged them to use tools and technologies in practice.It helped to have digital support staff embedded within curriculum areas as well as peer support from teaching staff experienced in blended and hybrid approaches.ShowcasinggoodpracticeColleges stressed the importance of showcasing good practice within and outside their colleges to cascade learning about successful hybrid and blended delivery approaches.Initiatives promoting peer knowledge exchange between teaching staff,and demonstrations of how technologies can be set up and used in practice,were particularly successful.Senior management supportFor hybrid and blended initiatives to succeed,they needed to align with wider college strategies and initiatives through support and direction from senior management.Since one size does not fit all,senior management should encourage a bottom-up approach to developing hybrid and blended learning,centred on staff and learner needs.10Success factorsDigital 2030ChallengesThis section outlines the most prominent challenges that colleges faced when delivering hybrid and blended learning,including some suggested solutions to overcome them.Digital accessColleges were concerned about inequalities in learners access to devices,connectivity and ideal learning environments,when engaging with remote hybrid and blended learning.While funding for device loan schemes has narrowed gaps in access to devices,such funding has been decreasing,and new gaps have emerged around access to software and AI tools.For some colleges,inequalities in hybrid learning facilities across campuses was another barrier in providing equal access to learning.Colleges also found that gaps in learners digital skills created barriers to accessing hybrid and blended learning.Suggestedsolutions Assess learner needs around digital skills and access to suitable devices,other digital tools and learning environments.Do not make assumptions.Support learners digital access needs(e.g.through device loan schemes).Support learners to develop their digital skills.Ensure equitable distribution of or access to hybrid and blended learning facilities across campuses.EngaginglearnersonlineTeaching staff found it difficult to engage learners during online/remote sessions in hybrid and blended delivery models.It required a different set of teaching skills to engage learners effectively,and it was often more difficult to monitor learners understanding and levels of participation.Colleges shared that some learners have also misunderstood the commitment required for independent and remote elements of hybrid and blended learning programmes.This led to some learner disengagement.Digital fatigue and lingering,negative experiences from the pandemic had also made it more difficult to involve some learners online.Digital 2030Suggestedsolutions Use learner analytics,formative assessments,face-to-face meeting opportunities,and strong check-in mechanisms and support systems to monitor learners engagement online.Ensure that hybrid and blended course requirements are clear,and accompanied by guidelines around how learners are expected to engage in online learning.Use collaborative and interactive technologies and activities to effectively engage learners in digital learning and encourage active participation.CompatibilitywithcurriculaSome hybrid and blended approaches may not be compatible with certain subjects or learner groups.For example,a flipped learning approach may not be suitable for a subject where learners need lots of support to understand new theoretical concepts and are expected to do this through asynchronous,independent learning.Hybrid and blended approaches with remote learning elements may not be suited to learners who do not engage well with independent learning.Many colleges were still in the process of understanding which hybrid and blended approaches worked best for different types of subjects and learner groups.Colleges also found that strict requirements from awarding bodies made it more difficult to embed hybrid and blended approaches in certain curriculum areas.Suggestedsolutions Adaptive and flexible practice in implementing hybrid and blended approaches to suit course needs.High-quality digital learning design that enables practitioners to explore which blended and hybrid approaches are best suited to their pedagogies.Develop a shared evidence base around the suitability of hybrid and blended approaches to different subjects and learner groups.More guidance and flexibility from awarding bodies in how blended and hybrid approaches should be embedded in curriculum and assessment design.12ChallengesDigital 2030LackofstaffconfidenceanddigitalskillgapsStaff were required to change their teaching practice and gain new skillsets to deliver hybrid and blended learning.The fear of some staff towards using new approaches and technologies created resistance to delivering hybrid and blended learning across colleges.Hybrid and blended learning require a change in teaching practice and different skillsets,which can be daunting for teaching staff.Colleges found that a lack of digital skills,awareness of available tools and digital support,and willingness to experiment created barriers to staff effectively implementing hybrid and blended delivery.Complex technology set ups,and facilities that used multiple,disjointed systems can discourage staff from delivering hybrid and blended learning.Suggestedsolutions Showcase the benefits of hybrid and blended learning to change mindsets and promote simple tools and set ups for staff to use.Provide staff with digital skills training and support,showcase best practice,and designate time for staff to trial hybrid and blended approaches.StafftimeWhen staff first started to implement hybrid and blended learning,the initial preparation created additional workload pressures,although this eased over time.Staff also found that blended and hybrid programmes with remote elements demanded more of their time in providing learner support,sometimes during irregular work hours.In some colleges,timetabling issues prevented some staff from trialling hybrid and blended learning facilities.Suggestedsolutions Designate timetabled hours for staff to prepare hybrid and blended learning materials and trial new technologies and approaches.Create clearly defined boundaries around staff work hours and times during which staff should provide support to learners.Explore the use of AI to help staff with lesson planning,resource creation and saving time on tasks which can be automated.13ChallengesDigital 2030Speed of technological advancementsRapid developments in technologies(such as AI)were a challenge for colleges when it came to making investments in up-to-date tools and facilities for hybrid and blended delivery.Some technologies used in hybrid and blended learning were still in their infancy.This required staff to persistently use and test them while their features were still evolving.Suggestedsolutions Work closely with learning technologists and other relevant stakeholders in the sector to determine which hybrid and blended learning tools and facilities to invest in.Persistently trial new approaches to make the best use of existing tools and facilities.Do not give up on tools and technologies that are still in their infancy,as they may be rapidly improving.14ChallengesDigital 2030Licensing costsInvestment in digital infrastructure for hybrid and blended learning has been mainly orientated towards digital equipment supported by additional capital funding made available for digital access improvements.With the growth in cloud-based solutions and increasing demands for digital content,rising licensing and subscriptions costs were a concern across colleges.Colleges were wary of becoming reliant on free tools that could later turn into high-cost subscriptions.Localised purchasing of licenses and subscriptions through individual departments rather than centrally was also increasing costs for some.Suggestedsolutions Coordinating with staff across departments to make more centralised decisions around licensing purchases.Receiving advice and support from sector-wide bodies around purchasing licences for hybrid and blended learning,including sector-wide licensing negotiations.SharinggoodpracticeandresourceswithintheFEsectorColleges felt that there was a missed opportunity to capitalise on sector-wide networking opportunities to share best practice in hybrid and blended learning delivery.Industry and HE partners could not always share relevant best practice for hybrid and blended learning delivery specific to the FE sector.Competition between colleges could sometimes be a barrier to sharing good practice and resources within the FE sector.The use of different systems(such as Google vs Microsoft)further complicated cross-college training and knowledge sharing initiatives.Suggestedsolutions Build on networking opportunities for colleges to explore and share good practice in setting up hybrid and blended delivery models beyond general digital and technology-enhanced learning.This could include joint working groups,exchange visits and sector-wide networking events.Support collaborative projects to develop hybrid and blended learning and incentivise colleges to share relevant resources.15ChallengesDigital 2030Measuring impact and outcomesMost colleges did not have formalised college-wide processes to measure thespecificimpactsofhybridandblendedlearning.Where colleges specifically evaluated hybrid and blended initiatives,they sometimes found it difficult to attribute observed outcomes to those initiatives alone.Collegesusedacombinationofthefollowingmeasurestotrackthesuccessoftheirhybridandblendedprovisionsandinitiatives.Examgradesandtransitionrates(including transition into the next level of a course,HE and employment):these were standard measures for learner outcomes.Attendanceandretentiondata:these were crucial in evaluating levels of learner engagement and the potential to increase learner recruitment through hybrid and blended delivery.Learnerandstaffsurveys:these included learner entry and exit surveys,and specific surveys on staff and learner digital skills and experiences.Some colleges adopted Jiscs digital experience and insights survey.Learnervoiceactivities:outside of surveys,these included learner voice meetings with elected learner representatives to better understand learner experiences and were sometimes used to gather in-depth learner feedback on hybrid and blended provisions.Classroomobservations:provided useful insights into how learners engaged with hybrid and blended provisions and helped teaching staff reactively adapt their hybrid and blended provisions.Staff,curriculumareaanddepartmentalreviews:used to evaluate staff digital skills and deep dive into the use of hybrid and blended approaches within specific courses.Learneranalytics:embedded in the software used for hybrid and blended delivery such as Google classroom and Panopto.Used to monitor data-to-day learner engagement and formative assessment outcomes.Informalreflectionsandfeedback:from learners and staff during classes and staff meetings.Often provided nuanced understandings of where hybrid and blended approaches were most successful.Always considered alongside other measures to improve provisions.Actionresearchprojects:used to measure the impact of some specific hybrid and blended initiatives.Welsh language ability:standardised coding for levels of Welsh language ability used in initiatives which embedded bilingual delivery.Digital 2030Collegescommonlyobservedthefollowingoutcomesforstaff as a result of staff development initiatives on hybrid and blended approaches and staff involvement in delivering hybrid and blended learning.Awareness of new tools and resources:including the digital support available to staff within their colleges,and new technologies,such as digital technologies to support bilingual delivery.Digitalskillsandconfidence:through practicing and embedding new ways of teaching and engaging learners in hybrid and blended learning.Increasedflexibilityandproductivity:for example,in flipped learning,after staff had prepared asynchronous learning materials,they had more flexibility around how to use their in-person class time.Certain digital resources and AI tools also helped staff reduce administrative workloads.Colleges observed the following outcomes for learners who took part in hybrid and blended learning.Enhancedlearnerexperience:through learning in different ways and taking part in more personalised learning.Welsh speaking learners benefited from staff embedding bilingual delivery using digital technologies.Increasedlearnerattendanceandretention:through offering flexibility and accommodating learner commitments(such as work and/or caring responsibilities),hybrid and blended learning improved learner attendance and retention in some courses.Some colleges also saw that blended and hybrid learning approaches to delivery increased the number and types of learners recruited to their courses.Consistent and improved exam results:hybrid and blended learning enabled learners to access revision resources digitally.Flipped learning models also encouraged regular assessment and exam revision.Staff noticed consistent and improved exam results in these courses.Digital and transferable skills:hybrid and blended learning increased learners digital skills as well as their ability to work independently and in different ways.Colleges saw these as valuable skills for further study,life and employment.Collegesfounditdifficulttoassesswhetheranyspecificgroupsoflearnersbenefitedmorefromhybrid and blended learning compared to others as they did not systematically collect this type of data.However,through general observations,colleges identified the following learner groups as more suited to certain hybrid and blended delivery models.Mature learners with stronger independent learning skills:more likely to excel at the asynchronous and autonomous learning required in some blended and hybrid delivery.Learnerswithworkandcareresponsibilities:more likely to be attracted to flexible learning models to suit other time commitments.Also likely to have stronger time management and independent learning skills.18Measuring impact and outcomesDigital 2030 Learners with preferences for certain learning styles:regardless of age,blended learning can provide learners with opportunities to learn at their own pace,as well as rewind and revisit learning materials.Some learners might also prefer engaging with synchronous learning online and thus engage better with hybrid delivery approaches.LearnerswithAdditionalLearningNeeds(ALN):similarly,blended and hybrid learning can suit certain ALN learners who require more time to digest learning materials at their own pace or prefer to engage with learning online and through certain digital tools and platforms which are more suited to their needs.Learners with stronger digital skills:likely to familiarise themselves more quickly with digital learning tools and platforms used in hybrid and blended learning.In some cases,older learners may have bigger gaps in digital skills compared to younger learners.19Measuring impact and outcomesDigital 2030Future developmentsColleges are working towards further developing their hybrid and blended approaches.Intheirimmediateplans,collegesarelargelylookingtomaximisetheinvestmentsintheirexistinghybrid and blended learning infrastructure.Colleges aim to continue trialling and evaluating their facilities and technologies,looking at how they could be used most purposefully to benefit learners,staff and the college.They also intend to continue staff digital skills training and showcasing best practice to encourage staff to make better use of the available tools and technologies.Building on lessons learned,some colleges are looking to expand their current hybrid and blended programmesandinitiatives.For example,rolling out hybrid and blended approaches to delivery for other courses and departments,as well as building more hybrid and blended learning infrastructure across different campuses.For some,it also means expanding their hybrid and blended delivery models to reach more learners across and beyond Wales.Colleges are also considering investments in new technologies to improve their hybrid and blended delivery.For example,exploring higher quality cameras,better voice recognition tools and innovative,interactive technologies to further develop their classroom set ups and teaching materials for hybrid and blended delivery.Some colleges reiterated that home-grown,simple solutions are sometimes more appropriate compared to expensive investments in off-the-shelf solutions.Most notable among the new technologies explored are AI and immersive reality technologies.Overwhelmingly,both practitioners and strategic staff see advancements in AI as a central area of focus in their future digital learning strategies.Using AI,colleges wish to explore alternative assessment methods,learning resource creation,opportunities for personalised learning and ways to reduce staff workload.Immersive learning spaces are also seen as an exciting innovation worth considering in future investments.However,most colleges are cautious and intend to take more time to understand the educational value and benefits of these technologies in the FE sector.Some colleges are looking to partner with other FE and HE partners and industry experts to further investigate AI and immersive technologies.A set of six college-led pilot projects funded by the Welsh Government are exploring different aspects of the use of AI in FE during the 2023/24 academic year,and findings will be shared for wider benefit.Digital 2030KeyrecommendationsTo support the future development and improvement of hybrid andblendedlearning,intervieweesofferedanumberofkeyrecommendations,addressingvariousstakeholders.They recommended the following to teachingstaffandpractitioners involved in hybrid and blended delivery:Hybrid and blended delivery looks different for every class.Invest time to build trust with learners,listen and adapt to learner needs and feedback.Focus on learner needs to better understand where hybrid and blended delivery can enrich learner experiences.Continue experimenting with different approaches and tools for hybrid and blended delivery.Do not give up on emerging technologies as they are rapidly developing.Be proactive in creating change,rather than simply reacting to it.Educators should be at the forefront of new approaches and developments in hybrid and blended learning delivery.Introduce more collaborative learning opportunities to engage learners effectively in hybrid and blended learning.This includes a balance of different engagement modalities and the use of interactive digital technologies.Staff at all levels of fluency in Welsh can support bilingual learning.Make use of digital technologies supporting use of the Welsh language and offer learners options by presenting learning materials in both English and Welsh.Digital 2030Interviewees advised curriculum leaders and senior management to consider the following to improve hybrid and blended delivery in their colleges:Recognise the importance of embedding hybrid and blended delivery models across curriculum areas,particularly in terms of their role in widening access to learning.Consult with key stakeholders,including teaching staff and learning technologists,to innovate and improve hybrid and blended delivery and invest in the appropriate supporting infrastructure.Encourage an exploratory culture that incentivises practitioners to experiment with different hybrid and blended delivery approaches and tools.Provide staff with designated time and space to do this and promote and showcase best practice.Invest in upskilling staff on new digital developments and innovative hybrid and blended tools and approaches.Ensure that staff can see and try these out in practice,provide peer learning opportunities,and adapt training content to make it relevant to their curriculum areas.Embed simple tools and easy to use set ups to improve hybrid and blended learning facilities and encourage staff take up of hybrid and blended delivery.Combine bilingual teaching and learning and blended learning strategies to align bilingual and blended/hybrid delivery models.Establish strong evaluation and review systems to assess how to best implement hybrid and blended delivery and gather data on how these delivery models impact staff and learners.Ensure practitioners are closely involved in this process and have opportunities to assess the impact on their workload.24Key recommendationsDigital 2030Interviewees offered the following recommendations to wider decision-makers andpartnersintheFEsector:FE institutions and sector bodies should build on networking opportunities and cross-sector working groups to showcase and collaboratively develop good practice specific to hybrid and blended learning delivery.These communities could work together to create a shared language around hybrid and blended learning.Industry partners need to develop and demonstrate technologies for hybrid and blended learning that are more relevant to FE settings.They should seek and listen to feedback from FE practitioners.Funders and FE sector bodies should continue to promote and raise awareness of funding opportunities for colleges to get involved in innovative and collaborative projects to develop hybrid and blended learning delivery,including the development of shared resources.Funders and FE sector bodies should recognise changes in funding models for hybrid and blended learning,particularly as financial pressures are shifting towards investments in licensing.Negotiating better content and software licensing deals for the sector could help bring these costs down.Awarding and assessment bodies should re-evaluate the place of hybrid and blended learning across different curriculum areas.They should provide more guidance around curriculum requirements and changing assessment criteria in the context of hybrid and blended learning,also considering advancements in AI technology and associated impacts on learning and assessment.25Key recommendationsDigital 2030AppendixCase study summaryCollegeInitiativeThemeAccess to learningLearning space designCurriculum developmentSupportingstaffLearner engagementBilingual teaching and learningColeg Sir Gr Equityofaccessthroughhybriddelivery:the college offers hybrid learning on two of its part-time professional programmes,Postgraduate Certificate in Education(PGCE)and Institute of Leadership&Management(ILM),to give learners more choice in how they access the curriculum.The college approach to hybrid delivery is grounded in the principle of equity of access and a focus on learner need by working locally with course teams through a grassroots approach to expand hybrid delivery to other curriculum areas.NPTC Group of Colleges Hybrid delivery AAT:the Association of Accounting Technicians(AAT)programme has been delivered as a hybrid course since the pandemic.The course operates from several different colleges sites so learners can attend sessions in person,remotely or a combination of both depending on their personal and work circumstances.The lessons and experiences of the course team are being shared more widely to inform other curriculum areas exploring the possibilities of hybrid delivery.Merthyr CollegeMicrosoftshowcaseclassrooms:established in the 2023/24 academic year,these classrooms were designed for blended,hybrid and digitally enhanced in-person learning and used across subjects.The classroom set ups focus on creating adaptable and collaborative learning environments.26AppendixDigital 2030CollegeInitiativeThemeAccess to learningLearning space designCurriculum developmentSupportingstaffLearner engagementBilingual teaching and learningColeg CambriaDesignatedvideorooms(AccesstoHEblendedlearningprogramme):fitted with Learning Glass lightboard technology,used often by lecturers from Access to HE courses to create asynchronous learning materials for their blended and flipped learning programmes.DigitalADRE:a college-wide quality review process to assess the use of digital technology across each curriculum area.Relatively informal process led by the quality team,including digital and professional learning staff.Flippedlearningdesign(ALevelGeographyandEnvironmentalScience):the flipped learning approach has been embedded in the A Level Geography and Environmental Science course at the college for five years.Learners access independent learning tasks on Google Classroom to prepare for in-person lessons where they tackle more complex theories,group work or exam practice.Coleg Gwent and Coleg y CymoeddDECODEenhancingdigitallearningdesign:DECODE is a learning design framework developed collaboratively by the two colleges and piloted in academic year 2021/22.Its purpose was to take staff beyond trialling different tools and technologies and encourage them to focus on learning design methodologies and the pedagogical benefits of using those tools and technologies.Both colleges have adapted the framework into ongoing staff development initiatives.Coleg GwentAuthenticassessmentthroughblendedapproaches:the college is encouraging experimentation with technology for alternative methods of assessment through a structured scheme which builds on the MakerSpace concept.Staff can access equipment such as recording tools for podcasting,lesson capture and capturing material for assessment.The scheme focuses on co-creation with learners,collaboration and action research to evaluate how these tools can support pedagogy more effectively through a blended approach.27AppendixDigital 2030CollegeInitiativeThemeAccess to learningLearning space designCurriculum developmentSupportingstaffLearner engagementBilingual teaching and learningGrp Llandrillo Menai Hybrid and blended standards and principles:the college developed a set of hybrid teaching and learning standards and principles to support staff with remote learning during the pandemic.They are now fully embedded across quality and staff development processes and reviewed and adapted to ensure they reflect changing practices.Cardiff and Vale College MakerSpaceandstaffdigitalleaders:the college has a MakerSpace provision that is used to enhance digital capability for staff and learners through expert support from digital specialists to help build their confidence in the use of different tools and technologies.Alongside this the college also has a staff digital leader scheme where staff work on the ground with course teams to identify areas for development and good practice that can be shared more widely across the college.Bridgend CollegeBlendede-tutorial(SuccessHub):the purpose of the success hub(based in the college libraries)is to enhance the holistic pedagogy/well-roundedness of learners.They run a mandatory E-tutorial programme,delivered for the first time in a blended model,whereby all Level 2 and 3 learners complete the tutorial online and attend a one-hour session per week.The programme has been assessing what delivery models work best for learner engagement.Flippedlearningdesign(AccesstoHEprogramme):the programme engages(largely adult)learners taking social and health care in synchronous learning on campus one day per week and asks learners to complete asynchronous learning online for the rest of their course time.Digital coaching:primarily a staff development initiative focused on industry-relevant,technology-enhanced learning.Each coach is based in a department and works closely with individuals/small teams on a digital project over an academic year.The digital support is also provided to learners where needed.28AppendixDigital 2030CollegeInitiativeThemeAccess to learningLearning space designCurriculum developmentSupportingstaffLearner engagementBilingual teaching and learningColeg Cenedlaethol CymraegDigitally enhanced bilingual teaching and learning:we spoke with an educational consultant at the college,an expert at bilingual teaching and learning with a focus on digital tools.They provided us with a broad understanding of the challenges of bilingual teaching and learning in Wales and how digital tools and approaches can support staff to deliver bilingually in in-person,hybrid and blended contextsColeg y CymoeddBilingualGCSEMathsresitdelivery:the course was delivered remotely during the pandemic,engaging learners from different campuses.While it is now primarily delivered face-to-face,the experience raised questions around how remote and hybrid delivery could maximise the finite resource of Welsh-medium teaching expertise.Cross Wales(Grp Llandrillo Menai and Sgiliaith)Collaborativeinitiativesupportingbilingualteachingandlearning:in the last three years,the Sgiliaith team at Grp Llandrillo Menai have delivered a collaborative initiative with six partner FE colleges to support staff development in bilingual teaching and learning.This has included staff training programmes,resource development,action research and networking opportunities.This year(2023/24),their initiative focused on the use of digital technologies to embed bilingualism into teaching practice.29AppendixDigital 2030Table of key terms1Key termDefinitionAsynchronous learning Learning that does not occur in the same place or at the same time for a whole cohort.Students can access resources and communicate at any time and are not restricted to accessing this learning at any specific time.Enables students to learn at their own pace in their own time.Blended learningAny combination of onsite(in-person)learning with digital learning activities and resources,usually over a course of study.Most learning,in practice,is blended,though the time spent in different modes of learning will differ.The blend is usually determined by the course design.Digital learning Learning that involves any use of digital devices and networks,for example to access digital resources,use digital software,or participate in learning via digital networks.Digital pedagogy Theory and practice of teaching effectively in digital environments,with digital resources and software,and in the context of a digital organisation and learning community;also supporting the digital practices of learning.Flipped learningA pedagogical approach which provides detailed individual instruction to individual students,placing the onus on them to use digital resources to gain understanding of content,concepts or theories related to learning outcomes.This stage could be completed remotely,or using on-campus study facilities.Students are then invited into a virtual or physical space to articulate and discuss their findings and are guided by teaching staff to ensure that gaps in knowledge are filled and further enquiries directed appropriately.This approach is designed to flip the more didactic approach of lecture or tutorial-based instruction,enabling a more flexible approach to articulating what has been learned and any further enquiry.Hybrid learning Learning that offers onsite and/or online activities,usually within the same session.How learners participate may be pre-determined(for example,groups of learners may be on different sites)or may be determined by teachers or learners themselves to suit their needs.Immersive reality Virtual reality(VR)environments provide an interactive experience via a screen or headset,involving at least 2D vision and sound.Sometimes haptic feedback is also provided via wearables.Augmented reality(AR)adds to the real-world experience,typically via a headset or smartphone screen that adds information to the visual field.The use of virtual and/or augmented reality tools can also be referred to as extended reality(XR).LearneranalyticsUse and integration of learner data streams,typically via a data hub with the data being visualised for end users as a live dashboard.To support decisions,for example relating to curriculum or campus design,or interventions/adaptations,such as for individual learners or a cohort.1 This glossary of terms is based on the following sources:Jisc(2023)Digital2030Areviewofresearch,policyandpracticeforplanning digital and blended learning,and QAA(2022)Building a taxonomy for digital learning.Digital 2030Key termDefinitionOnline or remote learning Learning via digital connections and networks,enabling learners to participate away from a campus or learning location,for example live(synchronous)video-based classes,or access to digital resources and activities in learners own time(asynchronous).Onsite or in-person learning Learning on campus or in a specific location off campus such as a workplace,or on a field or site visit.These places may or may not include digital devices,resources and network connections.Synchronous learningLearning that takes place with participants all engaging with material in real time,although not necessarily in the same place(for example,some students may participate onsite while others may participate remotely,both at the same time).TEL(technology-enhancedlearning)Technology-enhanced learning is an overarching term to describe the use of technology to support learning,teaching and assessment and enhance the student experience.Technology-enhanced learning can support teaching and learning both onsite and remotely.The term web-enhanced learning is sometimes used synonymously with technology-enhanced learning;although the former is,by definition,a more focused term relating to all technology used to support learning while web-enhanced learning focuses on the connectivity and the use of web-enabled resources.VLE(virtuallearningenvironment)A platform for supporting learning and teaching(particularly digital learning)and providing a space for learning resources.The precise functions and facility provided by each platform will vary and there will be options to customise and add packages depending on needs.In most cases,a VLE will,as a minimum,provide a repository for documentation(for example,programme/module information,timetables,policies and procedures),provide a message facility and support the submission of assessments and provision of feedback on assessed work.31Table of key termsDigital 2030ContributionsWe would like to sincerely thank all interviewees who took part in this study for their time and contributions.Your insights were invaluable to the development of our case studies and this report.Authors and researchers:Marianne Sheppard,Mariya YanishevskayaEditor:Michelle Pauli32ContributionsDigital 2030gov.wales/digital-2030-strategic-frameworkJisc 4 Portwall Lane Bristol BS1 6NB 0203 697 5860 helpjisc.ac.uk jisc.ac.uk
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Photo:Redd F,UnsplashSEEING THE POTENTIAL,SELLING THE ADVENTUREChinese Outbound Travel Trade SurveyD.
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A RENEWED SENSE OF ADVENTUREChinese Traveler Sentiment ReportDragon Trail ResearchApril 2024Photo by.
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In association with GlobetrenderTRAVEL TRENDS REPORT2024Maldives2TRAVEL TRENDS REPORT 2024IntroductionStats at a glance2024 hotlistRising stars and best newcomers Season stretchingLong-lead bankrollingDestination swaps TikTok tripsOffline holidays Location scouting Methodology and sourcesCONTENTSSeason stretchingLong-lead bankrollingDestination swapsTikTok tripsOffline holidaysLocation scoutingTREND ONETREND TWOTREND THREETREND FOURTREND FIVETREND SIXAbout the Author:Jenny Southan is the editor,founder and CEO of Globetrender,the UKs leading travel trend forecasting agency and online magazine dedicated to the future of travel.An award-winning travel journalist,she additionally writes for publications such as Conde Nast Traveller and The Telegraph.3456791115182023British Airways Holidays has partnered with travel trend forecasting agency Globetrender to produce our 2024 Travel Trends Report,which identifies the latest trends and habits that are transforming the way consumers travel.Rome3TRAVEL TRENDS REPORT 2024Season stretching,adaptations to how consumers pay for their holidays and the growing influence of social media are just some of the topics that are explored in this report.It has been interesting to analyse the external factors that are influencing how people book their holidays,and I am fascinated to learn how these have modified behaviours even since our last report.Here at British Airways Holidays,we are passionate about taking holidays seriously and we value getting to know consumers habits and interests,so we can give our customers the autonomy to create incredible memories,however they choose to holiday.Claire Bentley,Managing Director,British Airways HolidaysMEET OUR EXPERTSWeve once again drawn upon the expert insight from some of our industry peers to help us to identify and analyse the latest travel trends.Richard Mellor:Richard is a freelance travel writer,author,copywriter and PR trainer.Louise Wilshaw:Louise(loulouexplores)quit her corporate job in finance to become a full-time influencer and to unearth the quirky things life has to offer.She shares hidden gems,incredible local hotspots and how to make the most of holidays.Lucy Thackray:Former deputy travel editor of The Independent and commissioning editor of The Sunday Times Travel Magazine,Lucy is now a freelance writer and editor for The Times,The Telegraph,Evening Standard and more.Patricia Page-Champion:Patricia is the Senior Vice President&Global Commercial Director at Hilton,a travel enthusiast and an advocate for women in business.Shannon Knapp:President&Chief Executive Officer of The Leading Hotels of the World,Shannon has more than 20 years of experience and has been instrumental in spearheading the transformation and growth of the business.4TRAVEL TRENDS REPORT 2024STATS AT A GLANCEPlease see page 23 for sourcesMaldives2024 Hotlist5TRAVEL TRENDS REPORT 20241.NEW YORK2.ORLANDO3.DUBAI4.BARBADOS7.LAS VEGASMost searched holiday package destinations on ,for travel this year45.CANCUN6.MALDIVES9.DOMINICAN REPUBLIC10.ST LUCIA8.TENERIFEPlease see page 23 for sourcesSpainSeven destinations that are rising in popularity based on holiday package searches on 46TRAVEL TRENDS REPORT 2024ABU DHABI,UAE:20 APRIL 2024IZMIR,TRKIYE:18 MAY 2024KUALA LUMPUR,MALAYSIA:10 NOVEMBER 2024 AGADIR,MOROCCO:31 MARCH 2024BANGKOK,THAILAND:28 OCTOBER 2024 FLORENCE,ITALY:18 MAY 2024IBIZA,SPAIN:18 MAY 2024NICE,FRANCE:18 MAY 2024SAN SEBASTIAN,SPAIN:25 MAY 2024OLBIA,SARDINIA,ITALY:25 MAY 2024 58%MALTA 31%LANZAROTE 73%JAMAICA 97%ST KITTS 42%TOKYO 57%GRAN CANARIA 40%ANTALYABEST NEWCOMERS:New British Airways routes round-up for 2024RISING STARSPlease see page 23 for sourcesAntalyaIn 2024 and beyond,I predict that some people will book trips to the southern Mediterranean in spring or autumn,rather than peak summer.Shoulder season travel(travelling during the quieter months outside of peak summer)is growing in popularity in 2024,likely as a consequence of both the changing climate and a growing desire to avoid the crowds.Holidaymakers looking for places with the“right amount”of sun and the“right amount”of fellow tourists,will be booking outside the traditional peak windows,incentivising hotels and resorts to extend their summer season opening periods.Evidence of this comes from British Airways Holidays search data4,which showed that growth in searches from customers looking to travel in May and June 2024 was double the level for trips in July and August 2024(compared to the same period in 2023).The most popular short-haul destinations for late spring and early summer holidays include Gran Canaria( 86%year-on-year),Antalya( 67%),Malta( 49%),Lanzarote( 45%)and Bodrum( 44%).Meanwhile,post summer,British Airways Holidays is observing a spike in interest as far out as October.The average searches for holidays in this autumnal month are up with significant peaks in destinations such as Malta( 77%),Crete( 40%),Gran Canaria( 35%),and Lanzarote( 31%).Airline summer flight schedules are beginning earlier and ending later,too.British Airways has extended its summer season flight schedule to Bodrum(starting from the end of April in 2024 instead of the end of May),and Corfu,which now starts at the end of March.It has also started flights from London Gatwick to Agadir in Morocco.Tom Stoddart,CEO of BA Euroflyer,said in a statement:“Agadir is a coastal destination that enjoys 300 days of sunshine per year,so we know it will see strong demand from our 7TRAVEL TRENDS REPORT 2024TREND ONESEASON STRETCHINGPlease see page 23 for sourcesLucy Thackray,freelance travel journalistGran CanariaRitz-Carlton Abama,TenerifeCrete8TRAVEL TRENDS REPORT 2024leisure customers and particularly those seeking holiday packages.”The airline has additionally reinstated flights from London Stansted,opening up connections to Ibiza,Florence and Nice from May 2024.Lucy Thackray,freelance travel journalist,says:“In 2024 and beyond,I predict that some people will book trips to the southern Mediterranean in spring or autumn,rather than peak summer.Families will understandably be tied to school holidays,but I think well see more May and October family holidays taking place in half-term instead.Places like Sweden are getting more press than they used to for summer holidays,partly because travellers are less fixated on beaches and lying around tanning than we used to be.But consumers will always love those top destinations such as Spain,France and Italy,and will visit for their food,drink and culture,as much as for the sunshine.”Shannon Knapp,President&Chief Executive Officer of The Leading Hotels of the World,which has a collection of more than 400 luxury hotels globally,agrees that there is evidence of this trend.She says:“If you look at our overall business,our growth is in April,May,June and October.The shoulder season booking volume at our hotels on the Balearic Islands,for example,have increased over 40%year-over-year.Were seeing Sweden and Norway up 34%and 24%,respectively,year over year.One of our hotels,the Britannia in Norway,was telling us that theres great demand for this idea of summering in the Nordics as opposed to being on the beach at the Med.”According to British Airways Holidays/YouGov Plc survey data1,just 24%of UK holidaymakers are planning to travel for leisure during the peak holiday periods over the next 12 months,whereas 45%said they are most likely to travel in the off-peak period in 2024 or 2025.Singletons,“empty nesters”and couples without kids(DINKs double income no kids)have much more freedom to book low-and off-season travel,and in many cases could be flipping their year upside down instead heading to the southern hemisphere for sun during the European winter season,rather than chasing snow,which can be unpredictable.This coming winter,year-on-year search data from British Airways Holidays5 indicates there has also been an increase in searches for winter sun and beach holidays,with the Canary Islands looking to be particularly popular(Gran Canaria is up 79%,Lanzarote 43%and Tenerife 19%).Other popular destinations for winter sun include Faro in Portugal(up 77%),Kingston in Jamaica(up 38%)and Grenada(up 33%).Please see page 23 for sourcesNew York54%of British Airways Holidays customers are now searching for holidays more than six months in advance,an uplift of 10%year-on-year.5As the cost-of-living crisis continues to make consumers more mindful of their spending,travellers are increasingly looking for budgeting strategies to enhance the feasibility and enjoyment of their holidays,whether its seeking out Avios redemptions and upgrade opportunities,selecting all-inclusive resorts,booking further in advance to secure cheaper prices or spreading the cost of trips over time.According to British Airways Holidays search data,54%of its customers are now looking for holidays more than six months in advance,an uplift of 10%year-on-year.5 By securing flight and hotel packages further ahead travellers may also be able to splurge on a more luxurious experience and enjoy the anticipation over a longer period.Long-lead search data from British AirwaysHolidays for holiday packages in early 2025 reveals thatNew York,Orlando,Barbados and Dubai are top of the list of priority(winter sun continues to be a big motivation).3 In the world of retail,“buy now,pay later”service providers such as Klarna,PayPal Credit and Afterpay have revolutionised peoples ability to pay for goods in instalments.Evidence that demand for“travel now,pay later”financing is going to increase comes from Spherical Insights,which predicts that the global market for financing will grow from US$45.6 billion in 2022,to US$103.5 billion by 2032.6 Rather than pay on a credit card,another option is to spread interest-free payments for a trip over a number of months a trend that could be called“Long-Lead Bankrolling”.British Airways Holidays allows people to secure bookings with a deposit and then pay in as many or few interest-free instalments as they wish over the months leading up to departure7,so they dont need to worry about being in debt when they get back.9TRAVEL TRENDS REPORT 2024TREND TWOLONG-LEAD BANKROLLINGPlease see page 23 for sourcesA rising number of Gen Z users of social platform TikTok are posting about how they are managing their money.The trend has been catalysed by“finfluencers”(or“financial influencers”)with“loud budgeting”now the go-to term to describe how young people openly talk about what they are not willing to spend money on,how they are saving money,how they avoid“doom spending”(buying things recklessly),and even how to do a“no-spend month”.The British Airways Holidays/YouGov Plc survey1 suggested that Gen Zs(aged 18-24)are less likely to book their holiday using credit,be it PayPal or credit card,with almost 48%paying upfront.Influencers are helping others travel more affordably.They are showing you how you can use your Avios to book business class flights or find great deals on hotels by booking on a certain day of the week.And you know,all those kinds of things make people want to travel more because they can actually afford it.Everyone deserves a holiday.”LOUD BUDGETINGMuseum of the Future,DubaiBougainvillea,Barbados10TRAVEL TRENDS REPORT 2024The way people pay for holidays is not widely discussed but a recent British Airways Holidays/YouGov Plc survey1,revealed that just over 30%of all UK adults pay for holidays upfront in their entirety,while 20%put them on a credit card and 18%opt for paying in instalments.The survey also revealed that 58%of holidaymakers would be interested in paying for a holiday in interest-free instalments,given the opportunity.This option seems particularly appealing to a younger demographic,with almost 69%of those aged 25-44 expressing an interest.Louise Wilshaw(loulouexplores),a food and travel content creator on both Instagram and TikTokIzmirBritish Airways is flying to Izmir in Trkiye from May 2024,which would be a good swap for Istanbul.To avoid the impact of overtourism,save money and make new discoveries,savvy travellers are researching alternatives to more obvious holiday hotspots such as the Maldives and Dubai and opting for“step-sibling”alternatives such as Albania and Abu Dhabi that offer similar experiences.Thinking“outside the box”will become more commonplace when it comes to holiday planning in 2024 and 2025,especially as travellers become more curious about less well-known locations,consider their environmental impact and take inspiration from insider recommendations on social media that might be cheaper or offer more value.Evidence for this can be seen in the British Airways Holidays search data,specifically for long-haul destinations,which suggests that there is an uplift in interest in less mainstream Caribbean islands such as St Kitts( 26%),Grenada( 33%)and Turks and Caicos( 21%).5 Patricia Page-Champion,Senior Vice President&Global Commercial Director,Hilton says:“People will continue to go to their favourite destinations but they are also looking further afield Asia in particular has opened up.”This year,Paris is likely to be one of the most-visited cities in the world.However,Page-Champion notes that in Europe,Hilton is also seeing interest in“second cities”such as Cannes in France,Rotterdam in The Netherlands and Heidelberg in Germany,as well as an increase in demand for resort properties.Albania11TRAVEL TRENDS REPORT 2024TREND THREEDESTINATION SWAPSShangri-La Le Touessrok,MauritiusKuala LumparSt Kitts and Nevis12TRAVEL TRENDS REPORT 2024As an extension of the theme,travel journalist Richard Mellor recently swapped London for Macau to visit a casino resort called The Londoner,where he discovered copies of the capitals most famous landmarks.He says:“It had an actual Routemaster bus from 1966,and a replica of Big Ben.There was a version of the Fountain of Eros from Piccadilly Circus,the Houses of Parliament,and even a changing of the guards ceremony.It was brilliantly nuts and also fascinating to see people be so fascinated by the sheer joy of going into a fake London Underground Tube carriage.”A key determiner for where people actually go is access to the destination if you cant fly there,its unlikely to attract many visitors.New British Airways routes for 2024 include Abu Dhabi in the UAE,Agadir in Morocco and Kuala Lumpur in Malaysia which could be good“Destination Swaps”for the more popular options of Dubai,Marrakech and Singapore,respectively.Opening up destinations within a country is also a great way of giving travellers more alternatives.For example,British Airways is flying to Izmir in Trkiye from May 2024,which would be a good swap for Istanbul(the most visited city in the world in 2023,according to Euromonitor International).8How willing are consumers to forgo going to the worlds most famous“alpha”destinations,and instead try“beta”alternatives instead?Data from a British Airways Holidays/YouGov Plc survey1 revealed that a staggering 87%of UK adults who are planning a holiday in 2024 or 2025 said they would consider choosing a lesser-known alternative location.Just 16%of holidaymakers prefer to travel to popular holiday hotspots,while 31%opt for lesser-known locations and 49%enjoy a mix of both.Out of those who would consider lesser-known locations for their 2024/25 holiday,77vised its because they want to try somewhere new,while 55%cited the cost benefits.Please see page 23 for sourcesPlease see page 23 for sourcesJemaa el-Fnaa,MarrakechEmirates Palace Mandarin Oriental,Abu Dhabi13TRAVEL TRENDS REPORT 2024When asked why they would not consider a lesser-known destination,47%of men said they would rather stay somewhere familiar versus only 38%of women.Those aged 45 plus were more likely(78%)to choose a lesser-known destination to experience somewhere new,versus the youngest group aged 18-24 years(68%).1 Travel journalist Lucy Thackray says:“The next place Im going is Ras Al-Khamiah,part of the UAE and a bit of an alternative to Dubai.It has a sort of mellower,eco-chic vibe out in the desert;rather than a blingy city scene,you can go on mountain hikes and visit traditional pearl farms.In terms of African wildlife trips,I predict that luxury-focused travellers will start to look beyond the typical South Africa and Tanzania offering.”What undiscovered destinations make good destination swaps?Mellor says:“A good swap could be Mauritius for Rodrigues Island,which is much slower paced and less developed.”Louise Wilshaw(loulouexplores),a food and travel content creator says:“You can swap destinations inside the country too like Ronda near Malaga instead of Barcelona.My worst nightmare is going to a place where all I hear is the British accent.I want to hear the local language.”Shannon Knapp,President&Chief Executive Officer of The Leading Hotels of the WorldOur travellers take over eight trips a year,but theyre starting to diversify where they go.In Europe,for the last several years the favourites have been Italy,France and London but now were seeing quite a bit of growth in Austria,Croatia,Sweden and Norway.”British Airways Holidays 2024/2025 Destination Swaps14TRAVEL TRENDS REPORT 2024Dubai Abu DhabiIstanbul IzmirAmsterdam CopenhagenIbiza FuerteventuraMarrakech Agadir Budapest BelgradePrague RigaBarcelona ValenciaMykonos ParosSan Francisco San Diego#TomatoGirlSummerOver the last couple of years,TikTok has become a popular alternative to Google Search when it comes to travel planning,thanks to its highly engaging stream of personal recommendations,hacks and reviews.In fact,in January 2024,researchers9 in Germany revealed that Google search results have officially become worse due to SEO-optimised“review spam”.In the UK,2023 data from We Are Social and media intelligence company Meltwater also indicated that the time per month that active users spent on TikTok versus Instagram was hugely different(49 hours and 29 minutes versus nine hours 42 minutes).10 In 2024,the influence that TikTok will wield in inspiring people to travel will only increase.Viral TikTok hashtags such as“#TomatoGirlSummer”and“#FrenchPharmacies”are catalysing last-minute and short-lead bookings,especially among Gen Z.11 But these zeitgeisty travel crazes are also making their way into traditional media that are read by older generations,and consequently provide a source of inspiration for non-TikTok users too.In 2023,TikTok had 1.5 billion monthly active users by the end of 2024,it is expected to reach 1.8 billion.12One of the positive ripple effects of TikTok-triggered travel is the sharp uptick in custom small businesses can receive.Louise Wilshaw(loulouexplores),a food and travel content creator on both Instagram and TikTok,says:”There was this burger place in Amsterdam that I posted a video of and they later messaged me being like,Youve actually saved our business simply by posting your time at our restaurant.”TikTok is also an amazing way to inspire people to go to under-appreciated locations and destinations,which are in need of tourism spending.Wilshaw says:“Sometimes somewhere random will come up that I havent seen before and Im like,Wait,where is that?I must go!”Please see page 23 for sources15VeniceTRAVEL TRENDS REPORT 2024TREND FOURTIKTOK TRIPSAmsterdamTokyoPlease see page 23 for sourcesBucharest16TRAVEL TRENDS REPORT 2024According to findings from a British Airways Holidays/YouGov Plc survey1 23%of UK consumers use TikTok to get inspiration for holidays and,of those,almost one in five(18%)have booked a trip as a direct response to content they have seen on the platform.It is of no surprise that those aged 18-24 were the ones most influenced by the platform,with 66%using it for holiday inspiration and,of those,24%booking a trip as a direct result of content theyve consumed.However,interestingly,23%of those aged 35-44 have also found TikTok to be a great platform for holiday ideas,with 16%of this age group who have been inspired actually booking a“TikTok Trip”.As for those aged 55-plus,while Facebook is still leading the way for holiday ideas(49%),7%did say that TikTok was now a source of holiday inspiration for them.Louise Wilshaw(loulouexplores),a food and travel content creator on both Instagram and TikTokTikTok is a search engine now.So if Im researching places for my channel that I want to go to or see in a certain country,Ill literally type in,speakeasy bars South Korea,and I get pages of stuff.Its making travel more accessible because not only is it showing people all these amazing places that they could go to,that they possibly wouldnt have even thought of,but its from their favourite creators.”Why is TikTok growing in popularity?“It is a place for storytelling and real moments and real experiences.Its so much less fake.”MexicoTikTok15 says that from a UK perspective,for those looking to travel overseas,Dubai was its most-searched for global destination in January 2024,while Marrakech,Prague and Copenhagen were also popular.TIKTOK MADE ME TRAVEL1.2.3.4.5.6.7.8.9.10.From a global perspective,in 2023,the most popular destinations on TikTok(measured in hashtag views)13 were:MarrakechDubaiMEXICO FRANCE JAPANCANADAITALYDUBAIPARISNEW YORK MIAMILOS ANGELESPlease see page 23 for sourcesPragueCopenhagenParis17TRAVEL TRENDS REPORT 2024Patricia Page-Champion,Senior Vice President&Global Commercial Director for HiltonWe have found that 80%of people want a seamless journey of booking their holidays online,particularly the younger generation.So we need to capture the attention of travellers-not just on our own website but where they are already looking for inspiration,for example on TikTok.We did a viral TikTok campaign with Paris Hilton in 2023 called 10 Minute Stay.Adweek called it an Ad That Changed the Social Marketing Game for Good.As of April 2024,it had more than 526,000 likes and almost 30,000 comments.”Even mainstream media is paying attention to whats happening on the platform for example,a March 2024 article by Hannah Gravett in The Times described planning a trip to Bucharest based on what was trending on TikTok.Highlights included dinner at Caru cu Bere the citys most popular restaurant on TikTok with 2.1 million views;and the Carturesti Carusel bookshop.14 How are travel brands leveraging TikTok to engage with guests?Take your holiday seriouslyThe World Economic Forum16 predicts that by 2030,the number of digital jobs that can be performed remotely will increase 25%to 92 million roles(up from 73 million in 2024).The benefits of not being tied to an office are manifold(flexible hours,being available to look after your children,less time wasted commuting and so on)but the downside can be that it becomes increasingly difficult to separate work from downtime.These“blended”lifestyles often see people working at weekends,during the evening and while on holiday.For many,setting an“out of office”email has become a thing of the past.According to findings from a British Airways Holidays/YouGov Plc survey2,42%of UK working adults do not take their full annual leave allocation,and more than a third of working UK consumers(40%)who did not take their full annual leave said it was because they just didnt get around to it.Furthermore,a staggering 37%confessed that they have felt stressed about work while on holiday,and 44%responded that they have had to work on their leave.47%have checked work emails while away and more than a third(36%)have gone one step further and responded.And its not just work that UK consumers have got on their mind when theyre on holiday;37%agree that they struggle to switch off from the day-to-day.Freelance travel journalist Lucy Thackray says:“Work has become more intrusive over the years and digital presenteeism is becoming a real problem.But a lot of studies show that taking time off-really,fully switching off from work-is beneficial.It makes you a better employee,it makes you a better person,and its undeniably good for your mental health.Ive seen a few companies offering new hires unlimited annual leave,which is a great employee incentive;my thinking is that theyve done the maths and they know someones unlikely to take more than 30 or so days anyway.Perhaps employers are beginning to embrace holidays.Please see page 23 for sources18TRAVEL TRENDS REPORT 2024TREND FIVEOFFLINEHOLIDAYSLake Como,Italy20%of adults in the UK required time off due to poor mental health caused by stress in 2023 Mental Health UK17St LuciaBarbadosPlease see page 23 for sources12131920262714151617182122232425APRIL-Travel 16 days34101156789MAY-Travel 9 days24253112627282930MAY-JUNE-Travel 9 days232430312526272829AUGUST-Travel 9 daysHOW TO TURN 26 DAYS OF ANNUAL LEAVE INTO 56 DAYS OF HOLIDAY IN 20252021272822232425262930311DECEMBER-Travel 12 daysWeekendAnnual leaveBank holiday19TRAVEL TRENDS REPORT 2024“In my social circle,quite a few people have quit a full-time job to start their own small business-myself and my partner included.It does become harder to switch your work brain off if youre a freelance worker or entrepreneur,because if you dont work,you dont get paid.On holiday,I try to wake up early,have a coffee on the balcony and get my emails done before enjoying the day.On busier days when Im out and about exploring,there literally isnt time to look at my phone;its on the beach or by the pool where its all too easy to tune back into work.Perhaps those really packed,outdoorsy trips-maybe even getting away from Wi-Fi and signal-are the best way to refresh your mind.”In 2024 and beyond,travellers will be urged to“Take Your Holiday Seriously”(a campaign launched by British Airways Holiday in 2023 in response to the findings that so many UK working adults do not take their full annual leave allocation)by properly delineating time spent working and relaxing.Taking a proper break can boost peoples mental health,and help reduce the likelihood of“burnout”,whereby individuals become worn out and depressed.It can allow for more time to sleep and enjoy quality time with loved ones,and is an effective way of increasing creativity.Finally,its also the smartest way to maximise ones investment in flying somewhere nice.At British Airways Holidays,we take our customers holidays very seriously.It is clear that taking quality time out to refresh,relax and unwind boasts a number of benefits,and it is evident from the YouGov survey results that making the most of your annual leave is no longer the norm.We hope by raising awareness of this,we can help our customers truly prioritise their well-being and quality time with loved ones.”Claire Bentley,Managing Director,British Airways HolidaysIt looked so idyllic.Its the lifestyle:that idea of spending a long,hot summer in a beautiful villa with shutters and a pool.Thanks to the alluring glow of Hollywood limelight,another year of new movie and TV releases are already inspiring people to seek out the real-world locations in which these dramas are set.Whether its a glimpse of night swimming off a Greek island(One Day);a romp around a tropical resort in the Dominican Republic(Love is Blind,season 6);or a lust-worthy entanglement in a real-life English mansion(Saltburn),a British Airways Holidays/YouGov Plc survey1 revealed that 78%of travellers have been inspired to visit a location that featured in a movie or TV show,while almost a quarter(24%)of those who have been influenced have gone on to actually book a trip.Of course,cinema has long influenced people to go to certain places think of that iconic scene in Federico Fellinis La Dolce Vita when Anita Ekberg dances in the Trevi Fountain.Seeing beautiful places brought to life on screen can be an immersive and evocative experience.TuscanyLouise Wilshaw(loulouexplores),a food and travel content creator on both Instagram and TikTokI love Lord of the Rings so one of my bucket list places is to go to Hobbiton in New Zealand.But since researching the country I have seen such incredible things that Im like,Oh wow,were gonna need like two weeks here.I think seeing it on the screen helps plant the seed of an idea in your head.”Please see page 23 for sourcesTREND SIXLOCATIONSCOUTING20TRAVEL TRENDS REPORT 2024Lucy Thackray,freelance travel journalistDominican RepublicIkos Odisia,GreeceClaire Bentley,Managing Director,British Airways Holidays21TRAVEL TRENDS REPORT 2024New films and TV shows often provide a good“hook”for travel editors to hang features on.Travel journalist Lucy Thackray says:“Some films in particular just capture your imagination.I can remember googling the part of Italy where Call Me by Your Name was filmed.It looked so idyllic.Its the lifestyle:that idea of spending a long,hot summer in a beautiful villa with shutters and a pool,having breakfast outside,then going swimming in the river.”She adds:“Another film that really made me think,Oh,I have to go there,was Greta Gerwigs Little Women,which was filmed in Massachusetts,USA.All of those quaint villages with white churches,clapboard houses and autumn leaves.Im still mentally planning a road trip around that area.”These days,the media,consumers and even travel brands themselves have become far more proactive when new releases come out that showcase specific destinations in a desirable way.2023s Barbie movie is a great example not only did tourist board Visit California start touting kitsch“Barbiecore tours”but also advertised stays in her Malibu DreamHouse.Shannon Knapp,President&Chief Executive Officer of The Leading Hotels of the World,says:“Culture can be such a powerful driver,and TV shows and movies are a brilliant marketing channel.”For anyone Location Scouting at LHW hotels,movies that have been filmed at their properties include:Iron Man 2(Hotel de Paris Monte Carlo);The Girl With the Dragon Tattoo(Dolder Grand Zurich);and Notting Hill(the Ritz London).Hot on everyones lips is season three of The White Lotus,which is being filmed in the Thai locations of Phuket and Koh Samui,and will be released in 2025.Four Seasons hotels provided the settings for seasons one and two(filmed in Hawaii and Sicily,respectively)and rumours are that the Four Seasons Resort Koh Samui will play a starring role in the new series.However,there is also talk that the Anantara Mai Khao Villas in Phuket could be featured.Regardless,Thailand will likely explode as a holiday hotspot over the next 18 months.Catering to this anticipated surge in demand,British Airways will be launching flights from London Gatwick to Bangkok from October 2024.It is incredible to see the direct impact that TV and cinema has on our customers travel habits.Whenever we see a sudden spike in searches to a particular destination,our first port of call is to see whats just launched on Netflix.These popular shows and blockbuster hits have sparked a new way in which we choose where to travel,which we have clearly seen within the results of our survey.”Abu DhabiLOCATION SCOUTING PLANNER:2024-20251.Emily in Paris(season 4,2024)Paris and Rome2.Palm Royale(2024)Tampa Bay,Florida3.Ripley(2024)Italy 4.Challengers(2024)New York and Boston5.Squid Game(season 2,2024)South Korea6.Dune:Part Two(2024)Abu Dhabi and Jordan7.Love Lies Bleeding(2024)Albuquerque8.House of the Dragon(season 2,2024)Spain9.Furiosa:A Mad Max Saga(2024)southern Australia10.Twisters(2024)Oklahoma11.The Bikeriders(2024)Ohio12.Outlander(season 8,2024)Scotland13.Beetlejuice 2(2024)Vermont14.Gladiator 2(2024)Morocco and Malta15.Argylle(2024)Greece16.Wednesday(season 2,2025)Romania17.The White Lotus(season 3,2025)Thailand18.The Night Manager(season 2,2025)South America19.The Ballerina(2025)Prague20.Mission:Impossible Dead Reckoning Part Two(2025)Norway and South AfricaParisGreeceTampa BayMaltaMoroccoBostonRomeThailandSpainPrague22TRAVEL TRENDS REPORT 202423TRAVEL TRENDS REPORT 2024The insights and findings presented in this report draw on research conducted by travel trend forecasting agency Globetrender,on behalf of British Airways Holidays,in 2024.Globetrender conducted interviews withtravel industry experts,(introducedon page 3)and where referenced,additional fieldwork was undertaken by YouGov Plc,on behalf of British Airways Holidays.Any additional data or references are shown in the sources adjacent.Expert panel Globetrender conducted interviews with travel industry experts who are introduced on page three.Quantitative researchWhere referenced,additional fieldwork was undertaken between 22-25 March 2024 by YouGov Plc,on behalf of British Airways Holidays.The total sample size was 2,674 adults.The survey was carried out online.The figures have been weighted and are representative of all UK adults(aged 18 )METHODOLOGY1 Figures are from YouGov Plc on behalf of British Airways Holidays.Total sample size was 2674 adults.Fieldwork was undertaken between 22-25 March 2024.The survey was carried out online.The figures have been weighted and are representative of all UK adults(aged 18 ).2 Figures are from YouGov Plc on behalf of British Airways Holidays.Total sample size was 4193 adults.Fieldwork was undertaken between 20-22 December 2023.The survey was carried out online.The figures have beenweighted and are representative of all UK adults(aged 18 ).3 All data is based on holiday package searches on in the UK from 1 January to 19 March 2024 for 2025 travel dates.4 All data is based on holiday package searches on in the UK from 1 November to 19 March 2024 for 2024 travel dates.5 Based on all holiday package searches on in the UK from 1 January to 19 March 2024.6 Spherical Insights LLP,Global Travel Now Pay Later Market Size To Exceed USD 103.5 Billion By 2032,published 11 December 2023.7 Payment by deposit subject to terms and conditions-please visit for more details.The full balance is required four weeks before departure for short-haul bookings and seven weeks before departure for all other holiday bookings unless otherwise stated at the time of booking.8 Euromonitor International,Top 100 City Destinations for 2023,published 13 December 2023.9 Bevendoof et al,Is Google Getting Worse?A Longitudinal Investigation of SEO Spam in Search Engines,published January 2024 by Leipzig University,Bauhaus-University Weimar,and the Center for Scalable Data Analytics and Artificial Intelligence.10 Meltwater and We Are Social,UK Social Media Statistics Updated 2023,published 22 February 2023.11 Michelle Lee,What Is Tomato Girl Summer?Everything You Should Know About TikToks Juicy Fashion Trend,People/Yahoo!Finance,published 25 June 2023.12 Business of Apps,TikTok Revenue and Usage Statistics(2024),published 18 April 2024.13 TikTok,TikTok trending 2024,published 13 February 2024.14 Hannah Gravett,I booked a Gen Z city break inspired by TikTok heres what happened,The Times,published 28 February 2024.15 Tiana Attride,These Are 2024s Travel Destinations to Watch,According to TikTok,AFAR,published 21 December 2023.16 World Economic Forum,The Rise of Digital Jobs:White Paper,published January 2024.17 Mental Health UK,The Burnout Report,published January 2024.SOURCES AND REFERENCES24TRAVEL TRENDS REPORT 2024“We believe the future is knowable”Globetrender is the uks leading travel trend forecasting agency and online magazine dedicated to the future of travel.Founded by Jenny Southan,Globetrender delivers cutting-edge insights into how people will be travelling in the 21st century,giving professionals the knowledge they need to future-proof their businesses.Globetrenders trend reports are read by thousands of travel industry professionals,as well as executives from a wide-variety of multinational corporations looking for insights into the future of travel and consumer behaviour.Globetrender also publishes two newsletters free weekly innovation briefings and a premium product called VOLT,which explores emerging travel trends in depth on a weekly basis.Consulting and trend-based strategy is central to Globetrenders offering.Jenny is also available to book for public speaking engagements including webinars,talks,live broadcasts,workshops,panels,conferences and conventions.Find out more at British Airways Holidays is one the UKs leading and most trusted tour operators.From our selection of more than 9,500 carefully selected hotels to our dedicated 24 hour support line,we take every element of our customers holidays seriously.Our carefully selected hotels span 600 locations in 100 countries packaged with British Airways and other airline partner flights.Car hire,in partnership with Avis&Budget,airport transfers and sightseeing experiences can also be booked as part of a package on ,or by calling our destination experts.Find out more at ABOUT GLOBETRENDERABOUT BRITISH AIRWAYS HOLIDAYS
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Boosting Accommodation Supply and Affordability During Major EventsA report assessing Airbnbs role in boosting tourism and supporting regional destinations during major events in the UKApril 2024Executive SummaryIntroductionHow Flexible Supply on Airbnb Can Unlock Economic ValueThe European Song Contest 2023 in LiverpoolBirmingham 2022 Commonwealth GamesCOP26 Conference in GlasgowTechnical Annex02101420283644CONTENTSApril 2024All data shown in tables and charts are Oxford Economics own data,except where otherwise stated and cited in footnotes,and are copyright Oxford Economics Ltd.This report is confidential to Airbnb and may not be published or distributed without their prior written permission.The modelling and results presented here are based on information provided by third parties,upon which Oxford Economics has relied in producing its report and forecasts in good faith.Any subsequent revision or update of those data will affect the assessments and projections shown.To discuss the report further please contact:Matthew Dass: Oxford Economics4 Millbank,London SW1P 3JA,UKTel: 44 203 910 8061KEY FINDINGS1.Meeting accommodation demand sustainably Airbnb listings played a crucial role in meeting accommodation needs during the events.Notably,there were 17,000 guest nights booked on Airbnb during the European Song Contest in Liverpool1,47,000 guest nights booked on Airbnb during CWG in the Birmingham area2,and 74,000 guest nights booked on Airbnb during COP26 in Glasgow3.2.Flexible accommodation supply The flexibility of hosting on Airbnb enabled local residents to list their homes or spare rooms on the platform ahead of the events,increasing accommodation options for visitors.Airbnb data shows that the growth rate of listings in the three months leading up to the event,when compared to the same months in 20194,was:13 percentage points(pp)higher in Liverpool ahead of the European Song Contest,47pp higher in the Birmingham area ahead of CWG,and 73pp higher in Glasgow ahead of COP26.This increased activity was pivotal in helping the cities meet the heightened demand.The flexibility of hosting on Airbnb is particularly apparent in the increase in private rooms listed ahead of the events.By utilising unused space in their homes,private rooms enable Hosts to benefit directly from the increased demand,while offering budget-friendly accommodation catering to different needs and group sizes,such as solo-travellers.The growth rate of private room listings in the three months preceding the event significantly surpassed the corresponding months in 2019,increasing by:29pp in Liverpool ahead of the European Song Contest,59pp in the Birmingham area ahead of CWG,and 113pp in Glasgow ahead of COP26.The COVID-19 pandemic-induced travel restrictions led to a decline in tourism and associated supply shifted prior to the COP26 conference.The rise in listings preceding COP26 also captures the recovery in supply in the months leading up to the event.According to Airbnb data,the majority of listings added prior to the event5 were from casual home sharers taking advantage of the event-related demand,rather than dedicated short-term let Hosts.Most Hosts let out their properties for less than 90 days over the following year.This highlights Airbnbs adaptability in addressing fluctuating demand.Specifically,of the listings added prior to the event,the share of private rooms or entire home listings growth by casual home sharers was:92%in Liverpool during the European Song Contest,90%in the Birmingham area during CWG,and 94%in Glasgow during COP26.1 The geographical area defined as Liverpool which was considered for the European Song Contest contains the following local authorities:City of Liverpool,Knowsley,St Helens,Sefton,and Wirral.2 The geographical area,defined as the Birmingham area,which was considered for the CWG contains the following local authorities:Birmingham City,Coventry City,Dudley Metro Borough,Sandwell Metro Borough,Solihull Metro Borough,Walsall,and City of Wolverhampton.Collectively,these local authorities make up the West Midlands Combined Authority.3 The geographical area,defined as Glasgow,which was considered for the COP26 Conference contains the following local authorities:Glasgow City,East Dunbartonshire,East Renfrewshire,North Lanarkshire,Renfrewshire,South Lanarkshire,and West Dunbartonshire.4 2019 was chosen as the reference year for comparisons to avoid potential distortions caused by the COVID-19 pandemic and associated travel disruptions.5 Out of all listings added from 90 days before the eventsExecutive SummaryBOOSTING ACCOMMODATION SUPPLY AND AFFORDABILITY DURING MAJOR EVENTSThe UK has built a global reputation for hosting major cultural,sporting,and political events,which has helped to showcase its thriving cultural economy and boost its presence on the international stage.However,hosting major events can be expensive and resource-intensive.Major events attract a large number of participants and spectators,which can put a strain on infrastructure,especially on hotels and other accommodation,in all but the largest cities in the world.In this context,Airbnban online marketplace for travel bookingoffers a flexible accommodation alternative in over 2,700 cities,towns and villages in the UK,helping ease the burden on cities hosting major events without the need for delivering new infrastructure.Oxford Economics was commissioned by Airbnb to assess and quantify the extent to which Airbnb provides greater choice,increases affordability and contributes to the local economy during major events in the UK.Our analysis is framed around three case studies that reflect specific one-off events:the COP26 Conference hosted in Glasgow in 2021(COP26);the Birmingham 2022 Commonwealth Games(CWG);and the European Song Contest hosted in Liverpool in 2023.2 The flexibility enabled by Airbnb helped to accommodate guests to the region visiting for the event.To illustrate the importance of this flexibility to host cities,we estimated the equivalent number of hotel rooms to accommodate all guests booked on Airbnb on nights when demand was at its highest during the event.Our analysis reveals host cities would have required:1,300 hotel rooms during the European Song Contest,5,000 hotel rooms during CWG,and 19,000 hotel rooms during COP26.3.Reduction in overall accommodation prices We estimate that,due to increased options for travellers and increased competition amongst providers,accommodation listed on Airbnb helped reduce overall accommodation prices by:28 per night during the European Song Contest in Liverpool 31 per night during CWG in the Birmingham area 32 per night during COP26 in Glasgow4.Significant economic contribution The accommodation spending by guests on Airbnb provided valuable income to local Hosts,thereby helping retain visitor spending within the community.Airbnb guests also support the local economy by spending on various products and services like dining and shopping,thereby contributing to sales for local businesses and job opportunities.Overall,spending by guests on Airbnb during these events is estimated at:3.9 million during the European Song Contest 7.7 million during CWG 19.9 million during COP266 The estimates assume an average of 1.5 guests per hotel room booking,which is in line with previous estimates of 1.5 to 2 rooms per booking based on previous work by Oxford Economics on average room occupancy.The equivalent hotel room estimates presented in the table highlight the importance of flexibility on Airbnb during events,and should be treated as indicative.BENEFITS OF AIRBNB-ACROSS ALL THREE CASE STUDIES1,300in Liverpool5,000in Birmingham19,000in Glasgowequivalent hotel rooms required to accommodate all guests on Airbnb during high demand at the events62.8min Liverpool5.9min Birmingham17.1min GlasgowWages paid duringthe events28 per nightin Liverpool31 per nightin Birmingham32 per nightin Glasgowdue to supply enabledby Airbnbduring the events1.0min Liverpool2.2min Birmingham4.9min GlasgowTax revenues througheconomic activity stimulated through spending by guests on Airbnb during the events4.1min Liverpool8.6min Birmingham23.7min GlasgowGDP contribution through spending by guests on Airbnb during the events3.9min Liverpool7.7min Birmingham19.9min GlasgowSpending by guests in Airbnb on accommodation during the events4IntroductionHome sharing,such as properties booked via Airbnb,has emerged as a leading alternative to traditional tourist accommodation in the UK.The Airbnb platform enables locals to easily participate in home sharing by offering spare rooms or renting out their properties,providing a range of flexible accommodation options.The flexibility of hosting on Airbnb is particularly helpful during one-off major events,and mitigates the need for extensive infrastructure investments to accommodate the surging numbers of visitors during these events.Oxford Economics was commissioned by Airbnb to assess and quantify the extent to which Airbnb helps boost accommodation supply,increase affordability for travellers,and support the local economy during major events in the UK.Our analysis is framed around three case studies that reflect specific one-off events,namely:the European Song Contest hosted in Liverpool in 2023;the Birmingham 2022 Commonwealth Games(CWG);and the COP26 Conference hosted in Glasgow in 2021.Report StructureIn the following section,we assess how Airbnb helps unlock economic value for visitors and the local economy during major events.We then looked at the results from our analysis for each of the three case study events in the subsequent sections.A technical annex describes our methodology in greater detail.76How flexible supply on Airbnb can unlock economic valueThe benefits of flexible supply are particularly apparent during periods of surges in demand,such as peak-travel seasons,but also during one-off major events.While some amount of traditional accommodation infrastructure can be set up to take advantage of seasonal demand,one-off events pose a particular challenge in creating accommodation options to meet the surge in demand in a sustainable manner.The flexible supply enabled by Airbnb and other sharing economy platforms helps accommodate the surge in demand during one-off major events.The greater choice of accommodation and competition between accommodation providers also stimulates additional demand in certain cities.Fig.1.How travel on Airbnb helps reduce prices through greater choiceSource:Airbnb,Oxford EconomicsThe increase in competition for accommodation during events helps lower prices and increase overall visitor satisfaction.We utilised Airbnb data along with data from Smith Travel Research(STR),a hotel performance data provider,to construct a statistical model to assess the accommodation price reduction associated with travel booked on Airbnb during the three events:the European Song Contest hosted in Liverpool in 2023,the Birmingham 2022 Commonwealth Games,and the COP26 Conference hosted in Glasgow in 2021.Additionally,we measured the impact on visitor satisfaction,quantifying it in monetary terms using a concept called“consumer surplus”.This metric encapsulates how lower prices and greater choice generated additional value for all visitors attending the event(i.e.,not just guests who booked on Airbnb),particularly for those incentivised to visit due to lower prices and increased options.Airbnbs flexibility helps increase supply in response.which increases competition between providers,who lower their prices.Increased demand from visitors during major events such as the COP26 conference,the Commonwealth Games,and the European Song Contest.encouraging moreguests to visit the host regions.123The accommodation spending by guests booking on Airbnb provided valuable income to local Hosts,thereby supporting visitor spending within the community.Further,guests travelling on Airbnb spend with local businesses on a wide range of products and services.For example,these guests spend in nearby shops and restaurants,helping to support the businesses that create strong communities.We estimated the amount of spending by guests on Airbnb during the events studied using primarily Tourism Satellite Account data,published by the ONS,and Airbnb operational and survey data.Estimates were then validated using supplemental Visit Britain survey data on domestic overnight guests and data from the International Passenger Survey.Economic impact involves quantifying the total expenditure made by guests who booked on Airbnb in the destination economy,and estimating three types of economic activity it stimulates:Direct impact relates to the value added by Hosts on Airbnb and other businesses in facilitating stays of guests who booked on Airbnb.Indirect impact is the economic activity and employment stimulated along the supply chain that supports those front-line businesses.Induced impact comprises the wider economic benefits that arise from the payments of wages to the employees of businesses serving guests who booked on Airbnb,and other businesses in their supply chain.It also includes the share of the income of Hosts on Airbnb that is spent in the local economy.In our analysis,we also include the economic activity stimulated in the supply chains of these retail,leisure and other outlets.Fig.2.How is the total economic contribution of guest spending on Airbnb measured?Source:Airbnb,Oxford EconomicsDIRECT SPENDINGTOTAL IMPACTSINDUCED IMPACTSINDIRECT IMPACTSINVEST MONEY ONIMPROVEMENTS TOTHEIR RENTAL UNITSSPEND MONEY ONGOODS AND SERVICESDURING THEIR STAYAIRBNBGUESTSAIRBNBHOSTSRESTAURANTS&BARSSHOPPINGEXPERIENCES,ENTERTAINMENT,OTHERLOCALTRANSPORTAIRTRANSPORTSALESGDPJOBSWAGESHOSTS SPENDTHEIR EARNINGSEMPLOYEESSPEND THEIREARNINGSSTIMULATESSALES IN THESUPPLY CHAINAND B2BTRANSACTIONS89INSIGHTS FROM UK CASE STUDIESIn the following sections,we present findings from three case studies on one-off events:the European Song Contest hosted in Liverpool in 2023;the Birmingham 2022 Commonwealth Games;and the COP26 Conference hosted in Glasgow in 2021.The European Song Contest 2023 in LiverpoolIn May 2023,Liverpool hosted the 67th edition of the European Song Contest.For the first time in over 40 years,the contest was not hosted by the previous years winning country,Ukraine,due to the conflict.The city benefited from additional exposure as the event coincided with“Eurofest”,a cultural festival showcasing Ukrainian and British artists.According to research commissioned by Liverpool City Council,more than 300,000 people attended contest-related events during the month.7A diverse profile of visitors stayed in listings booked on Airbnb during the contestOur analysis indicates that around 5,900 visitors stayed in listings booked on Airbnb in Liverpool8 during the five-day period of the event in May 2023.Collectively,these visitors generated over 17,000 guest nights(i.e.,number of nights per guest)which brought significant economic benefits to the area.UK visitors accounted for nearly two-thirds of guests who booked their stay on Airbnb in the area during the period.The remainder(33%)were international visitors.These guests tended to stay longer at their accommodation compared with domestic guests.As a result,international visitors generated around 43%of all guest nights on Airbnb in the area during the event period.Fig.3.Visitors to Liverpool during the European Song Contest(%share of guests and of guest nights)Source:Airbnb,Oxford Economics67W3C%GuestsShare of guest-nightsInternationalDomesticA BOOST TO THE LOCAL ECONOMYGill is a Superhost who hosts an entire apartment out of her primary home near Crosby.She says,“The city came alive during the European Song Contest.We hosted a lovely family from Germany.It was brilliant to see Liverpool so vibrant and full of people experiencing our city for the first time.”7 BBC News,“Eurovision Song Contest gave Liverpool 55m shot in the arm,mayor says”,26 October 2023.(last accessed January 2023)8 The geographical area,defined as Liverpool,which was considered for the European Song Contest contains the following local authorities:City of Liverpool,Knowsley,St Helens,Sefton,and Wirral.13There was a diverse mix of international visitors who used the Airbnb platform during the contest which demonstrates the diversity of the event and the broader appeal of Liverpool.US visitors followed by those from Australia and Germany accounted for the largest share of international guest nights on Airbnb during the period.A significant share of guests stayed outside the City of Liverpool local authority area.Airbnb listings in Sefton,Wirral,Knowsley and St.Helens achieved over a fifth of guest nights booked on Airbnb in Liverpool during the event.This activity generated economic benefits beyond the City of Liverpool local area and provided consumers with extra choice during a period of particularly strong demand for accommodation in the city centre.Fig.5.International visitors to Liverpool during the European Song Contest event,by origin country(international)Source:Airbnb,Oxford EconomicsDuring the event,more than a quarter(27%)of all guests on Airbnb-associated with nearly a quarter(24%)of all guest nights on Airbnb-were travellers from London,making them the most important source of Airbnb bookings during the period.These visitors were in the area for fewer nights compared with other domestic visitors staying 2.6 nights on average compared with 2.9 nights by guests from elsewhere in the UK.This finding highlights the importance of Airbnb in helping destinations attract different types of visitors,some of whom can be higher yield.Listings in the area were also particularly popular among visitors from the South East and North West of England,accounting for 6%and 5%,respectively,of all guest nights booked on Airbnb during the period.Fig.4.Domestic visitors to Liverpool during the European Song Contest,by origin area(domestic)Source:Airbnb,Oxford Economics759GUEST NIGHTS(4%OF TOTAL)689GUEST NIGHTS(4%OF TOTAL)723GUEST NIGHTS(4%OF TOTAL)831GUEST NIGHTS(5%OF TOTAL)NORTH WEST974GUEST NIGHTS(6%OF TOTAL)SOUTH EAST4,078GUEST NIGHTS(24%OF TOTAL)LONDON1415The flexibility of Hosting on Airbnb contributed to easing the pressure on accommodation infrastructure An important benefit of Airbnb for local economies is the flexibility for Hosts providing accommodation that matches fluctuating supply and demand.Active listings on Airbnb in Liverpool grew 13pp faster in the three months preceding the event in May 2023 compared to the growth observed in the same period of 20199.This heightened growth in 2023 underscores the advantages of supply flexibility in meeting the increased demand for accommodation.The importance of flexibility in enabling local residents to list their properties is especially evident in the growth of private room listings in the months leading up to the event.Specifically,private room listings in Liverpool on Airbnb growth between February and May 2023 was 29pp higher compared to the growth seen during the same months in 2019.During the European Song Contest,most of the increased listings in Liverpool in the three months leading up to the event came from casual home sharers,i.e.,those who let out their properties for less than 90 days over the following year,rather than dedicated short-term let hosts.Specifically,of all the listings in Liverpool added on Airbnb in the three months leading up to the event,the share of private rooms and entire homes listed by casual home sharers was 92%,highlighting Airbnbs adaptability in meeting additional demand.The additional accommodation supply linked to the event contributed to alleviating the strain on infrastructure in Liverpool.Our analysis indicates that without the listings on Airbnb,Liverpool would have had to source an estimated 1,300 hotel rooms to accommodate all guests when demand was at its peak during the event10.Airbnb helped reduce accommodation prices by 28 per night during the European Song ContestWe also find that the supply offered by Hosts on Airbnb helped to moderate accommodation costs in Liverpool by around 28 per night.This meant that the average rate for Airbnb listings and hotels during the contest was 15%lower per night compared with the counterfactual scenario if Airbnb listings were not available during the period.In addition,a more competitive accommodation market provided consumers with greater choice.This meant that more visitors maximised their enjoyment and engagement by staying in accommodation which best suited their requirements.For example,families or groups of friends may have preferred staying together in entire homes or apartments,thus enhancing their overall experience.Without the supply generated by Hosts on Airbnb,some visitors may not have chosen to stay overnight,which may have detracted from their overall experience.The value to consumers generated by stays booked on Airbnb can be measured by calculating consumer surplus.Using this method,our analysis indicates that the overall economic and satisfaction value of Airbnb listings to Liverpool during the event period led to a consumer surplus of 1.4 million.BENEFITS OF AIRBNB-EUROPEAN SONG CONTEST1,300equivalent hotel roomsrequired to accommodateall guests on Airbnb duringhigh demand at the event28 per night15%cheaperdue to supply enabledby Airbnbduring the eventSpending by guests booking on Airbnb generated revenue for local hosts,businesses and supported jobsThe overall expenditure of guests who stayed in listings booked on Airbnb in Liverpool during the European Song Contest period is estimated to be around 3.9 million.This includes spend on accommodation,which benefited Hosts directly,and additional spend on goods and services in the area,including food,drink,shopping,and transport.Accommodation expenditure represented 29%of the overall expenditure with the remaining 2.8 millionspent at non-accommodation businesses.Restaurants and entertainment providers,including attractions and tour operators,gained the most from the spend of guests on Airbnb,achieving 887,000 and 669,000 of spend,respectively.Fig.6.Spending by guests booking on Airbnb in Liverpool during the European Song Contest(%s indicate share of total)Source:Airbnb,Oxford Economics9 2019 was chosen as the reference year for comparisons to avoid potential distortions caused by the COVID-19 pandemic and associated travel disruptions.10 The estimates assume an average of 1.5 guests per hotel room booking,which is in line with previous estimates of 1.5 to 2 rooms per booking based on previous work by Oxford Economics on average room occupancy.The equivalent hotel room estimate highlights the importance of flexibility on Airbnb during events,and should be treated as indicative.1,122 887 669 388 359 253 248 Accommodation(29%)Restaurants(23%)Entertainment(17%)Shopping(10%)Other(9%)Transportation(6%)Groceries(6%)17Expenditure by Airbnb guests in Liverpool boosted GDP by nearly 3.9 million in overall terms.This includes economic benefits linked to direct,indirect,and induced effects of their spending in the area.The direct impact through expenditure by Airbnb guests in the local economy generated a contribution to GDP of over 2.4 million,which helped to support employment for over 36 workers during the year(full-time equivalent,or FTEs).The economic impact through guest expenditure on Airbnb was most pronounced in the City of Liverpool as most Airbnb listings were located there.The overall GDP contribution generated by Airbnb-linked spend in the City of Liverpool local authority area was almost 2.8 million.Nearly 70%of this economic impact was generated through expenditure by guests on Airbnb in the City of Liverpool.In employment impact terms,Airbnb-linked spend in the Merseyside capital supported annual employment for nearly 40 people.Surrounding areas also benefited from Airbnb-linked spend.Overall,the economic activity generated by guests on Airbnb boosted GDP by over 1.3 million in the other local authorities of the Liverpool area.Fig.7.GDP contribution by local authority area and channel supported through spending by Airbnb guests during the contest11(GDP contribution,000s)Source:Airbnb,Oxford Economics11 The other local authority areas included in the chart are:Sefton,Wirral,Knowsley,and St.Helens.The economic activity generated by listings booked on Airbnb helped to support wages and generated tax revenue for HMRC.Overall,it is estimated that Airbnb-linked spending in Liverpool during the European Song Contest contributed 2.8 million to local and national wages.This included impacts on wages of over 1.9 million for personnel directly serving guests on Airbnb.The resultant tax value to the government from these wages and the revenue guests on Airbnb generated for businesses amounted to around 1.0 million.1,970 400 2,370 Direct350 420 770 Indirect440 480 920 Induced2,760 1,300 4,060 TotalOther local authoritiesAll Local Authorities(above bars)City of Liverpool36Jobs(full-time equivalents)supported through spending by guests on Airbnb during the event1.9mDirect wages supported2.8mTotal wages supported629,000Direct Tax generated1.0mTotal Tax generatedECONOMIC IMPACT SUPPORTED BY GUESTS ON AIRBNB-EUROPEAN SONG CONTESTA BOOST TO THE LOCAL ECONOMYGill,Superhost on Airbnb near Crosby,adds,“Hosting in the suburbs of cities is great for people who just want to nip into the city but then come back and spend their evening at local independent places and get the best of both worlds.”1819Birmingham 2022 Commonwealth GamesThe Birmingham 2022 Commonwealth Games(CWG)was held in the Birmingham area between 28 July and 8 August 2022.Over 5,000 athletes from 72 Commonwealth nations competed in 20 sports as well as 10 mixed gender events and 39 parasport events,making it the largest Commonwealth Games ever held.Hosts on Airbnb welcomed guests from the UK and beyondAirbnb Hosts in Birmingham and neighbouring areas12,collectively referred to as the Birmingham area in this section,welcomed over 14,000 guests during the 11 days of the event.This equated to around 47,000 guest nights as visitors stayed an average of three nights at their accommodation.Listings on Airbnb in the Birmingham area attracted event goers from across the UK and overseas.Domestic visitors accounted for the vast majority of demand making up nearly 80%of all guest nights during the CWG period.Meanwhile,local Hosts on Airbnb welcomed over 1,600 international guests during the event which led to nearly 10,000 guest nights.Fig.8.Visitors to the Birmingham area during CWG(%Airbnb guest-nights)Source:Airbnb,Oxford EconomicsVisitors stayed in listings booked on Airbnb across the West Midlands.CWG spanned 15 venues across the West Midlands attracting visitors to the wider region.Approximately 40%of guest nights on Airbnb were in six neighbouring local authorities,including Coventry and Solihull,which benefited from major venues like Coventry Arena and the National Exhibition Centre(NEC).This demonstrates how Airbnb helped Hosts provide accommodation options across the wider Birmingham area,making it easier for visitors to stay near venues and explore the local area.The remaining guest nights on Airbnb were in the Birmingham City Council area,which included venues such as Alexander Stadium,the location for the opening and closing ceremonies.12 The neighbouring areas,including Birmingham,make up the West Midlands Combined Authority(WMCA)which contains the following local authorities:Birmingham City,Coventry,Dudley Metro Borough,Sandwell Metro Borough,Solihull Metro Borough,Walsall,and the City of Wolverhampton.79!%Share of guest-nightsInternationalDomesticTop internationalvisitor countries1.Australia2.Hong Kong3.New Zealand1.London2.West Midlands3.South WestTop domesticvisitor regions20BENEFITS OF AIRBNB-2022 COMMONWEALTH GAMES5,000equivalent hotel roomsrequired to accommodateall guests on Airbnb duringhigh demand at the event31 per night23%cheaperdue to supply enabledby Airbnbduring the eventFig.9.Accommodation in the Birmingham area during CWG(%guest distribution)Source:Airbnb,Oxford EconomicsThe flexibility of hosting on Airbnb contributed to alleviating the strain on accommodation infrastructure during the eventA key feature of Airbnb is the flexibility it affords Hosts to list their spacesand adjust their availabilityin response to shifting demand.This enables Hosts on Airbnb to boost accommodation supply during periods of intense demand,mitigating the need for substantial investment in accommodation infrastructure.Airbnb data shows that listings growth in the Birmingham area between May and August 2022 was 47pp higher than the growth observed in the same months of 201913.Our analysis indicates that without the listings on Airbnb,5,000 hotel rooms would have been required in the Birmingham area to adequately accommodate all guests when demand was at its peak during CWG14.58%BIRMINGHAM5%SANDWELL4%WOLVERHAMPTON2%DUDLEY18%COVENTRY10%SOLIHULL2%WALSALLThe range and diversity of accommodation is an appealing aspect of booking on Airbnb which helps to drive demand.During the CWG period,most listings on Airbnb were entire homes or apartments,accounting for 76%of all available accommodation.The next most common type was private rooms,making up 24%of available stock.Private rooms encourage Hosts and guests to interact,with Hosts often sharing local recommendations,tips,and insights about the event,contributing to a positive guest experience and helping to create a stronger sense of community pride.The significant flexibility of Airbnb in allowing local residents to list their properties and spare rooms is especially evident in the growth of private room listings in the months leading up to the event.Specifically,private room listings growth in the Birmingham area between May and August was 59pp higher in 2022 compared to the same period in 2019.Airbnb data shows that ahead of CWG,90%of the increase in listings in the Birmingham area was attributable to casual home sharers,that is Hosts who let out their properties or spare rooms for less than 90 days over the following year.This highlights the importance of flexibility on Airbnb to accommodate demand during the event.Our analysis reveals that the greater availability of accommodations on Airbnb helped reduce average rates in the area by approximately 31 per night.Put differently,without the lodging options offered on Airbnb,prices for other accommodations would have been higher.The increase in overall satisfaction and affordability to consumers,measured using“consumer surplus”,was estimated to be 7.5 million.This value reflects not just the money saved by consumers but also the overall satisfaction value they derived from their visit.We estimate that the lower prices encouraged 2,000 attendees to participate in the event by making more affordable accommodation options available.In addition,the accommodation expenditure saved likely encouraged more expenditure on other products and services by visitors in the area.13 2019 was chosen as the reference year for comparisons to avoid potential distortions caused by the COVID-19 pandemic and associated travel disruptions.14 The estimates assume an average of 1.5 guests per hotel room booking,which is in line with previous estimates of 1.5 to 2 rooms per booking based on previous work by Oxford Economics on average room occupancy.The equivalent hotel room estimate highlights the importance of flexibility on Airbnb during events and should be treated as indicative.LOCAL ENGAGEMENT AND EVENT HOSPITALITYTim Herbert is a private room Superhost in Kings Heath.He decided to host on Airbnb to supplement his income,and hosted athletes and volunteers during the Commonwealth Games.He says,“I was full every night of the Birmingham Commonwealth Games and it was amazing talking to my guests,who were saying I had no idea this was such a lovely city,Ill be back.”2322Guests on Airbnb spent over 7.7 million during CWGGuests on Airbnb are estimated to have spent over 7.7 million during the 11 days of the games,which benefited the local economy in the Birmingham area.Accommodation accounted for the largest share of this spend generating around 2.4 million.This included valuable earnings for Hosts,which generated direct and indirect economic benefits.The next largest spending category was restaurants as local eating establishments benefited from nearly 1.6 million expenditure by guests on Airbnb during the period.Overall,non-accommodation spending by guests on Airbnb attending CWG was over 5.3 million.The largest spend impact was by guests from London who contributed over 2.1 million to the local economy,26%of the total spend by guests on Airbnb during the period.The next largest origin regions by overall spend were visitors from the West Midlands and the South East of England,with each accounting for 8%of total spend.Meanwhile,Australian visitors generated the largest total spend among international origin countries,spending nearly 304,000 in the area.Fig.10.Spending by guests on Airbnb during CWG(%share of total,000s)Source:Airbnb,Oxford EconomicsTravel on Airbnb during CWG contributed 8.3 million to UK GDP The overall contribution in GDP terms of the spend by guests on Airbnb in the Birmingham area during CWG was around 8.6 million.This includes direct,indirect,and induced effects linked to their expenditure.The direct contribution of Airbnb-linked spend was just over 5.0 million.This arose as guests who booked on Airbnb spent money directly on goods and services in the local economy.Additional benefits were generated through indirect and induced effects as this spend led to further economic activity in the supply chain and helped to support wages.The biggest impact in GDP terms was in the Birmingham City Council local authority area as Airbnb-linked spend contributed 4.5 million to local GDP.This represented over half of the overall GDP contribution of guests on Airbnb during the event.The next biggest impact was in Coventry and Solihull local authority areas with each benefiting from approximately 1 million GDP impact as a result of expenditure in the economy by guests on Airbnb.Guests staying in entire homes or apartments accounted for most of the GDP contribution supported by guest spending on Airbnb during CWG.Guests staying in entire homes or apartments on Airbnb spent over 6.3 million during CWG.Including direct,indirect,and induced effects,this spend helped to bolster GDP by over 6.9 million.Meanwhile,the spending by guests on Airbnb staying in private rooms was 1.4 million which generated a GDP impact of over 1.6 million.2,391 1,620 983 794 782 774 397 Accommodation(31%)Restaurants(21%)Entertainment(13%)Transportation(10%)Groceries(10%)Shopping(10%)Other(5%)A BOOST TO THE LOCAL ECONOMYTim Herbert,private room Superhost on Airbnb in Kings Heath,says,“A lot of people come into Birmingham to participate in activities,like shows and concerts.While theyre here,they will go out to eat in local restaurants.They really are taking part in the local community.”Guests on Airbnb are estimated to have spent over 7.7 million during the 11 days of the games which benefited the local economy in the Birmingham area.2425Fig.11.Distribution of GDP contribution by local authority area of spending by guests on Airbnb during CWG(%of GDP contribution)Source:Airbnb,Oxford EconomicsThe overall spend of Airbnb guests staying in the Birmingham area for CWG supported around 5.9 million in employee wages during the 11 days of the event,equivalent to employing 129 full-time workers over a year.This includes direct,indirect,and induced effects of their expenditure.The direct impact of Airbnb-linked spend equated to supporting around 3.9 million in wages,which was nearly 67%of the overall total employment impact.The jobs supported by the overall economic impact of guests on Airbnb generated employment tax revenues of around 2.3 million.In addition to supporting jobs,Airbnb-linked expenditure associated with CWG generated total wages of over 5.9 million which led to tax revenues of around 2.3 million.Reflecting the significant economic impact of Airbnb guests on the local economy,most of the wages and tax revenue were generated through direct channels.This meant that the direct impact of their expenditure contributed nearly 3.9 million to wages and over 1.3 million to tax revenues.7.7mSpending by guests in Airbnb on accommodation during the event129Jobs(full-time equivalents)supported through spending by guests on Airbnb during the event8.6mGDP contribution through spending by guests on Airbnb during the event2.3mTax revenues through economic activity stimulated through spending by guests on Airbnb during the eventECONOMIC IMPACT SUPPORTED BY GUESTS ON AIRBNB-2022 COMMONWEALTH GAMES53%BIRMINGHAM7%SANDWELL5%WOLVERHAMPTON5%DUDLEY14%COVENTRY12%SOLIHULL4%WALSALL2726COP26 Conference in GlasgowIn late 2021,the 26th United Nations Climate Change Conference,known as COP26,took place in Glasgow.Over 40,000 delegates attended the conference which spanned two weeks from 31 October to 13 November.15 Enhanced commitments regarding climate change actions were expected which raised the overall profile of the event,sparking greater interest among industry and environmental groups.Our analysis indicates that the flexible supply enabled by Hosts on Airbnb facilitated increased participation during this significant event.This occurred as pandemic-related travel restrictions,which affected tourism and accommodation supply in preceding months,were gradually being eased.Airbnb helped Glasgow to accommodate a global audience during COP26Our analysis highlights that over 70,000 guest nights were booked on Airbnb in Glasgow during the COP26 period,which equated to an average length of stay of nearly five nights per guest.16Underlining the global significance of the event,60%of guests on Airbnb were from outside of the UK.International visitors tended to stay longer at their accommodation than those from the UK,staying an average of over six nights compared with around 3.6 nights among domestic guests.As a result,international visitors accounted for 60%of all guest nights who booked on Airbnb in the area during the period.Fig.12.Visitors and length of stay to Glasgow during COP26 (%guest nights,number of nights)Source:Airbnb,Oxford Economics16 The geographical area,defined as Glasgow,which was considered for the COP26 Conference contains the following local authorities:Glasgow City,East Dunbartonshire,East Renfrewshire,North Lanarkshire,Renfrewshire,South Lanarkshire,and West Dunbartonshire.40%Share of guest-nightsNumber of nights3.66.4InternationalDomestic15 The World Health Organisation,“What has COP26 achieved for health?”,November 2021.There was significant booking demand on Airbnb amongst guests from the United States.They accounted for 17%of all guests using the platform in the area during the event and just over 20%of all guest nights.Visitors from France,Canada,and Germany were also particularly prominent,accounting for 4%,3%,and 3%of total guest nights,respectively.COP26 generated strong accommodation demand beyond the Glasgow City local authority area.The conference was held at the Scottish Event Campus(SEC)near Glasgow city centre,but close to 16%of guest nights were accommodated in East Dunbartonshire,West Dunbartonshire,North Lanarkshire,South Lanarkshire and East Renfrewshire.Listings on Airbnb helped provide visiting delegates with extra choice during a period of particularly strong demand for accommodation in the city centre.Fig.14.Visitors to Glasgow during COP26,by origin area(international)Source:Airbnb,Oxford EconomicsVisitors from London were an important segment accounting for over half of domestic guest nights and 21%of all guest nights.The next most common UK origin region was Scotland accounting for 5%of all guest nights.Fig.13.Visitors to Glasgow during COP26,by origin area(domestic)Source:Airbnb,Oxford Economics15,654GUEST NIGHTS(21%OF TOTAL)2,327GUEST NIGHTS(3%OF TOTAL)2,436GUEST NIGHTS(3%OF TOTAL)3,040GUEST NIGHTS(4%OF TOTAL)15,452GUEST NIGHTS(21%OF TOTAL)LONDON3,503GUEST NIGHTS(5%OF TOTAL)SCOTLAND3031Fig.15.Accommodation in Glasgow during COP26(%guest distribution)Source:Airbnb,Oxford EconomicsThe supply offered on Airbnb contributes to easing the pressure on accommodation infrastructureA major benefit of the Airbnb platform is the flexibility it enables Hosts to provide accommodation at different times of the year.This flexibility enables destinations to expand their offering for visitors as Hosts can provide additional accommodation during periods of strong demand.Airbnb data indicates that listings on the platform in Glasgow grew faster by 73pp in the three months leading up to the event(August to November)in 2021,compared to the same period in 2019,before the COVID-19 pandemic disrupted travel.The rate of increase in listings leading up to COP26 was likely influenced by tourism recovery due to the easing of restrictions to contain the COVID-19 pandemic as well as increased demand as a result of COP26.The impact of the flexibility enabled by Airbnb in meeting additional event-related demand is particularly apparent in the growth of private room listings during the months leading up to the event.Private room listings growth was 113pp higher leading up to COP26,between August and November 2021 compared to the same period in 2019.Our analysis indicates that without the listings on Airbnb,Glasgow would have required 19,000 additional hotel rooms to adequately accommodate all guests when demand was at its peak during COP26.17Airbnb data shows that ahead of COP26,94%of the increase in listings in Glasgow was attributable to casual home sharers,that is Hosts who let out their properties or private rooms for less than 90 days over the following year.This highlights the importance of flexibility on Airbnb to accommodate demand during the event.Our analysis has identified that listings offered on Airbnb impacted the accommodation marketplace by reducing average room rates by almost 32 per night in Glasgow.This implies that without the accommodation provided by Hosts on Airbnb during the COP26 period,guests across Glasgow would have paid an extra 13%per night for their accommodation during the event.The pricing pressures and choice enabled by supply on Airbnb during the event generated greater satisfaction and engagement with the conference,enhancing Glasgows important role as host destination.Overall,we estimate this additional value,known as consumer surplus,that consumers derived due to Airbnbs role absorbing additional demand in Glasgow from COP26 at 5.8 million.This includes both the economic impact of reduced accommodation costs and increased satisfaction generated due to lower priced accommodation available.Our analysis indicates that the reduced costs made the event more accessible and encouraged an estimated 2,900 delegates to visit the region during COP26.Guests on Airbnb made a significant contribution to the local economyThe overall expenditure of guests on Airbnb in Glasgow during COP26 is estimated to be around 19.9 million.This includes spend on accommodation with local hosts as well as spend on goods and services while staying in the area,including eating and drinking and shopping activities.Accommodation accounted for the largest share of overall expenditure(49%),followed by eating and drinking(16%).Emphasising the important role of guests on Airbnb on the visitor economy during the event overall spend by guests on Airbnb on non-accommodation items was nearly 10 million.Fig.16.Spending by guests on Airbnb during COP26(%share of total,000s)Source:Airbnb,Oxford EconomicsThe host local authority area,Glasgow City,benefited most from the economic benefits of Airbnb-linked expenditure during the period.Overall expenditure linked to Airbnb activity in the area was over 17 million of which more than 8 million was spent on non-accommodation items.BENEFITS OF AIRBNB-COP26 CONFERENCE IN GLASGOW19,000equivalent hotel roomsrequired to accommodateall guests on Airbnb duringhigh demand at the event32 per night13%cheaperdue to supply enabledby Airbnbduring the event9,737 3,113 1,564 1,691 1,531 1,110 1,177 Accommodation(49%)Restaurants(16%)Groceries(8%)Shopping(8%)Entertainment(8%)Transportation(6%)Other(6%)17 The estimates assume an average of 1.5 guests per hotel room booking,which is in line with previous estimates of 1.5 to 2 rooms per booking based on previous work by Oxford Economics on average room occupancy.The equivalent hotel room estimate highlights the importance of flexibility on Airbnb during events,and should be treated as indicative.4%SOUTHLANARKSHIRE3%WESTDUNBARTONSHIRE3%RENFREWSHIRE2STDUNBARTONSHIRE84%GLASGOW CITY2%NORTHLANARKSHIRE1STRENFREWSHIRE33The overall GDP contribution of Airbnb-linked spend in Glasgow during the two-week period of the conference was around 23.7 million.This includes direct,indirect,and induced effects as guests on Airbnb spent money directly with local businesses which generated additional economic impacts for the economy.Airbnb activity generated around 18 million to GDP in Glasgow City with the remaining 6 million GDP contribution spread across the surrounding six local authorities.Fig.17.Distribution of GDP contribution by local authority area through spending by guests on Airbnb during COP26(%of GDP contribution)Source:Airbnb,Oxford EconomicsOver 60%of the GDP contribution associated with stays booked on Airbnb was generated by international visitors.This represented over 14 million to GDP.This was due to international visitors tending to stay longer in the area and spend more on a nightly basis.These findings highlight that Airbnb provides an important function in enabling destinations to cater for the needs of international visitors which enables economic benefits for the UK economy.The employment impact of Airbnb-linked expenditure in Glasgow during COP26 equated to supporting around 280 jobs in a year.Over 52%of the jobs supported were generated by direct expenditure as this helped to support around 150 jobs for one year(full-time equivalent,or FTEs).In Glasgow City local authority,Airbnb-linked spend supported around 190 jobs for one year.The spend by guests on Airbnb in surrounding local authorities helped to support or create over 90 FTE jobs with the greatest impact in South Lanarkshire and North Lanarkshire(both around 25 FTE jobs).In addition to supporting jobs,Airbnb-linked expenditure associated with COP26 generated total wages of over 17 million which led to tax revenues of around 4.9 million.Reflecting the significant economic impact of guests on Airbnb on the local economy,most of the wages and tax revenue were generated through direct channels.This meant that the direct impact through expenditure by guests on Airbnb contributed nearly 12 million to wages and over 2.6 million to tax revenues.19.9mSpending by guests in Airbnb on accommodation during the event280Jobs(full-time equivalents)supported through spending by guests on Airbnb during the event23.7mGDP contribution through spending by guests on Airbnb during the event4.9mTax revenues through economic activity stimulated through spending by guests on Airbnb during the eventECONOMIC IMPACT SUPPORTED BY GUESTS ON AIRBNB-COP267%SOUTHLANARKSHIRE3%WESTDUNBARTONSHIRE5%RENFREWSHIRE2STDUNBARTONSHIRE75%GLASGOW CITY7%NORTHLANARKSHIRE2STRENFREWSHIRE3435Technical AnnexHow we measure the impact on supplyWe estimate Airbnbs contribution to supply using data provided by Airbnb,for accommodation provided through the Airbnb platform,along with data from Smith Travel Research(STR),a hotel performance data provider,to understand hotel bookings.Airbnb data allows us to estimate the increase in listings in the months leading up to the event.For all events,we use a three-month window leading up to the event,and compare the increase in listings with growth in the corresponding months in 2019.To illustrate the importance of Airbnb in alleviating the stress on infrastructure,we calculated the number of hotel rooms needed to accommodate all Airbnb guests.The estimates are based on Airbnb data on guest numbers on Airbnb when demand was at its highest during the event.The data was adjusted to account for differences in guest occupancy in hotels and listings on Airbnb.Note that our analysis is based on data on guests and listings during the event,which may include the impacts associated with guests travelling for reasons not related to the event.In particular,note that COP26 took place in 2021 and therefore the findings are likely to include the impacts of the pandemic and the subsequent easing of restrictions.Estimating the price,demand,and consumer surplus impact of supply enabled by AirbnbThe price impacts are based on the supply available during the event,i.e.,a comparison of all supply on Airbnb with that of hotels,the major alternative form of accommodation available to consumers during these events.We estimate the impact on prices,in percentage terms,by combining the price elasticity of demand for accommodation with the number of listings on Airbnb during the corresponding event.The share of accommodation supply is estimated using Airbnb data(for Airbnb accommodation)and STR data(for hotel accommodation).The price elasticity of demand is based on the median of estimates from the literature reviewed for this study.18,19,20 The estimated percentage impact on prices is then applied to the average room rates in the region during the event,sourced from Airbnb and STR.The price impacts do not include taxes but may include additional fees,such as breakfast costs,charged by the hotels.The consumer surplus,therefore,is based on the price savings made available to guests on Airbnb and the estimated number of guests in the hotels staying with the corresponding segments during the event.The figure below illustrates our approach within the conceptual demand-supply framework.The Airbnb platform enables the supply curve,assumed to be vertical,to the right,which in turn,helps reduce prices.The Consumer Surplus is therefore calculated as the blue-shaded area below the demand curve.As highlighted previously,our analysis is based on data on guests and listings during the event,which may include the impacts associated with guests travelling for reasons not related to the event.Fig.18.Consumer Surplus Framework(Illustrative)Source:Airbnb,Oxford EconomicsWhat is Airbnb-linked spending?To understand the channels through which Airbnb contributes to the local economy,our starting point is the spending that takes place in the travel destination.Airbnb is an online marketplace platform that enables Hosts,who offer places to stay and things to do,to connect with tourists and travellers.From the perspective of a local economy,Airbnb acts as a portal,attracting tourists with spending power to a local area,who then go on to stimulate economic activity in that area,by booking stays with locals and purchasing goods and services during their visit.Guest spending includes:Accommodation spending:Based on Airbnb data,we quantified the total expenditure on accommodation made by guests booking on Airbnb in the event-hosting regions in each year of the study.Ancillary tourism spending:In addition to rental expenditure,Guests on Airbnb typically spend money to arrive at their destination,and then(for example)to get around the host city or region,to dine out and entertain themselves,and to go shopping and engage in other tourism activities.We leveraged detailed Airbnb data on guest activity and overall visitor data from our in-house databases to quantify this annual spending,and its distribution across different industries.18 European Commission,Directorate-General for Internal Market,Industry,Entrepreneurship and SMEs,“The impact of taxes on the competitiveness of European tourism Final report”,Publications Office,2017.19 The Welsh Government,“Evidence review of elasticities relevant to a visitor levy in Wales”,Social Research No.60/2022,20 September 2022.20 Chen,Jason Li,Gang Li,Anyu Liu,and NIGEL J.MORGAN.Review of Evidence of Elasticities Relevant to Tourism in Scotland.The Scottish Government,2021.Hypothetical pricewithout Airbnb supplySupply of all other(non-Airbnb)accommodationSupply of allaccommodationSupply of AirbnbaccommodationDemand foraccommodationduring the gamesPRICEQUANTITYEstimated price reductionassociated with Airbnb supplyObserved price for allaccommodation options37Using details of these linkages from Supply and Use tables,Oxford Economics constructed a bespoke UK regional impact model,which traces the intermediate consumption impact,and capital good consumption impact,attributable to Airbnb-linked visitor activity(this is known as the Leontief manipulation).This impact model quantifies all rounds of subsequent purchases along the supply chain.These transactions are translated into GDP contributions,using region-specific ratios of gross value added(GVA)to gross output,sourced from the regional UK input-output tables.Once we have obtained results for output and GVA,we estimate employment using productivity estimates.The calculation of the induced impacts is a discrete element of the model and incorporates the impact of Airbnb visitor spending on purchases,labour costs and final household consumption.Indirect and induced impacts at the regional and county level were estimated using regional input-output models developed by Oxford Economics.These input-output models work in the same way as the national-level input-output model described above.However,they also incorporate inter-regional trade flows,which were estimated using regional national account data from the ONS.Fig.19.A simplified input-output modelSource:Airbnb,Oxford EconomicsCalculating the total economic impact of AirbnbEconomic impact involves quantifying the total expenditure made by guests on Airbnb in the destination economy and estimating three types of economic activity it stimulates.Direct impact relates to the value added from guest activity including:(1)Hosts on Airbnb and other businesses in facilitating stays of guests on Airbnb;and(2)tourism businesses facilitating other spending by guests within the destination,including on food&beverage,retail etc.Indirect impact is the economic activity and employment stimulated along the supply chain that supports those front-line businesses.Induced impact comprises the wider economic benefits that arise from the payments of wages to the employees of businesses serving guests on Airbnb,and other businesses in their supply chain.It also includes the share of the income of Hosts on Airbnb that is spent in the local economy.In our analysis,we also include the economic activity stimulated in the supply chains of these retail,leisure and other outlets.The sum of these channels captures the spending identified in the previous step,from guests on Airbnb,and amounts to the total economic impact of Airbnb.The results are presented on a gross basis.They therefore ignore any displacement of activity from Airbnbs competitors as well as what the second most productive use of those resources would have been.Airbnbs economic contribution is measured using two metrics:Gross value added(GVA)contribution to GDP,defined as the value of the output produced,minus the expenditure on inputs of bought-in goods and services used up in the production of that output.Employment measured on a headcount basis in terms of jobs supported over a full year,i.e.,full-time equivalents.Overview of input-output modelling approachIndirect and induced impacts are estimated using an“input-output”model.This type of model sets out the goods and services that industries purchase from one another in order to produce their output(as well as their purchases from abroad).These tables also provide detail on the spending patterns of UK households,and indicate whether this demand is met by UK production,or imported products.In essence,the tables show who buys what from whom.The diagram below demonstrates a stylised input-output model.Industry 1C 1,1C 1,2C 1,3Industry 1Industry 2Industry 3C 1,4C 1,5EmploymentIncomesProfitsLeakagesIndustry 2C 2,1ConsumerSpending C 4,1TotalOutputs C 8,1Other FinalDemand C 5,6,7,1Industry 3C 3,1C 1,6,7Total ImputsC 1,83839Oxford Economics was founded in 1981 as a commercial venture with Oxford Universitys business college to provide economic forecasting and modelling to UK companies and financial institutions expanding abroad.Since then,we have become one of the worlds foremost independent global advisory firms,providing reports,forecasts and analytical tools on more than 200 countries,100 industrial sectors,and 8,000 cities and regions.Our best-in-class global economic and industry models and analytical tools give us an unparalleled ability to forecast external market trends and assess their economic,social and business impact.Headquartered in Oxford,England,with regional centres in New York,London,Frankfurt,and Singapore,Oxford Economics has offices across the globe in Belfast,Boston,Cape Town,Chicago,Dubai,Dublin,Hong Kong,Los Angeles,Mexico City,Milan,Paris,Philadelphia,Stockholm,Sydney,Tokyo,and Toronto.We employ 450 full-time staff,including more than 300 professional economists,industry experts and business editorsone of the largest teams of macroeconomists and thought leadership specialists.Our global team is highly skilled in a full range of research techniques and thought leadership capabilities,from econometric modelling,scenario framing,and economic impact analysis to market surveys,case studies,expert panels,and web analytics.Oxford Economics is a key adviser to corporate,financial and government decision-makers and thought leaders.Our worldwide client base now comprises over 2,000 international organisations,including leading multinational companies and financial institutions;key government bodies and trade associations;and top universities,consultancies,and think tanks.About the Research Team40
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Haptics The next modality in immersive entertainment August 2024 Simon Forrest,Nikolaos Tzoumerkas,Maxym Dmytriyev Haptics:The next modality in immersive entertainment 2 2024 Futuresource Consulting Ltd Contents Introduction.3 What are haptics?.4 How are haptic experiences created?.4 Human sensing.5 A diverse ecosystem.6 Multiple approaches to haptics.7 Methods for creating haptic experiences.7 Standardisation activities in haptics.9 MPEG.10 IETF and W3C.11 IEEE.12 ATSC.12 Khronos Group.13 Market opportunity.14 Haptics-enhanced,or truly immersive?.14 Personal electronics drive opportunity.15 Potential for video.15 XR:A key market for haptics.16 XR hardware development.17 Haptics in gaming.19 Immersive entertainment.21 Summary.23 Haptics:The next modality in immersive entertainment 3 2024 Futuresource Consulting Ltd Introduction Our modes of communication are evolving to empower immersive content and increasingly incorporate haptics,or the sense of touch,into our connected experiences.This new modality extends our sensory engagement beyond our sight and hearing and unlocks an opportunity to add more depth and sense of immersion within connected communications,experiences,and services.At the IEEE World Haptics conference in 2011,it was predicted that advanced tactile capabilities would be generally available by 2020,anticipating that users would not only touch and manipulate what they saw on screens,but also feel shape,texture,and softness.But it takes time for organisations to coalesce around practical mechanisms,for technologies to evolve,and for standardised approaches to be agreed;so today we have the foundations in place.Currently haptics exist in multiple form-factors and disparate device segments,such as smartphones and wearables.The experience they provide today is often an enhancement to the content,not fully immersive,yet this position is destined to change as standards for haptics are ratified and published.In XR,haptics provide an opportunity to create realistic scenarios where the user can utilise all their senses to boost their virtual presence.In the near future,it should be feasible to broadcast or stream fully immersive experiences using existing protocols and network infrastructure,to products incorporating technologies that precisely replicate tactile and sensory experiences.This paper introduces the wide ecosystem of innovators,device makers,and content creators,all of whom must collaborate to reveal the pathway towards haptic-enhanced content,while highlighting the important work within standards to understand and support the delivery of immersive XR and haptic-enhanced content across devices worldwide.Haptics:The next modality in immersive entertainment 4 2024 Futuresource Consulting Ltd What are haptics?Haptics are defined as a collection of technologies that transmit tactile information,achieved via techniques that apply forces such as vibration,pressure,motion and,in some circumstances heat,to recreate sensations of touch or physical stimulation.The discipline of haptics isnt new.Consumer products have encompassed rudimentary elements of haptics since the 1990s,when vibration was added to games console controllers and force feedback was introduced into PC gaming accessories,primarily joysticks and steering wheels.How are haptic experiences created?Haptics rely upon physical devices called actuators,each of which are designed either to induce specific sensations on the skin surface,or otherwise generate forces that are applied to limbs and muscles.The vibrations,forces,and other movements of haptic systems are created mechanically using different approaches.One of the most common methods to create tactile sensation utilises eccentric rotating mass actuators,which comprise an unbalanced weight attached to a revolving spindle.The rapid rotation causes instability in the force from the weight,leading to oscillations in the motor and,consequently,haptic feedback in the form of vibrations.Another type,the linear resonant actuator,works in a similar fashion by electromagnetically driving a small internal mass attached to a spring mechanism to create vibration.Products equipped with these actuators can consistently reproduce specific vibration patterns on demand,which are then programmed to enhance the user experience during immersive entertainment activities.In virtual reality(VR)applications,vibration actuators are often exploited to create feelings of surface texture and to substitute for more expensive and complex force-feedback systems.These actuators are frequently paired with finger and hand tracking technologies for VR glove implementations.And for applications requiring larger forces,components such as voice coil motors or piezoelectric actuators may be used.Examples of vibrotactile actuators typically employed to create haptics For kinesthetics applications,haptic actuators apply a force on the body to accentuate or impede limb movement.These are not usually felt on the skin,but instead operate on the muscles and tendons,either directly or indirectly.Resistive force feedback is often used in exoskeletons and gloves to impede the movement of limbs or fingers for applications in virtual reality.Resistive forces are typically used to simulate manipulation gestures and are highly Released in 1994,the Aura Interactor was one of the first wearable haptic products.It monitored the audio signal from games,then used electromagnetic actuators to convert low frequency sounds into vibrations representing actions such as a kick or a punch.It was considered a commercial success at the time,with over 400,000 units sold.Haptics:The next modality in immersive entertainment 5 2024 Futuresource Consulting Ltd effective at enhancing the realism of hand interactions.Active force feedback is most often used in gaming controllers and handheld haptics devices to apply an active force on the users articulations or fingers.This type of feedback is normally based on electromechanical motors applying a force to the users body part.This mimics interactions with a virtual object or simulates a realistic interaction with an input control device,such as a force-feedback steering wheel or flight controller.The primary application for kinesthetics is in simulators where they serve to mimic the behaviour of a real-world system.Comparatively expensive to implement versus tactile experiences,kinesthetics are generally reserved for enterprise and business applications.Human sensing Haptics stimulate the human somatosensory system,presenting physical feedback on the immediate environment.There are essentially four types of mechanoreceptors within the human body.Ordered by increasing depth within the skin,these are known as Meissner corpuscles,Merkel disks,Ruffini endings and Pacinian corpuscles.Respectively,they perceive touch,lightweight or constant pressure,and the deepest react to vibration.Mechanoreceptors work together,converting these senses into nerve impulses that are merged within the brain to create physical experiences of the world.These receptors are referred to collectively as low-threshold(or high-sensitivity)mechanoreceptors because even weak mechanical stimulation of the skin induces them to produce sensation.The four primary mechanoreceptors within the human body,each of which work together to create physical experiences of the environment Image credit:National Laboratory of Medicine,https:/www.ncbi.nlm.nih.gov/Haptics:The next modality in immersive entertainment 6 2024 Futuresource Consulting Ltd Furthermore,haptics can be further subdivided into two primary categories.Tactile:Awareness or perception of the location,or a change in the position of an external stimulus applied to the skin surface.Tactile responses allow the brain to perceive pressure,touch and texture.Kinesthetic or Proprioception:Sensations of muscle position that arise because of an individuals own movement.Kinesthetic feedback allows the brain to determine the approximate size and weight of an object,and the location relative to the body.Haptic technology aims to artificially recreate these sensations through mechanical stimulation of the skin surface for tactile responses,and via impedance of muscle movement for kinesthetic feedback.A diverse ecosystem Although the methods for creating haptic systems are relatively well understood,there is discord across the device ecosystem in how haptics should be generated.For instance,there are substantial variation in vibrations generated using eccentric rotating mass actuators versus something more refined such as Apples Taptic Engine,which applies linear resonant technology.In practice,this means that a developer building an experience tuned for the Taptic Engine will likely need to create a different configuration for another haptics implementation.This often means that developers do not invest in excellent haptic performance due to the higher costs and time necessary to implement it.Smartphone haptic components:OnePlus 12(left);iPhone 15(right)Haptics:The next modality in immersive entertainment 7 2024 Futuresource Consulting Ltd Multiple approaches to haptics There are two common approaches to creating haptics.The first method analyses audio within files and translates the low frequency components into haptic signals to drive haptic actuators.An extension of this approach utilises special tracks encapsulated in the audio file that are dedicated to the playback of haptic data this is analogous to a very low frequency bass audio track which is used to drive the haptics engine.The second option uses descriptive haptic data,encoded into the media files,which can be broadcast or sent over the internet using existing streaming protocols.And this is currently a major focus of standards organisations in describing systems that can both encode and decode haptics data using agreed and compatible formats.This is a complex undertaking.Indeed,processes to encode,decode,and evaluate the performance of haptics are substantially different from those used for audio and video.Notably,the range of frequencies of interest for haptics falls between zero and 800Hz,with anything below 5Hz of specific interest for kinesthetic applications.“The range of frequencies of interest for haptics falls between zero and 800Hz”Human mechanoreceptors are unevenly distributed across an average of 2m2 of skin surface area,so the coding of haptics information must account for this and recognise which parts of the body are being targeted.Therefore,standards must define and agree upon mechanisms that mathematically describe a map of the human body.Furthermore,different areas of the body exhibit different levels of sensitivity,so coding can be optimised to exploit the unique properties in the density and types of mechanoreceptors.Methods for creating haptic experiences There are several implementations of haptics already in the market today.Most prevalent are the rudimentary vibrations provided by smartphones,used to alert owners to events when in silent mode,present tactile feedback during keyboard entry,emphasise accessibility for impaired users,or sometimes more expressively in casual mobile games to amplify the gameplay.iOS and Android both support advanced haptic playback mechanisms but,somewhat awkwardly,they employ incompatible encoding schemes.Apple created their proprietary AHAP haptic effect solution,which has an easy to understand but very expressive language for creating haptic effects,and which operates identically across Apples device ecosystem.Android utilises a slightly different approach,with a predefined set of vibration effects but also offering an advanced composition mode which is flexible but requires specific device support.Essentially this means the effects are not always portable between different smartphones.And differences in the mechanical abilities of haptic engines also affect the end-user experience.Haptic experiences can create tactile sensations across the entire human body.The MPEG-I Haptics standard(ISO/IEC 23090-31)is being established to describe where actuators should be placed on the body,and what the physical output should be,enabling replication and adaptation of those experiences.The MPEG-I Scene Description standard(ISO/IEC 23090-14)has defined the use of digital avatars to describe the user and how to interact with them,based upon a reference humanoid avatar model called MORGAN(MPEG Original Reference Geometric Avatar Neutral)and an interaction framework including haptics.Haptics:The next modality in immersive entertainment 8 2024 Futuresource Consulting Ltd There are many alternative approaches to haptic implementations:Immersions IVS is a vendor-specific haptics format,designed for consumer electronics and automotive applications.The HAPT haptic data format is a vendor-specific approach employed in mobile haptic advertising.Google extended their OGG file format with a proprietary extension to add haptics.This enables newer devices to decode haptics within the file while retaining backwards-compatibility with older media players.Meta provide Haptics Studio and Haptics SDK,two software solutions that allow developers to add haptics into Meta Quest products.Games consoles implement advanced vibration and kinesthetic feedback;however,they use proprietary effect encoding methods.Tencent developed their own haptics format called MTGPA(Magic Tencent Game Performance Amelioration).Similarly,software tools are presently very diverse in their handling of haptics.Most focus on building vibrotactile outputs from a set of primitives,allowing the duration,amplitude and depth of each effect to be adjusted.Using a similar method to editing audio waveforms,these haptic effects can be flexibly combined into tracks and further arranged using timelines to construct complex vibration patterns,or precise tactile feedback.Just as today we have graphics designers for static imagery,videographers for moving pictures,and audiographers for sound,it is likely they will be joined by“haptographers”experts who design impeccable sensory experiences using expanded toolsets integrated into existing software such as non-linear editing suites.Despite the ingenuity,the objective is the same to present amazing tangible physical experiences.Yet the proprietary nature of such methods,and the fragmented ecosystem this creates,more than justifies the growing necessity for agreed industry standards.Examples of software tools include Hapticlabs Studio(left)for mobile;Meta Haptics Studio(middle)for XR;and InterDigitals reference software(right)to add timed haptics into video Image credits:Hapticlabs;Meta,InterDigital/Technicolor Haptics:The next modality in immersive entertainment 9 2024 Futuresource Consulting Ltd Standardisation activities in haptics Just as for audio and video,standards are vital in defining interoperability between platforms and vendors across the haptics ecosystem.From immersive content creation,through distribution,to the decoding and playback characteristics recommended for haptic-enabled devices,standards establish a consistent approach to ensure that all aspects involved in the end-to-end delivery of haptics are efficiently coded and compatible.Without these standards,methods become proprietary and the market opportunity rapidly fragments,limiting content creator investment.Ultimately this leads to incompatible solutions and low adoption,which is something the industry seeks to avoid during nascent stages in deployment of any new technology.“Leading standards organisations are involved in prescribing the mechanisms for haptic experiences”Several leading standards organisations are involved in prescribing the mechanisms and modalities for coding haptic experiences.On the content creation and service delivery aspects,MPEG and IETF are active in describing methods for encoding,encapsulating,transmitting and decoding haptic data.Meanwhile,definition of operating system and platform requirements is happening concurrently within Khronos Group and the IEEE standards organisation,with assistance from member companies participating in the Haptics Industry Forum.Separately,the Advanced Television Systems Committee(ATSC)are examining the enablement of haptic experiences across broadcast television and streaming services,aiming to expand immersion and engagement levels.Organisations are working towards standardising haptics across the end-to-end delivery chain The Haptics Industry Forum aims to unite the haptics ecosystem through promotion of industry standards,best practice and metrics for haptic performance.It combines the efforts of member companies and several standards organisations,including MPEG,IEEE and Khronos Group,ensuring they coalesce to deliver a cohesive strategy for haptics.Haptics:The next modality in immersive entertainment 10 2024 Futuresource Consulting Ltd MPEG For the successful deployment of immersive media,it is crucial to provide an easy and efficient means of producing content with haptics embedded,hence a common description of sensorial effects is one of the key success factors.In June 2021,MPEG issued the first Call for Proposal around haptics to identify the reference architecture around which the future haptics standards should be developed,and on which future technologies will be based.“Haptics are now established as a first-order media type,promoting haptics to the same level as audio and video”Since then,MPEG have adopted haptics as a recognised“first order”media type across all ISO Base Media File Format(ISOBMFF)files,which includes the widely used 3GP and mp4 video formats.This promotes sensory experiences to the same level as audio and video,enabling haptics to be encapsulated and transmitted within existing media formats.This flexibility also means that haptic tracks can exist alone in an ISOBMFF container without accompanying audio or video,should the end application call for this.Concurrently,haptics within media streaming applications is handled by extensions to MPEG-DASH.This enables sensory capabilities to be delivered by streaming service providers,such as Amazon Prime,Hulu and Netflix,in a backward-compatible format without detriment to existing workflows.More recently,attention has been given to immersive media formats,as part of the MPEG-I standard.MPEG-I establishes a collection of standards to digitally represent immersive media,covering the entire gamut of audio and visual coding standards.The standard covers additional elements such as interactivity plus the wider use-cases necessary to introduce haptics more concisely across the AR and VR sectors.Prior methods enable a virtual experience from a single observation point,known as three degrees of freedom(3DoF),where users can move their heads freely and receive an experience from multiple angles.MPEG-I expands this to a full six degrees of freedom(6DoF),allowing the user to move within the virtual space.They can walk around,explore every viewing angle,and interact with the virtual world.This extends to augmented reality(AR)experiences,where the user interacts within a real-world physical environment extended by virtual elements.A working group was established in mid-2020 where InterDigital,Interhaptics,Apple and several others commenced on defining requirements for a coded representation for timed haptic media.Timed haptic media is any haptic effect that is played on a timeline;most vibrotactile effects are covered by this aspect.This baseline work has expanded to add a spatial component,and now full interactivity,into the coded representation.The outcomes enable timed haptic effects to be located in 3D space and associated with an individualised and immersive media experience in XR.Haptics:The next modality in immersive entertainment 11 2024 Futuresource Consulting Ltd Alongside other fundamental elements forming parts of the MPEG-I standard,such as point cloud compression,the working group has established three other parts to the standard.MPEG-I:Part 31 covers the specific methods for haptics coding;MPEG-I:Part 32 examines the carriage of haptics data,which is on course to publish recommendations within next few years;and MPEG-I:Part 33 describes the reference and conformance software for haptics.IETF and W3C The Internet Engineering Task Force(IETF)recognise haptics as a top-level media type,and they are aligning their activities with those happening in MPEG and OpenXR.In congruence,this defines haptics as a fundamental component within future internet communications and will establish agreed procedures for describing haptics in internet media.For example:haptics/mp4:mp4 audio/video files with onlyonly haptic tracks in them(e.g.,haptics files targeting haptic vests,belts,gloves,etc.)video/mp4:Expanded to mp4 files with video,audio andand haptics(ensuring consistency with existing video mp4 files)audio/mp4:mp4 files with audio andand haptics(again,ensuring compliance with existing audio-only mp4 files)Additionally,a protocol is being actively defined by InterDigital to stream MPEG encoded haptics using the IP RTP transport mechanism for timed media.Sensorial Immersive Experiences using MPEG Haptic and Scene Description Standards InterDigital has showcased the capabilities of the upcoming MPEG-I standards on Haptics and Scene Description.The demonstration is a sensorial immersive experience combining a virtual reality headset,haptic-enabled controllers and a haptic vest.Presented during Interactive Media Experiences 2023 and at Mobile World Congress 2024,the experience is an interactive go-karting race game where interactions with the environment trigger spatialised haptic feedback to present an enhanced sense of immersion.By implementing the MPEG-I standards on Haptics and Scene Description,and by designing this demonstration using exclusively these standards,this work illustrates both the capabilities of such systems and confirms the research and standardisation efforts produced through the MPEG ecosystem.InterDigitals presentation of the capabilities of MPEG-I,illustrating the outcomes of standardisation efforts Source:IMX 23:Proceedings of the 2023 ACM International Conference on Interactive Media Experiences,June 2023 and Mobile World Congress,February 2024 Haptics:The next modality in immersive entertainment 12 2024 Futuresource Consulting Ltd Alongside,the World Wide Web Consortium(W3C)the primary international standards organization for the World Wide Web are busy defining application programming interfaces(APIs)for internet browsers.The work here allows Chrome and Firefox browsers on Android to access and control haptic interfaces,enabling tactile feedback in web pages and web-based applications.Presently,this is a simplified interface targeting the vibrotactile actuators built into mobile devices.W3C acknowledges that differences in the mechanical performance between haptic implementations means that the vibrations cannot be accurately controlled,so the API describes simple patterns of vibration to encode different outputs.Future work would aim to define haptic feedback that would be fully portable.IEEE The Institute of Electrical and Electronics Engineers(IEEE)has two primary initiatives underway targeting haptic experiences.Firstly,the IEEE“Standard for Haptics Codecs for the Tactile Internet”was published in June 2024.IEEE 1918.1.1-2024 documents a vibrotactile coding standard developed under the Tactile Internet initiative for 5G applications.This addresses scenarios where tactility is necessary for remote operation or remote touch across the Internet,in addition to scenarios that rely on machine remote control.The standard also prescribes the protocols and mechanisms required to identify and exchange the capabilities of each haptic device.The other standardisation work underway IEEE P2861.3 defines a high-performance haptic API standard containing a set of vendor-independent profiles that enhance the haptic feedback for mobile gaming.ATSC The Advanced Television Systems Committee(ATSC)have been studying the delivery of haptic experiences to accompany TV broadcasts.One of the promises of ATSC 3.0 is the ability to receive content on mobile devices;the viewing experience can be enhanced if the haptic actuators on smartphones and tablets can be utilised in synchronization with the audio-visual content.Some examples of the types of content that ATSC believe will benefit from the inclusion of haptic data:Films:a haptic track can increase the immediacy and impact of explosions,car chases,etc.,drawing the viewer into the action.Live sports:viewers could feel the events in each game(such as ball hits,catches,etc.)in addition to watching and listening to them,enhancing their overall immersion in the sport.Advertisements:haptics-enabled mobile adverts are apparently more effective in driving brand loyalty and increasing purchase intent among viewers.ATSC published recommendation A/380 in April 2024.They realised that haptics embedded into the ATSC 3.0 broadcast stream would require the fundamental transmission protocols to be extended.So instead,they Haptics:The next modality in immersive entertainment 13 2024 Futuresource Consulting Ltd recommend either including the haptic content as part of the event stream,or otherwise downloading a discrete content-specific and device-specific haptic file from a separate repository which is then played in synchronisation with the audio and video content delivered via the existing broadcast mechanism.Khronos Group Khronos Group is notable for creating royalty-free open standards in 3D computer graphics,including OpenGL,WebGL and more recently,Vulkan.Since 2017,the group has been actively working on standards for immersive AR and VR experiences;they released OpenXR 1.1 in April this year.The standard has achieved wide industry adoption,with large corporations including Microsoft,Meta and Qualcomm providing conformant implementations,alongside Unreal and Unity supporting OpenXR as a central element in their respective games engines.AR and VR headset vendors including HTC,Valve,Varjo,Magic Leap and XReal have also pledged support.OpenXR allows software developers to reach a wider array of hardware platforms without having to rewrite code and provides platform vendors access to a growing number of XR applications that are based upon the standard.Haptics is a core feature in the OpenXR specification,which has rudimentary support for vibration amplitude and duration in games and handheld controllers.Khronos Group partnered with the Haptics Industry Forum to help expand the capabilities,aiming for more immersive and reproducible haptic experiences targeting vibrotactile actuators and haptic audio files.AR and VR product vendors with devices supporting OpenXR Image credit:Khronos Group Haptics:The next modality in immersive entertainment 14 2024 Futuresource Consulting Ltd Market opportunity Alongside the nascent efforts on standardisation,the addressable market for haptics is already established and growing.Across home audio/visual(TVs,Set-Top Boxes,Media Streamers,Games Console),personal electronics(Smartphones,Tablets,Headphones,PCs),and wearables(Smartwatches,AR and VR)forecasts show there will be 4.1 billion haptic-enabled consumer devices in the field by the end of 2024,an increase of 30%from only four years ago.And theres potential for this to present a market approaching 6.8 billion end points by 2028,especially if the push towards more homogenous market conditions is successful.Meanwhile,consumer demand remains tepid at this time,largely due to most having never experienced what a great tactile experience could deliver.“There will be 4.1 billion haptic-enabled consumer devices in the field in 2024”Haptics-enhanced,or truly immersive?There are effectively two types of end point for haptics in consumer devices.Firstly,there are products furnished with the necessary kinesthetic or vibrotactile components,designed to physically and directly deliver haptic experiences to users.Secondly,in future there will be a subset of products capable of decoding haptic data,but which do not possess haptics hardware;these connect to one or more peripheral devices specifically built to replicate the haptic sensation elsewhere.An example of this might be Smart TVs which possess MPEG decoders capable of extracting haptics information from the broadcast bitstream,but which relay the haptics to a vibrotactile cushion on the sofa over a wired or wireless interface.While its fair to state that truly immersive entertainment experiences can only be conveyed using next-generation XR devices outfitted with leading-edge sensory technologies,the opportunity for haptic-enhanced entertainment experiences extends far wider.01234567202020242028Installed base(bn)Addressable Market for Haptic-capable Consumer Electronics(worldwide)SoundbarMedia StreamerSmart TVPC/LaptopHeadphonesXRTabletGames ConsoleWearable(wrist)SmartphoneHaptic enabled hardware Decode only Haptics:The next modality in immersive entertainment 15 2024 Futuresource Consulting Ltd Personal electronics drive opportunity Examining haptics across the installed base of audio-visual entertainment devices,smartphones dominate the segment;these alone account for 79%of addressable end points today,at just over 3.2 billion units,but will represent only 59%by 2028 as the mix of other haptic-equipped products increases.Smartphones are therefore a target for haptics-enhanced entertainment,not just for mobile gaming but offering an expansive and,more importantly,reachable audience for video streaming services augmented with haptics.Similarly,tablets are another device frequently used for consuming audio-visual media.At first glance,these should afford streaming services an additional outlet for haptic-enhanced video.However,not all tablets have haptic engines;even high-end devices,such as Apple iPad Pro,omit the technology.Those tablets that integrate haptics primarily utilise them to simulate button presses or augment the feeling of keyboard entry.Furthermore,the differences in mechanical haptic performance between tablets with different form-factors means that it is challenging to recreate an exact experience across contrasting devices.The other major product category is wrist-worn wearable devices.Most smartwatches include vibrotactile components,designed to alert wearers to actions needing attention.Although use-cases for the technology may not broaden,this market segment presents just over 401 million addressable devices for haptics today,predicted to expand to almost 866 million by 2028.Potential for video With homogeneity driven by the standardisation efforts in haptics,its not inconceivable to see the market opportunity expand to offer more immersive audio-visual experiences.While its unlikely that operator-owned set-top-boxes will include such technology,the option is there for smart TVs or media streamers to receive and decode haptics.This presents potential for Audio can be enhanced using tactile sensations.Music Haptics is a way for the deaf or hearing impaired to experience music on iPhone.With this feature turned on,the Taptic Engine plays taps,textures,and refined vibrations to match the audio,making music more accessible.Penetration of Haptic-enabled Consumer Devices-Installed Base(worldwide)30p 2037c 24HapticsNo Haptics53G 28Haptics:The next modality in immersive entertainment 16 2024 Futuresource Consulting Ltd broadcast television and streaming providers to deliver haptics as part of their service.Additionally,PCs provide another end point for software decoding of haptic-enhanced video.Both will require connected peripheral devices designed to deliver tactile and physical sensations,which might initially be considered a barrier to entry.Nevertheless,the gaming industry guides the way,and peripheral devices that utilise the new haptic standards to precisely replicate the intended physical and psychological experience,exactly as the creator intended,could add over a billion new end points for haptics by 2028.XR:A key market for haptics Haptics have the potential to penetrate multiple Consumer Electronics categories,as the sense of touch enhances the experience of the user.The first market to be influenced by the existence of haptics is XR where immersion is the key to changing the individuals perception of the self,leading to realistic experiences.Sensory absorption defines the XR immersion and currently the market shows positive signs for the future of the segment.When it comes to the addition of the form factor in the XR ecosystem,industry leaders believe it is easy,but they expect it will follow once the population penetration of hardware devices is higher.In 2023,just under 18 million AR and VR devices were shipped worldwide,with the segment growing despite difficulties related to the economical and geopolitical crises around the globe.This year,the XR segment is expected to grow by 12%as tech giants enter and invest in growing the segment.Notably,Apple raised awareness with the release of Apple Vision Pro,widely considered as a headset that shows the true potential of XR.Meta Quest 3,with an appealing price point,proved that users can have access to affordable hardware with great capabilities.The third moment of validation occurred with the announcement of the collaboration between Samsung and Google to manufacture their own mixed reality headset,which is expected to be a direct competitor to the Apple Vision Pro.By 2028 XR will enjoy triple the shipments it has today,expected to be a mainstream category with leaner products that are intuitive and have better-defined consumer and enterprise use cases.The moments of validation for the XR market create a positive environment in which haptics can be utilised to raise awareness about the existence of new device form factors on the cusp of creating true virtual reality.0204060802022202320242025202620272028Shipments(m)Worldwide XR Shipments 2022-2028(worldwide)Gaming peripherals,such as ButtKicker(below),provide an effective means of injecting haptics into the audio-visual ecosystem.However,these are quite brutal in approach and can be complicated for casual users to set up.Standards should help expand the opportunity for haptic devices with more finesse,able to deliver more nuanced and sensory experiences considered necessary for TV entertainment.Haptics:The next modality in immersive entertainment 17 2024 Futuresource Consulting Ltd XR hardware development Haptics hardware is improving at a fast pace with the greatest developments taking place in the gloves category,where the majority of haptics companies operate.The rest of the ecosystem,including vests and immersive seating is not gaining enough traction yet as lack of awareness does not allow such technologies to reach wider audiences.In terms of XR gloves,they can be utilised for a wide range of use cases,with the main one being gaming,which accounts for 75%of the total XR unit shipments.Entertainment is expanding towards haptics but there are necessary steps that need to be taken to make the use of haptics mainstream in the segment.The first step is the reduction of prices,which are high with the average gloves costing more than$2,000.The industry has tackled the problem of weight to a great extent in recent years allowing the users to enjoy XR gloves for longer periods of time without feeling fatigue.The weight is an important factor as once the individual gets tired the immersion breaks.Likewise,latency can determine the level of immersion with companies striving to achieve as low a latency as feasible to create the most realistic experience for users.Immersion is a holistic experience expanding beyond the visuals.For an individual to become truly immersed in the content,haptics and spatial sound are equally important additions as they include new senses as hearing and touching.Spatial audio,despite being underdiscussed,has taken steps towards development with Visual Acoustic Matching Models that take a sound and an image of a physical setup which is being used as a“target environment”.With the use of AI,the sound is being transformed to match the environment in the most realistic way possible.The benefit of such models is that immersion will move beyond visuals and will become an organic effect of the sound too.With the help of hyperrealistic lifelike audio and the addition of haptics,the risk of VR motion sickness will be reduced by enhancing the sense of presence.Latency Price SenseGlove Nova 2$6,400;20ms Manus Prime 3$3,000;5ms Nansense$2,900;30ms Hi5 Glove 2.0$2,000;20ms TactGlove DK2$250;15ms Price and performance of haptic gloves,illustrating that low latency is not always associated with higher price Haptics:The next modality in immersive entertainment 18 2024 Futuresource Consulting Ltd .The Meta Quest 3 is a mixed reality headset,balancing price and performance to deliver a consumer device with full colour passthrough,advanced hand-tracking,plus ergonomics for comfort during extended usage Apple positions the Vision Pro as a standalone mixed-reality headset for spatial computing.At$3,499,the retail price point is high,but arguably the execution and combination of technologies illustrates what the minimum viable XR product might become in future Valve anticipates the future of gaming to be virtual,producing its own VR headset to power its SteamVR games and experiences.The Valve Index is one of the most expensive gaming VR headsets,requiring direct connection to a gaming PC to operate The HTC Vive Pro 2 requires considerably more setup than self-contained headsets,needing to be tethered to a powerful gaming PC.Owners must also mount a pair of remote sensors in opposite corners of the room,which continuously scan the area to track location in 3D space PlayStation VR2 is Sonys second-generation VR headset.It plugs into a PlayStation 5 with a single USB-C cable,making it ideal for casual use.It uses two high-contrast OLED displays running at 120 fps,while the included sense controllers allow users to reach out and grab objects Haptics:The next modality in immersive entertainment 19 2024 Futuresource Consulting Ltd Haptics in gaming Immersive sound is crucial in video games,enhancing realism and providing a competitive edge.In shooter games,spatial audio through headsets allows players to discern the direction and distance of enemy movements.This capability not only deepens realism but also boosts competitiveness by enabling quicker,more strategic responses.Sound design,a key aspect of game development,offers a detailed framework that can be leveraged further for haptic input.Haptics introduces another layer of immersion,already proven successful in devices like the Xbox One Impulse controller,which featured adaptive triggers with individual rumble motors for tactile feedback like throttle or gunshots.The Sony PS5 DualSense controller advanced this with triggers that simulate varying resistance levels.This enhances realism in driving,simulation and adventure games by enabling precise force modulation and accurate analogue input,allowing players to feel the tension of drawing a bowstring or the feedback from a brake pedal.Steam Controller took another attempt at revolutionising controller design in 2015 by exchanging the joysticks for two haptic trackpads.Valve wanted it to play the whole Steam library which was impossible using thumb sticks alone.The haptic trackpads mimicked the mechanics of a mouse swipe by vibrating on touch,providing a proxy to the friction one would feel from a trackball or a mouse.It also emulated other inputs,like analogue sticks or scroll wheels.Any interaction with the trackpad would signal physical input,making those games more immersive.Valve wanted to make couch play better for existing PC customers and for console players to transition to Steam,something they were already doing in large numbers at the time.It was an ambitious attempt at using haptics for the time backed by extensive proprietary software in an already standardised field.However,it was difficult for game developers to adopt a new schema for controls and even harder to get players to adapt.The hardware was inevitably discontinued whereas its community and innovation in controllers proliferated in the wake.050100150200250202020242028Shipments(m)Global Gaming Platforms Installed Base(worldwide)ConsolesHandheld ConsoleSteam DeckGaming SmartphonesHaptics:The next modality in immersive entertainment 20 2024 Futuresource Consulting Ltd All this paved the way for the Steam Deck,which unlocked a new category of PC handhelds,aimed at satisfying both PC and console gamers.The combination of both styles retains the familiarity of a traditional gamepad with joysticks plus the versatility of the trackpad,enabling players to play older games that were not designed with gamepads in mind while also enhancing control with the addition of haptics.The Steam Deck showcases advanced compact processing technology,allowing users to play high-spec PC games on a portable device.Similarly,the smartphone industry is adapting,with devices increasingly capable of handling demanding games in a compact form.While the specific category of Gaming Smartphones only sold 6 million units in 2023,the total addressable market for haptic-enhanced gaming extends far beyond these specialised devices.The broader smartphone market serves as a significant gaming platform,with the iPhone 15 noteworthy for its ability to deliver PC-level gaming experiences.In mobile gaming,haptic technology and particularly Apples Taptic Engine shows significant potential to enhance player immersion but is currently underutilised.An example of its effective use is in the game Sky:Children of the Light,where the Taptic Engine conveys a sense of flying or wind resistance through subtle vibrations,elevating the gaming experience.This convergence of sophisticated haptic feedback,innovative attachment technologies,and enhanced control mechanisms like the Razer Kishi V2 Pro represents a significant market opportunity.Developing comprehensive haptic solutions that improve tactile feedback while maintaining smartphone portability could capture a growing audience of mobile gamers seeking a more immersive and controlled gaming experience.The Razer Kishi V2 Pro expands around the smartphone to offer a full gamepad experience with vibrotactile feedback,providing a more authentic and precise gaming feel without the need for screen touches.Razers Kraken V3 gaming headsets embed left and right actuators to enable spatial haptic effects in real time.Sky:Children of the Light Image credit:Thatgamecompany Haptics in game engines Both leading game engine development tools Unreal Engine,and Unity Engine have native support for haptics.Initially targeting simple vibrotactile feedback,today the interfaces link haptics into the physics and audio engines,providing finer control over the fidelity of the experience.Beyond,there is potential to connect haptics into the graphics engine,allowing textures to be felt in addition to being viewed on screen.Haptics:The next modality in immersive entertainment 21 2024 Futuresource Consulting Ltd Immersive entertainment For haptics and immersive entertainment to become truly mainstream,the video industry must create content capture and recording solutions alongside the hardware necessary to reproduce that context for users to enjoy.The film industry is a target use case for haptics to thrive and reach a global audience.The initial steps towards cementing haptics in the industry might come from the video and music industry with some simple haptic feedback using existing devices(tactile screens,headsets,game controllers),and also from the high-end entertainment in XR.Haptics can greatly enhance sports and movie watching by utilising the following pieces of hardware:Immersive cinema seating offers stimuli that correspond to the action of the movie;this can also be replicated in the home environment.Vests create a unique feeling of immersion as the user gets to feel actions through the tactile feedback of the hardware.Gloves are important as they add the sense of touch bringing the user closer to the depicted situation.Looking at the next level of immersion in movies,haptics should be seen as a new frontier which will blur the lines between the virtual and the physical.Leading companies in“4D Cinema”,including D-BOX,CJ Group and Flexound,have built haptics into the theatre experience.D-BOX seats produce movements that are synchronised with the action on screen.This requires highly-specialised hardware and software that manages and transmits motion coded in each movie to D-BOX-equipped theatres.The company states that more than 65 movies are coded for theatrical presentation each year.Flexound approaches the problem slightly differently by combining high-quality surround sound with physical vibration.Their solution processes existing audio tracks within movies and translates these into vibrotactile experiences using modules embedded into the seats.Haptics are being embedded into premium cinema seating,delivering an immersive film experience Image credit:Flexound,D-BOX,CJ 4DX The XR Sports Alliance was launched in June 2024 a strategic partnership between Accedo,Host Broadcast Services and Qualcomm.The main objective is to combine knowledge and technologies to advance the market for immersive sports in XR,presenting an end-to-end solution for such services.Haptics:The next modality in immersive entertainment 22 2024 Futuresource Consulting Ltd In the meantime,CGV Cinemas,which owns multiplexes worldwide,have been retrofitting CJ Groups proprietary 4DX and ScreenX technologies to enhance the movie-viewing experience.4DX employs synchronised motion seats alongside environmental effects such as wind,water and even scent,while ScreenX expands the visuals by using both walls adjacent to the primary screen to deliver an wide field of view and immersive effect.Haptic standards will broaden compatibility between different theatres,with studio and creatives then able to manage haptics during content creation,with no requirement to develop haptic effects for each cinema brand.Even the movie writer will take haptics into account during the filming process,making the global experience even better.Given the interest in this modality,voices from the industry have raised concerns regarding the experience haptics can bring in movies.The realism promised by the proper use of such technologies will apparently lead to changes in the film classification ratings,as jump scares and violent scenes will become very real.“The film industry may review classification ratings if haptics become a common feature of movie experiences”Since consumers are not accustomed to watching immersive and XR movies there will need to be a transition period where individuals can test and determine the optimum setup for them to enjoy the full potential of haptics.The most realistic piece of hardware that would elevate the experience in the film industry are XR vests.Currently,the main issues surrounding the wider adoption of XR in the movie and streaming video industries are the following:VR motion sickness is an issue that must be addressed as it poses a barrier to the experience.Feelings of nausea and dizziness have been reported on multiple occasions,so the level of immersion must be carefully considered and perhaps adjusted on an individual basis.Investors are hesitant to invest heavily in the segment because they have not witnessed the emergence of the“killer”XR application.The selection of films is presently insufficient to justify the entry of an individual in the segment,and this will persist while the price points for the hardware remain high.Nevertheless,big film studios are now investing in development of immersive titles;some of the main studios active in VR films are Pixar,Marvel,Lucasfilm and Universal.Newer VR films are equipped with a full six degrees of freedom(6DoF)allowing the viewer to move around as they would in the real world.The transition from static seating position to 6DoF is a game changer as the cost becomes justifiable because of the weight placed upon the extended and more immersive user experience.Haptics:The next modality in immersive entertainment 23 2024 Futuresource Consulting Ltd Summary The discipline of haptics is several decades old,with rudimentary kinesthetics first introduced into PC and console games controllers during the mid-1990s to create more immersive action.Today,the opportunity for immersive entertainment is steadily expanding,as the types of consumer electronics with integrated haptic technology diversifies.Indeed,the market for haptic-enhanced experiences is already well-established,with over four billion addressable devices in the field today.Over three quarters of these are smartphones,presenting a useful baseline for the industry to build upon.But as standardisation efforts continue,seeking to define the mechanisms and codecs used to digitally encapsulate the sensory experience,it looks likely that the ecosystem will expand more widely,moving from simple haptics-enhanced to more intricate,truly immersive experiences.Presently the environment is fragmented,frustrating content creators and product developers,who each must grapple with several proprietary methods of creating tactile sensations.But with standardisation activities ramping up,and industry consensus that interoperability is crucial to success,there are certainly now moves towards minimising this awkward diversity.Indeed,standards allow industry to coalesce around defined methods for capturing,encoding,transmitting,decoding and replicating immersive haptic experiences.There are many companies involved and naturally variation in haptics implementation,but the likelihood is that these organisations will work together with alliances such as the Haptics Industry Forum to combine efforts and benefit all.Meanwhile,we have graphics designers as experts in imagery,videographers as specialists in video capture,similarly audiographers for sound.It is probable they will be joined by“haptographers”,a new role in the content creation industry for experts designing flawless sensory experiences using toolsets blended into the comprehensive non-linear editing suites we see today.Ultimately standards offer the only solution for the industry to proceed beyond simple vibrotactile interfaces and develop towards haptics with more precision and accuracy.This will advance interoperability,allowing tools to be created for developing a full complement of tactility and increased immersion for applications including gaming and VR;plus,it will extend the opportunity into movies and television,or 360 audio-visual experiences such as immersive sports entertainment.The potential certainly exists for deeper levels of engagement with content and services through immersive visuals augmented with haptics;the industry must now collaborate to build the end-to-end solution.About Futuresource Futuresource is a specialist research and knowledge-based consulting firm with a 35-year heritage,providing organisations with ongoing insight and forecasting into media and entertainment,broadcast equipment,education technology,consumer electronics,digital imaging,storage media and professional displays.www.futuresource- infofuturesource- About InterDigital InterDigital develops mobile and video technologies that are at the core of devices,networks,and services worldwide.We solve many of the industrys most critical and complex technical challenges,inventing solutions for more efficient broadband networks,better video delivery,and richer multimedia experiences years ahead of market deployment.InterDigital has licenses and strategic relationships with many of the worlds leading technology companies.Founded in 1972,InterDigital is listed on N 2024 Futuresource Consulting Ltd
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TRENDS 2024European higher education institutions in times of transitionEuropean higher education institutions in times of transitionBy Michael Gaebel and Thrse ZhangCo-author:Henriette Stoeber2|This publication is licensed under the Creative Commons Attribution-NonCommercial CC BY-NCThis information may be freely used and copied for non-commercial purposes,provided that the source is acknowledged(European University Association).European University Association asblwww.eua.eu infoeua.euAvenue de lYser 24 1040 BrusselsBelgium 32(0)2 230 55 44Rue du Rhne 114Case postale 31741211 Geneva 3,Switzerland 41 22 552 02 963|Figures and tables 5Foreword 7Acknowledgements 8Executive summary 9Chapter 1-The Trends 2024 survey 141.1.Aims 141.2.The Trends 2024 questionnaire 141.3.The survey sample 15Chapter 2-European,national and institutional strategies and reforms in times of change 182.1.Institutions views on European policies and actions 192.2.Institutions views on national reforms 222.3.Institutional responses to change 252.4.Consequences of the Covid-19 pandemic 282.5.Preparedness for digital transformation 292.6.Greening and sustainable development 302.7.Fundamental values 302.8.International solidarity:supporting academics and students at risk 32Chapter 3-Higher education missions 363.1.Multiple institutional missions:opportunities and challenges 373.2.Interconnecting education and research 38Table of contents4|3.3.Support for teaching 393.4.Recognition of teaching in career assessment 403.5.The increasing importance of the third mission 423.6.Equity,diversity and inclusion 44Chapter 4-Students at the centre 494.1.The student population 504.2.Towards student-centred learning:the learning outcome approach to curricula 564.3.Modes of study 594.4.More flexibility for students 614.5.Measures to support students employability 64Chapter 5-The rise of non-degree education 665.1.The existing offer in non-degree education 675.2.Non-degree education offers and their learners 695.3.Complementarity of degree and non-degree education 69Chapter 6-International exchanges and collaboration between institutions 716.1.Internationalisation leuropenne 726.2.Student mobility 736.3.Virtual exchanges 786.4.Staff mobility 806.5.Joint education offers 806.6.Institutional preparedness for internationalisation 82Conclusions and ways forward 84List of references 85Annex I-Trends 2024 survey questionnaire 90Annex II-List of institutions contributing to Trends 2024 915|Figure 1:Trends 2024 survey participants by country 16Figure 2:Size of participating institutions in student numbers 17Figure 3:Community primarily served 17Figure 4:Importance of European strategies,initiatives and funding programmes 21Figure 5:Important national reforms,past five years 23Figure 6:Developments impacting institutions overall strategy,past five years 26Figure 7:Internal policies implemented 29Figure 8:Green transition or environmental sustainability strategies 30Figure 9:Fundamental values in the past five years 31Figure 10:Participation in institutions governance,past five years 32Figure 11:Hosting at-risk backgrounds 33Figure 12:Supporting Ukrainian higher education 34Figure 13:Impact of war in Ukraine on universities relationship with Russia and/or Belarus 35Figure 14:Areas of importance to the institution 37Figure 15:Primary mission education or research 38Figure 16:Support to teaching staff 39Figure 17:Role and function of learning and teaching centres 40Figure 18:Role of performance evaluations in career progression of teaching staff 41Figure 19:Third mission and services to society(i)42Figure 20:Top three activities for community engagement and service to society 42Figure 21:Third mission and service to society(ii)43Figures and tables6|Figure 22:Equity,diversity and inclusion 45Figure 23:Aspects addressed in inclusion policies 46Figure 24:Past and future trends in student enrolment 51Figure 25:Implementation of learning outcomes 56Figure 26:Progression in the implementation of learning outcomes since 2010 57Figure 27:Issues encountered when implementing learning outcomes 58Figure 28:Increases post-Covid 19 60Figure 29:Flexibility for students 63Figure 30:Offer of non-degree programmes or courses(learning certificates,badges or micro-credentials)67Figure 31:Mobility challenges 76Figure 32:Problems with recognition for students returning from credit mobility 77Figure 33:Virtual mobility 79Figure 34:Joint offer 81Figure 35:International exchange and collaboration 83Table 1:Country-specific trends for highly important national reforms 24Table 2:Country-specific trends,highly important developments impacting institutions overall strategy,past five years 27Table 3:Development trends of institutions financial means in the last five years 27Table 4:Post-Covid-19 increases 28Table 5:Countries with decreasing student numbers 52Table 6:Factors influencing country-specific trends in student enrolment 53Table 7:Average percentage of students that study in different modes 60Table 8:Mobility rates at institutions 757|The European University Association(EUA)Trends 2024 report presents the responses of Europes higher education sector to ongoing European policy reform developments,in the context of wider societal changes.This timely report comes at the end of a working cycle of the Bologna Process,culminating in the Tirana Ministerial Conference in May 2024.While many key commitments of the Bologna Process,such as quality assurance,degree cycles and recognition,remain on the agenda and still require attention,this is also a moment to set priorities for the future.This means(re)thinking issues of importance to higher education in view of the changes brought about by digitalisation,new formats of learning and teaching,and,more generally,the altered landscape within the European Higher Education Area(EHEA).In this context,it is interesting to see that higher education institutions(HEIs)confirm quite unequivocally the continued relevance for them of the Bologna Process and the EHEA,in addition to recognising the changes effected by the European Education Area(EEA).In particular,the European Universities Initiative of the European Union(EU)has highlighted the importance of HEIs as organisations of transnational collaboration and partnership.This has contributed to making visible the gaps in the implementation of existing policies and tools for seamless cross-border education and exchanges.For HEIs in Europe,the five past years has been a period of change and transformation,some gradual,others more drastic and disruptive.Managing digital transformation amid and in the aftermath of the Covid-19 pandemic tested and challenged existing practices,yet at the same time provided invaluable opportunities to mainstream the use of digital tools and digitally enhanced teaching practices.Geopolitical challenges,the war in Ukraine,and the subsequent energy and economic crises in Europe have brought to the forefront questions related not only to economic and technological sovereignty,but also to integrity,solidarity and inclusiveness.HEIs are increasingly managing diverse student profiles and cohorts,leading to a reflection on what flexible learning could and should look like.Against this background,the Trends 2024 report provides an overview of how HEIs themselves describe their situation and how they see future developments in their sector.The report analyses the institutions perspectives with regard to their missions,current and prospective student enrolment,education offers,learning and teaching enhancement,societal outreach,international policies and more.Across the board,internationalisation and the contribution of,and engagement with,society are high priorities in institutions current and future strategies.Another area that clearly requires continued attention is the development of non-degree short education provision;this calls for a reflection on the complementarity of degree and non-degree education in higher education,and on the role of universities in lifelong learning more broadly.While issues of university autonomy and student and staff participation were addressed in previous Trends reports,the current document also addresses for the first time the wider question of values.In conclusion,Trends 2024 explores and analyses in detail many of the issues identified in EUAs Universities without walls document(EUA,2021),which sets out a vision for the sector in 2030.It provides some answers,but,crucially,it also raises new questions.At a time when these issues need to be addressed through varied and complementary lenses,we hope that this report will be useful for HEIs,as well as for policy makers and researchers.EUA looks forward to continued dialogue on future developments in the EHEA and EEA,and at national policy levels.Amanda CrowfootSecretary GeneralForeword8|First and foremost,EUA is most grateful to the colleagues at the 489 higher education institutions who responded to the Trends 2024 survey.The questionnaire was long and encompassed many different topics,some of which probably required internal consultation within your institutions.Thank you for your effort and commitment.We would like to thank the members of the EUA Learning&Teaching Steering Committee for their advice on the first draft of the Trends 2024 questionnaire.EUA friends and partners contributed to the dissemination of the questionnaire,thus supporting our endeavour to gather perspectives from a broad range of higher education institutions in Europe.In this regard,we would like to express our gratitude to colleagues at the Association Europenne des Conservatoires,Acadmies de Musique et Musikhochschulen(AEC),the European Association of Institutions in Higher Education(EURASHE),the Coimbra Group,the Young European Research Universities Network(YERUN),the European University Foundation(EUF),the Network of Universities from the Capitals of Europe(UNICA)and the Acadmie de Recherche et dEnseignement suprieur(ARES)in Belgium,as well as in the European university alliances ARQUUS,Circle U,ECIU and YUFE.Thanks should also go to our national rectors conferences,which supported the dissemination of the survey to ensure as much as possible a large,but also representative and geographically balanced,response sample.As the Trends 2024 data collection and the preparation of this report coincided with that of the Bologna Process Implementation Report,we would like to thank David Crosier and Daniela Kocanova from the Eurydice office of the European Commissions Education,Audiovisual and Culture Executive Agency(EACEA)for the fruitful exchanges.We are grateful to have had the opportunity,once again,to share Trends 2024 data,especially on the topic of learning and teaching,in the corresponding chapter of the 2024 Bologna Process Implementation Report that Eurydice produced.We would like to thank our colleagues at EUA for their expertise on specific points explored in this report.The first version of Trends 2024 data was also presented at an internal EUA meeting,and the feedback received was helpful for structuring data analysis.The Trends 2024 study is the result of a collective effort.At EUAs Higher Education Policy Unit,Henriette Stoeber compiled the data,provided the longitudinal analysis and ensured data accuracy throughout the report,in addition to supporting the drafting process.Her contribution was key to Trends 2024.We also thank Raphale Fischer-Angoulvent for their administrative support,and Theodora Famprikezi,former Project&Policy Officer at EUA,for her contribution to the first drafts of the Trends 2024 questionnaire.Finally,thanks go to colleagues in EUAs Communication Unit,in particular to Ins Mezher,who conducted the design process for the report.Michael Gaebel and Thrse Zhang Director and Deputy Director for Higher Education PolicyEuropean University Association(EUA)Acknowledgements|9 Executive summaryLike its predecessor reports in the Trends series,Trends 2024 provides an institutional perspective on the development of,and in,the European Higher Education Area(EHEA).It explores how higher education institutions(HEIs)relate to policy actions and priorities,as well as to other major political,societal and economic developments.It provides an overview of the state of play at HEIs,the policies and actions they undertake,and the challenges they encounter,notably in the areas of education,service to society,values,equity,diversity and inclusion(EDI),and internationalisation.Chapter 1 The Trends 2024 survey Methodology:The Trends 2024 online survey was open between April and July 2023,and collected a response from 489 HEIs in 46 higher education systems of the EHEA.The questionnaire addressed major changes and their impact,with a focus on the past five years(since Trends 2018 was published)and the institutions prospects for the next five years.Comprehensive universities made up the largest group of the sample,which also comprised technical and specialised universities,universities of applied sciences,music and art schools,and open universities.Chapter 2 European,national and institutional strategies and reforms in times of change Europe matters:Over 98%of HEIs find the Erasmus programme of the European Union and the Bologna Process highly important.Other European policies and initiatives attract slightly less interest,but still count as important to institutions.Interestingly,there is no major difference between institutions in EU member states and those in the rest of the EHEA.Importance of national reforms:About two thirds of institutions across Europe confirm the importance of national reforms in the areas of quality assurance,digitalisation,internationalisation,institutional funding,research policy,and learning and teaching.All but 5%of HEIs are involved in the development of system-level strategies and reforms,usually via consultations.For 44%of institutions,national reforms set the direction,whereas the implementation lies with the institutions themselves.About a quarter of HEIs see themselves as initiators of at least some system-level strategies and reforms.Issues impacting institutional strategies:Digitalisation,the Covid-19 pandemic,enhanced inter-institutional cooperation,greening and the United Nations Sustainable Development Goals(SDGs),and economic developments are the top five issues that have impacted institutional strategies since 2018.Other changes,such as political changes,geopolitical challenges,migration and demographic change,have had some impact on some university strategies,with considerable country differences.One issue that represents a serious threat is underfunding,at a time when HEIs face increased responsibilities to respond to multiple changes and challenges in their environment.Forty-four per cent of institutions report either continuously low or decreasing funding over the past five years,while 70%of HEIs identify underfunding as one of the top three obstacles for improving learning and teaching.Impact of the Covid-19 crisis and post-pandemic changes:Some 40%to 66%of institutions confirm enduring changes in their education offer,on various aspects such as online and blended learning,and their institutional organisation.But the most profound change,happening at two thirds of institutions,is the increased attention on students wellbeing and mental health;about half of institutions make the same point for their staff.Executive summary|10 Trends 2024 European higher education institutions in times of transition Decreased exchanges with Russia and Belarus:As a consequence of the war,most institutions have discontinued or reduced their collaboration with Russian and Belarusian institutions,resulting in diminishing numbers of incoming students and staff.However,exchanges among individual academics seem to be continuing.Chapter 3 Higher education missions Valuing and linking missions:Most institutions surveyed under Trends 2024 perceive research and education as equally important missions,with concrete measures to interrelate them such as including research experience in masters and bachelors programmes.In addition,the third mission(service to society)and internationalisation are highlighted as important areas for engagement,followed by innovation,industry collaboration,sustainable development and equity,diversity and inclusion.Two thirds of institutions see the third mission as a strategic priority that is on the rise,though they point to related challenges,such as underfunding,understaffing,the lack of recognition for their action,and increasing performance pressure from external partners.Enhancing the education mission:The majority of institutions provide teacher training and support exchanges and collaboration among teachers.There is also a growing trend towards the development of new and the enhancement of existing learning and teaching centres.About two thirds of institutions have such centres already in place,in some countries much more commonly than in others.While a majority of institutions confirm that teaching is taken into account in career assessment,at many it still plays a minor role compared with research.Student feedback surveys are the most commonly used means of assessing teaching.But generally,institutions confirm the need to improve and diversify teaching assessment approaches,and almost half of them already use teaching portfolios combining different instruments.Digital preparedness better,but not good:Over 90%of institutions have policies in place for ethics,integrity and data protection,and access for disabled students.But digital resources and infrastructure require more attention and investment.Institutional attention to artificial intelligence and blockchain is increasing,but institution-wide approaches are not yet widespread.Greening and environmental sustainability:Some 72%of institutions have a strategy in place,which not only represents an increase compared with 61%in 2021,but also suggests a more holistic approach,both within the institution and towards society.Attention to fundamental values:The majority of institutions report good and even enhanced respect for the values defined and highlighted in the Bologna Process.But some also report low and decreasing attention on academic freedom(11%of HEIs),academic integrity(8%)and institutional autonomy(26%),as well as on the participation of students(11%),the participation of academic(8%)and administrative staff(13%),and the participation of external stakeholders(9%).While most institutions assess the situation of student and staff participation positively,there seems to be growing awareness of the scope for enhancement of participatory institutional cultures beyond granting formal rights.Growing support and demand for academics and students at risk:Most institutions have a relevant policy in place for students(57%);of which 73%host students at risk or have done so in the past.Moreover,34%have a policy in place for researchers at risk;of which 64%currently host such researchers or have done so in the past.Collaboration with Ukraine:Two out of three institutions host Ukrainian students,about half of them under special conditions(reduced fees,support grants,etc.),and 41%host academic staff from Ukraine.Importantly,institutions in the EHEA have enhanced existing collaborations and established new ones with Ukrainian partners.|11 Executive summary Matured institutional practices in the use of learning outcomes:Compared with 2018,the majority of HEIs seem to face fewer problems in implementing learning outcomes,as they have either solved such problems,or do not recall having had any.Interestingly,institutions with partial implementation of learning outcomes are more likely to face problems than those that have fully implemented them.However,even HEIs in matured systems where learning outcomes have been fully implemented still face some issues,though probably different ones to those encountered during the phase of introducing learning outcomes.This might explain why the most persistent problem is insufficient resources for supporting staff in learning outcome implementation.Increased demand for and use of blended learning,with study remaining campus based:Students are mostly back on campus:on average,79%of students in the EHEA study with a physical presence on campus,9%study off campus,and 12%combine the two.But students and staffs demand for blended learning is reported to have increased,and the meaning of studying on campus may have changed since the pandemic.It can encompass a mix of study modes,from physically attending a class to online learning undertaken at campus facilities.Increase of flexible learning offers at some institutions,but decrease in the share of institutions offering it:By 2018,80%of surveyed HEIs in the EHEA had already seen a need for more flexible provision for degree programmes.Over half of institutions now report an increase in their flexible learning offer over the past five years.However,the share of institutions granting flexibility through concrete steps in learning and teaching has slightly decreased since 2018.The most common way to offer flexibility is through optional courses,and most institutions also allow students to revise their choice during their studies,and grant flexibility in their time-to-degree.Equity,diversity and inclusion:In line with European policies,almost all HEIs perceive EDI to be a major priority.Most have established strategies and policies,and concrete measures through student and staff policies have increased over the past five years.Challenges lie ahead:HEIs point to insufficient funding,and to concerns over addressing EDI with superficial and insufficient measures instead of taking EDI as an opportunity and installing a holistic approach geared towards quality and excellence in education.Chapter 4 Students at the centre Growth in domestic student numbers,but not in all higher education systems:The majority of institutions report growing or at least stable student numbers in the past five years.However,in several countries,a higher proportion of institutions have experienced decreases in the number of bachelors and,to a lesser extent,masters students.In particular,HEIs in Central and Eastern European countries project a decrease in their domestic student numbers,a trend that is confirmed by the 2024 Bologna Process Implementation Report.Continued increase in the number of international and mature students:Over recent years,the student population has become more diverse due to rising numbers of international students at most institutions and increased or stable numbers of mature learners.HEIs in most EHEA countries expect this trend to continue,and most HEIs have strategies in place for international student recruitment.Learning outcomes implemented at most institutions,but to different degrees and with notable country differences:Learning outcomes are fully implemented for all courses across the entire institution at 71%of HEIs,and for some courses at another 18%of HEIs.These numbers suggest a stagnation since 2018.There are noticeable differences between countries,with some countries where learning outcomes are the norm at all institutions,and others where implementation is mostly partial and not for all courses at HEIs.|12 Trends 2024 European higher education institutions in times of transition Employability measures in place at most institutions:Almost all institutions have measures in place to support students employability:guidance and counselling services,job and career fairs,recruitment events,work placement and internship opportunities,integration of transferrable skills and entrepreneurship into curricula,and/or creation of incubators for student start-ups.Data suggests that compared with the bachelors graduates themselves,HEIs are much more optimistic regarding students preparedness for the labour market.Chapter 5 The rise of non-degree education Considerable differences among higher education systems in the institutional take-up of non-degree education:Some 70%of HEIs offer non-degree education and a further 21%plan to do so.In some EHEA countries almost all institutions offer it,while in others fewer than half of HEIs do so.Micro-credentials continue to be popular,but not without challenges:Micro-credentials are high on the European and national policy agendas,and are popular with institutions.In the Trends 2024 survey,75%of HEIs perceive them as a great opportunity to innovate,diversify and enlarge their education offer,and to address inclusion.Between half and two thirds of institutions also identify challenges,mainly resulting from the lack of frameworks and processes for the development of micro-credentials:there are difficulties in defining the format and design of courses,the status of learners,the establishment of funding models,recognition,and other legislative or regulatory issues.For most institutions it is also too early to predict the usefulness and impact of micro-credentials.HEIs are somewhat concerned about overly high expectations and rising external pressures to engage more with micro-credentials,especially considering the persistence of legal,transparency and compatibility issues at higher education system level.MOOCs replaced or redefined:With just over a quarter of HEIs offering them,Massive Open Online Courses(MOOCs)seem to have stagnated,if not declined.The reasons may lie with the inclusion of more blended learning in curricula and the availability at institutions of a wealth of other non-degree courses,some of which can be taken online.MOOCs,once the sole driver for exploring digital learning innovation in higher education,may become a more profiled and strategic means for outreach,knowledge-sharing and institutional promotion.Non-degree learning is growing,in both learner numbers and importance:Half of institutions expect an increase in enrolment in non-degree education in the next five years,and another 25%anticipate at least stable numbers.This calls for increased capacity building and organisation,such as defining learners enrolment status,recognition processes,and,in particular,the recognition of prior learning(RPL)for non-formal and informal learning,which only 21%of HEIs use for admission.The growing engagement in non-degree education offers,in terms of the number of courses and learners,calls for a reflection on its complementarity with degree education offers and,ultimately,on the role of higher education in lifelong learning.Chapter 6 International exchanges and collaboration between institutions Internationalisation remains a high priority,including because of its European setting:Internationalisation continues to be a high priority for European HEIs,in a context where it is inspired and supported by policy reforms,instruments and funding,in the frameworks of the EEA,the European Research Area(ERA)and the EHEA.|13 Executive summary Credit mobility has increased,but is affected by known and increasing challenges:Until the pandemic,most institutions experienced rising or at least stable credit mobility rates.While only half of institutions were back at pre-pandemic rates in 2023,most of them still predict increasing numbers for mobility in the future.However,the Bologna Process benchmark of 20%of graduates having a mobility experience is still in the far distance.As obstacles to mobility,most institutions point to the lack of funding,the lack of sufficient fellowships in both number and cost coverage,but also the rising costs and the shortages of affordable accommodation.Recognition continues to pose problems at all but 18%of institutions,but at most institutions for fewer than 10%of mobile students.In addition,institutions face problems in fitting mobility into degrees,both in specific disciplines(69%)and generally in bachelors programmes(49%),and even more in masters programmes(53%).All this illustrates that the Bologna Process reforms have not yet been fully implemented everywhere,and that Erasmus rules are not followed consistently.This should set the agenda for actions to reach the benchmark of 20%of graduates having a mobility experience,while also considering the general changes in internationalisation.More mainstreamed virtual exchanges:The Covid-19 crisis turned virtual exchanges into a more mainstreamed form of higher education internationalisation,which had previously relied almost exclusively on physical mobility.Under the influence of the Covid-19 crisis,Erasmus made blended mobility a combination of virtual exchanges and physical mobility eligible.Between 2020 and 2023,this led to a major increase in the use of virtual exchanges,from 12%to 54%of institutions,with another 20%planning to introduce them.Institutions perceive virtual exchanges to be a useful supplement to physical student mobility and an alternative for students who cannot or do not want to spend longer periods abroad.Formats,workload,organisational and legal issues are still causing problems.Staff mobility as a priority,but with no systematic approach to it:Staff mobility is an increasing priority for institutions,with only 14%stating that it is not,and 57%of institutions dedicating efforts to improving their approaches.Compared with student mobility,staff mobility is probably still approached in a less systematic way,as it has its own dynamic resulting from research and teaching collaboration.This might change if the strong emphasis on transborder institutional collaboration,expressed in various institutional and policy contexts,for example the European Strategy for Universities,is to continue.Towards sustainable and effective models for inter-institutional collaboration:Joint programmes and joint degrees have existed for almost two decades.About half of institutions surveyed under Trends 2024 currently offer joint programmes and joint degrees but usually only in small numbers,with each benefitting a relatively small number of students.They have become a high priority for European and national policy makers and institutions to boost and mainstream structured transnational education provision.Overall,institutions are quite positive regarding joint programmes and degrees,despite the complexity of the matter and the effort it entails for institutions.It will be important to map and analyse the feasibility and development potential.Joint education provision also entails collaborative activities in areas such as virtual exchanges,staff development,and strategic innovation in learning and teaching.Strategies and capacities for internationalisation:Across Europe,almost three quarters of institutions(72%)have structures and resources in place for a systematic approach in their international activities.However,one fifth of HEIs suffer from a lack of staff resources,with notable differences between countries.Overall,what is at stake is a reconceptualisation of internationalisation,in the context of new formats and means for internationalisation,changing demands and conditions notably influenced by targeted European and system-level policies,and the impact of broader trends(such as geopolitics,greening,technological development,and economic and social changes).14|Trends 2024 European higher education institutions in times of transition1.1.AIMSFor more than 20 years,the European University Association(EUA)and its predecessor organisations1 have published the Trends report series to provide reliable data from the perspective of higher education institutions on the impact of the Bologna Process reforms and the situation in institutions.A first edition in 1999 followed up the Sorbonne Declaration and provided an input for the then-called Bologna Forum,which resulted in the signing of the Bologna Declaration.Trends 2024 is the ninth edition of the series.After the 2015 and 2018 reports had focused on learning and teaching,Trends 2024 has reprised its ambition to provide a broad overview of changes and challenges in the EHEA.It comes at a time when such an outlook is much needed,following a disruptive pandemic that has changed and challenged the way institutions operate,with Russias war against Ukraine continuing,and in a time of digital,environmental and economic transitions.In this context,the higher education sector is expected to play its role and contribute through its education,research and service to society missions.Moreover,the years 20182024 have been particularly productive in terms of EU policies and initiatives on higher education,resulting notably in increased attention to micro-credentials and the European university alliances,with a renewed emphasis on transnational cooperation in higher education and changed dynamics in the field of internationalisation.1 EUA is the result of a merger in 2001 between the Association of European Universities and the Confederation of European Union Rectors Conferences.For further information about past Trends reports,see https:/www.eua.eu/issues/10:bologna-process.html#sec-trends-reportsChapter 1The Trends 2024 surveyHow would HEIs themselves define their priorities,challenges and operational capacities?In an attempt to grasp the multiple and diverse responses to these developments from the EHEA higher education sector,Trends 2024 has collected information directly from institutions and analysed it within a comparative perspective.1.2.THE TRENDS 2024 QUESTIONNAIREThe Trends 2024 data is based on a survey conducted from April to July 2023.Institutions participating in the survey were invited to provide comprehensive information on:the institution and its context:its profile,primary missions and priority areas societal developments and possibly disruptive changes that have impacted its strategy,as well as internal policies developed and implemented the importance of European and national-level strategies,initiatives,funding programmes and reforms the level of participation of staff and students in the governance of the institution,as well as the participation of the institution in national reforms the progression or regression in relation to fundamental values;the student lifecycle and experience:the evolution of student populations in the past five years and predictions for the next five years,as well as recruitment strategies in place measures to address flexible learning and the employability of graduates the state of play for non-degree,shorter education offers;15|Chapter 1-The Trends 2024 survey learning,teaching and teachers:measures to support the connection between the research and education missions the implementation of learning outcomes the ratios of students in different study modes support measures and structures in place for enhancing teaching the role of teaching in promotion and career progression;equity,diversity and inclusion:general trends and developments at institutional level inclusion policies and measures;engagement and outreach with society and community:general trends and developments at institutional level,areas of activity strategies for the green transition and environmental sustainability;internationalisation:general trends and developments at institutional level the situation and evolution of student mobility,and associated challenges recognition-related issues virtual exchanges and related challenges the state of play for joint programmes and joint degrees the situation of staff mobility specific measures in place with regard to the war in Ukraine.A full version of the Trends 2024 questionnaire can be found in Annex I.1.3.THE SURVEY SAMPLEThe Trends 2024 survey collected a total of 489 responses from higher education institutions in 46 systems2 across the EHEA.Only one response per institution was collected,for which a senior institutional representative was asked to take responsibility.The country with the highest number of responses was Italy(44 responses),followed by Germany(33),Romania(31),Poland(27),France(25),Czech Republic(24),Azerbaijan(22)and Spain(22).2 The term“higher education system”refers to countries,as well as to regions within countries where the competence for higher education is devolved and autonomously managed.For instance,Belgium is one country with three systems(the Flemish Community,the French-speaking Community,and the German-speaking Community).16|Trends 2024 European higher education institutions in times of transitionFigure 1:Trends 2024 survey participants by country Q3.Please select your country/higher education system and institution from the drop-down menu below.N=489.17|Chapter 1-The Trends 2024 surveyFigure 2:Size of participating institutions in student numbersQ4.What is the approximate number of students enrolled at your institution?Please select the applicable range from the list below based on the total number of students(head count)enrolled in the 2022/23 academic year.N=489.The majority of responding HEIs perceive themselves as primarily serving their national community,rather than the worldwide,European,regional or local community.However,HEIs also see themselves as serving different communities.For example,they indicate that their bachelors degrees focus more on regional and local communities,while masters degrees,and even more so doctoral degrees,have a worldwide dimension(Figure 3).Figure 3:Community primarily served Q6.Which community do you see that your institution is primarily serving?Please choose one option per column.N=489.In the analysis of responses,only higher education systems with five or more participating institutions were considered for the country breakdowns,i.e.when data from the overall sample is compared and aggregated into system-level results.Trends 2024 offers specific data for a total of 32 of the 46 higher education systems(Figure 1).3 Differences at system level were further analysed and are cited in the report when they varied by more than 15%of the average response for the full sample.The survey was open to any higher education institution in the EHEA that offers bachelors,masters or doctoral degrees.Only very few institutions in the sample do not offer masters degrees(3)or doctoral degrees(17).The majority of the institutions participating in the Trends 2024 survey are comprehensive,multidisciplinary universities(57%);18%are specialised universities and 12%are universities of applied sciences or university colleges.The survey also collected responses from technical universities(8%),from higher music and art schools(5%),and from three open universities(0.6%).4Compared with previous Trends surveys,the share of small institutions(up to 7,500 students)is significantly higher(40%,compared with 23%in 2015 and 28%in 2018).Most of these are specialised institutions,though a third of them are comprehensive universities.By contrast,the share of large institutions(more than 25,000 students)was higher in previous years(19%,compared with 25%in 2015 and 29%in 2018).3 For Trends 2024,it was decided to disregard the devolved nature of some systems(Germany,Spain and the United Kingdom),as this would have complicated the analysis with too-small samples.4 Because of system differences,there is no consistent typology of European HEIs.In Trends 2024,the following categorisation has been used:comprehensive universities award degrees in all three cycles and are multidisciplinary(i.e.programmes in more than two subject areas/fields of science);specialised universities award degrees in all three cycles and are specialised in a particular subject area/field of science;technical universities award degrees in all three cycles and are specialised in technology,engineering and natural sciences;universities of applied sciences,or university colleges,offer more profession-oriented studies,usually at the first and second degree cycles only;music and art schools specialise in arts and/or music;open universities offer mainly distance learning,granting access to students without the formal entry requirements requested by conventional universities(i.e.upper secondary school certificate,academic degree).18|Trends 2024 European higher education institutions in times of transitionad hoc basis(50%)or systematically(36%),and mainly through a representative body such as a national-level rectors conference(59%).Forty-four per cent also point out that national reforms just set the direction and it is then up to the institutions to develop their own implementation approaches.Twenty-six per cent of the respondents report that HEIs themselves initiate some of the system-level strategies and reforms.Digitalisation,the Covid-19 pandemic,enhanced inter-institutional cooperation,greening and the SDGs,and economic developments are the top five issues that have impacted institutional strategies over the past five years.Other changes,such as political changes,geopolitical challenges,migration and demographic changes,have had some impact on some university strategies,with differences between countries.Underfunding represents a serious threat to HEIs,in a time when they have increased responsibilities to respond to multiple changes and challenges in their environment.Forty-four per cent of institutions report either continuously low or decreasing funding in the past five years.Seventy per cent of HEIs agree that underfunding is one of the top three obstacles for improving learning and teaching.Beyond the immediate disruption it caused in 2020,the Covid-19 pandemic is likely to have resulted in enduring changes for 40%to 66%of HEIs,depending on the aspects impacted.Online learning and the general organisation of work are among the issues,but for two thirds of institutions the most profound change brought by the pandemic is increased attention to students wellbeing and mental health.Almost half of institutions make the same point for staff(47%).Digital preparedness has improved.However,while most institutions have policies in place for ethics,for integrity and data protection,and for enabling access for disabled students(all at over 90%of HEIs),digital resources and infrastructure appear to have received less attention.Institutional attention on artificial intelligence and blockchain is slightly less in evidence:full institution-wide approaches are not yet widespread.Chapter 2European,national and institutional strategies and reforms in times of changeMain points Europe matters:over 98%of HEIs find the Erasmus programme of the EU and the Bologna Process highly important.Other major EU initiatives,including the EEA,the ERA,Horizon Europe,the European university alliances,and the European Strategy for Universities,are important to 89%or more of HEIs.Interestingly,there is no major difference in the response patterns of institutions in EU member states,Erasmus programme countries,and elsewhere in the EHEA.Most institutions report major national higher education reforms in various areas that have taken place over the past five years.Two thirds of institutions across Europe confirm the high importance of national reforms in the areas of quality assurance(69%),digitalisation(68%),internationalisation(67%),institutional funding(64%),research policy(63%)and learning and teaching(63%).Reforms in some of these areas are reported to be highly important by a larger proportion of HEIs in the Eastern European countries,but also in Finland and the United Kingdom(UK).Only 5%of HEIs indicate that they are not at all involved in the development of national,system-level strategies and reforms.Most institutions confirm that they are at least consulted,either directly on an 19|Chapter 2-European,national and institutional strategies and reforms in times of change Seventy-two per cent of institutions have a strategy in place on greening and environmental sustainability;there has been progress since 2021,when the figure was 61%.The increase also suggests more holistic approaches within institutions,and towards society.On fundamental values as defined in the Bologna Process(academic freedom,academic integrity,institutional autonomy,student and staff participation,and the responsibility of and for higher education),the vast majority of respondents describe the situation as stable and quite good(5363%),or even improving(2132%).Nevertheless,it is concerning that almost a fifth of institutions(19%)report a decrease in institutional autonomy,and another 7%see it as continuously low.To a lesser extent,the same decreasing trend applies to academic freedom(11%of HEIs)and academic integrity(8%).While most institutions also assess the situation of student and staff participation positively,there might be scope for enhancement of participatory institutional cultures beyond granting formal rights.Support for academics and students at risk is increasing due to rising demand for support and refuge.Most institutions have a related policy in place for students(57%);of which 73%host students at risk or have done so in the past.Some 34%have a policy in place for researchers at risk;of which 64%host or have hosted such researchers in the past.Russias war against Ukraine has enhanced the importance of support for those at risk,and in many countries and institutions has resulted in broad support.Almost two out of three institutions in the EHEA host Ukrainian students,50%doing so under special conditions(reduced fees,support grants,etc.),and 41%host academic staff from Ukraine.Institutions also confirm the enhancement of existing collaboration with Ukrainian partners and the establishment of new partnerships.These partnerships are often in specific disciplinary areas and driven by individual faculties and academics.As a consequence of the war,most institutions have discontinued or reduced their collaboration with Russian and Belarusian institutions,resulting in diminishing numbers of incoming students and staff.However,exchanges among individual academics seem to have continued.This chapter explores how universities relate to major European and national higher education policies and actions,as well as national reforms,in the past five years.During this period,major disruptions caused by political,societal and economic developments have also impacted higher education institutions.In this regard,this chapter examines the consequences of the Covid-19 crisis,the institutions preparedness for digital transformation,and greening and sustainable development.It also provides an overview of how institutions respond to fundamental values and engage in active solidarity with academics and students at risk,notably in the context of Russias war against Ukraine.2.1.INSTITUTIONS VIEWS ON EUROPEAN POLICIES AND ACTIONSWhile the first period of the Juncker Commission was marked by little or no attention being paid to education and research,the 2017 Gothenburg Summit and the resulting European Universities Initiative initiated a new era,with a strong focus on higher education institutions as organisations,on their collaboration and on mobility.How do HEIs perceive European policies related to their sector?Almost all of them(98%)find the EU flagship programme Erasmus to be of high(90%)or medium(8%)importance.While the financial aspect matters,in particular in countries with little or no national funding instruments for internationalisation,the value of the programme also lies in its ability to establish communities and networks,and it has become a part of the European identity,shared with global partners.More surprising is that the Bologna Process and the EHEA score similarly highly(98%),though with a slightly smaller proportion of institutions attaching high importance to them(84%).Since its launch in 1999,the Bologna Process has been coordinating major reforms and adopted a number of widely used tools,such as the European Credit Transfer and Accumulation System(ECTS)and the Standards and Guidelines for Quality Assurance in the European Higher Education Area(ESG).But its immediate impact on HEIs everyday life and operations may not be self-evident,as transposition and implementation of agreed reforms lie with national authorities.20|Trends 2024 European higher education institutions in times of transitionGenerally,EU policies,programmes and initiatives targeting HEIs,such as Horizon Europe,the ERA,the EEA,the European university alliances,and the European Strategy for Universities,are all considered highly important by more than 50%of respondents,and this increases to more than 89%if aggregated with those finding them of medium importance.The“high importance”score that other more specific EU initiatives receive is slightly lower.This is the case for the Green Deal(43%of institutions),the Cybersecurity Strategy(38%),the Digital Education Action Plan(37%)and other legislation and guidance on digital developments(37%).Again,however,if aggregated with institutions finding them of medium importance,the proportion is over 70%.This is a confirmation that not only are EU policies and programmes known by European HEIs,they are also of considerable importance to them.It also shows that these perceptions are shared across Europe,irrespective of the type and mission of the institution,its geographical location,and whether or not it is situated in the EU.For example,European policies are just as important for HEIs primarily serving a local,regional or national audience as they are for institutions targeting more European or global audiences.For EU policy initiatives,no significant or systematic difference is found between institutions from EU member and non-member countries.This is particularly surprising for the European Strategy for Universities,whereas it is easy to explain for initiatives that invite global participation,such as the ERA and Erasmus .Despite the fact that they currently cannot participate,69%of Swiss institutions and 44%of UK institutions still find Erasmus to be of high importance to them,which supports the call for further exploring association with the programme in the interest of the entire European higher education sector.21|Chapter 2-European,national and institutional strategies and reforms in times of changeFigure 4:Importance of European strategies,initiatives and funding programmes Q10.What level of importance do the following European strategies,initiatives and funding programmes have for your institution?Please select one option per line.N=484.22|Trends 2024 European higher education institutions in times of transition2.2.INSTITUTIONS VIEWS ON NATIONAL REFORMSAll institutions have been subject to reforms in their national system during the past five years.The vast majority of HEIs also confirm that these reforms have been of high or at least medium importance for them,most significantly in quality assurance(of high importance for 69%of HEIs,of medium importance for another 18%),digitalisation(68%,20%)and internationalisation(67%,20%).Almost half of all respondents(46%)find all these three areas of reforms highly important.Reforms on institutional funding(64%,21%),research policy(63%,24%)and learning and teaching(63%,22%)also receive high scores.Some of these resonate with European and global changes that also impact institutional strategies,such as digitalisation and internationalisation.Some other reforms are on perennial topics(quality assurance,funding,research policy,and learning and teaching)that also relate to transitional changes in recent years.For example,the impact that digitalisation has on education provision and the student experience is likely to have required reforms in learning and teaching,but also in quality assurance.23|Chapter 2-European,national and institutional strategies and reforms in times of changeFigure 5:Important national reforms,past five years Q11.In the past five years,how important have national reforms in the following areas been for your institution?Please choose one option per line.N=483.24|Trends 2024 European higher education institutions in times of transitionTable 1:Country-specific trends for highly important national reformsQ11.In the past five years,how important have national reforms in the following areas been for your institution?Please choose one option per line.N=483.Reform topicCountriesQuality assuranceAlbania,Bulgaria,Georgia,Latvia,Moldova,Trkiye,UkraineDigitalisationAlbania,Bulgaria,Croatia,Hungary,Kosovo,Latvia,Moldova,Romania,Slovenia,UkraineInternationalisationAlbania,Azerbaijan,Bosnia and Herzegovina,Croatia,Georgia,Hungary,Kosovo*,Latvia,Moldova,Trkiye,Ukraine,United KingdomInstitutional fundingAlbania,Belgium(FR),Finland,Latvia,Moldova,Romania,Slovenia,United KingdomResearch policyBulgaria,Finland,France,Ireland,Latvia,Moldova,SloveniaLearning and teachingAlbania,Azerbaijan,Belgium(FR),Bosnia and Herzegovina,Finland,Kazakhstan,Latvia,Lithuania,Moldova,Poland,Ukraine,United KingdomStudent recruitmentAlbania,Finland,Kosovo,Lithuania,Moldova,Ukraine,United KingdomGovernance and autonomyBosnia and Herzegovina,Croatia,Kazakhstan,Latvia,MoldovaLifelong learningAlbania,Bosnia and Herzegovina,Croatia,Finland,Kazakhstan,Moldova,NorwayWidening access and participationBosnia and Herzegovina,Georgia,MoldovaTuition feesMoldova,United Kingdom*This designation is without prejudice to positions on status,and is in line with UNSCR 1244 and the ICJ Opinion on the Kosovo declaration of independence.While more than half of respondents also highlight important national reforms concerning student recruitment,and governance and autonomy,other reforms for example on lifelong learning,and widening access and participation are of high importance for 40%or fewer of the institutions.In a few countries,the high impact of national reforms is confirmed by 75%or more of their institutions.25|Chapter 2-European,national and institutional strategies and reforms in times of changeData correlations suggest that some of these reforms may already have had an impact.To take one example,institutions that have experienced national reforms on widening access in the past five years are more likely to have dedicated strategies for different types of underrepresented or disadvantaged learners in place across the entire institution.For instance:36%of the total sample have a strategy for supporting students from ethnic minority groups,while 52%of institutions that report a national reform on widening access have such a strategy;fewer than 36%of the total sample have an institutional strategy on female and male students,compared with 47%of HEIs with a strategy for attracting female students and 56%with a strategy for attracting male students,where such national reform has taken place.The Trends 2024 survey did not collect details on the reforms themselves.But it did ask how reforms have been developed and implemented,and what role HEIs have played in this regard:HEIs are usually involved in one way or another in the development of system-level strategies and reforms;only 5%of responding institutions indicate that they are not involved at all.There are different ways of involving HEIs in reform development:the most common approach is through a representative body such as a national-level rectors conference(59%of respondents),which is the dominant model in Czechia,Hungary,Ireland,Lithuania and Switzerland;50%of institutions also report participating in ad hoc consultations,which is dominant in Belgium(FR),Georgia,Ireland,Latvia,Poland and the UK;slightly less common(36%)are systematic consultations,which appear to be widespread in Finland,Moldova,Sweden and Switzerland.The arrangement whereby national reforms set out the direction and it is left to institutions to develop the implementation approaches reflects the experience of 44%of HEIs.In some countries(Finland,Georgia,Hungary,Norway,Switzerland and Ukraine),a bigger share of institutions believe that they do have such autonomy.In some others(Bosnia and Herzegovina,Kazakhstan,Latvia,the Netherlands and Spain),the proportion of institutions believing that they have such autonomy is lower than average.Interestingly,there is not a single country where all HEIs either agree or disagree that it is happening in this way.About a quarter of respondents(26%)report that HEIs themselves initiate some of the system-level strategies and reforms.This is the case for over half of institutions in Belgium(FR),Moldova and Sweden.Finally,data correlations suggest that the higher education sector generally is more likely to initiate national reforms or strategies in systems where public authorities give a more proactive role to the sector,by allowing institutions to develop their own strategy,or at least consulting them on national reforms,either directly or through a representative body.2.3.INSTITUTIONAL RESPONSES TO CHANGEFor at least half of the institutions,the top five developments of high importance for their institutional strategies are digitalisation,the Covid-19 pandemic,enhanced inter-institutional cooperation,greening and the SDGs,and economic developments.Aggregated responses indicating impacts of high and medium importance point to these five areas as dominant in at least 93%of HEIs,followed closely by open science and open access(92%),and growing competition with other HEIs(85%).26|Trends 2024 European higher education institutions in times of transitionFigure 6:Developments impacting institutions overall strategy,past five yearsQ9.Which of the following developments have impacted your institutions overall strategy in the past five years?Please select one option per line.N=485.27|Chapter 2-European,national and institutional strategies and reforms in times of changeMost HEIs see their strategies as being somehow impacted by demographic changes,political and geopolitical developments,and migration,although over a fifth of HEIs find these to be not important.This is uneven across the EHEA,with considerable numbers of institutions in certain countries confirming high impact.Table 2:Country-specific trends,highly important developments impacting institutions overall strategy,past five yearsDevelopmentsCountriesDemographic changesBosnia and Herzegovina,Croatia,Germany,Latvia,Lithuania,Moldova,PolandPolitical developmentsBosnia and Herzegovina,Finland,Latvia,Lithuania,Moldova,the Netherlands,Norway,Switzerland,Ukraine,United KingdomGeopolitical challengesLatvia,Moldova,UkraineMigration-related challengesBosnia and Herzegovina,Kazakhstan,Kosovo,Moldova,Poland,UkraineEconomic developments Bosnia and Herzegovina,Finland,Latvia,Moldova,TrkiyeThe importance granted to these developments may also vary depending on the type of institution.For instance,demographic changes are of high importance for 38%of all institutions but for 58%of the universities of applied sciences;meanwhile they are not very important to a larger share of music and art schools,probably because they have smaller and selected student cohorts.Many of these challenges cited by HEIs are analysed in EUAs vision for 2030,Universities without walls(EUA,2021),based on a broad sector consultation conducted in 2020.Issues identified there as impacting on higher education include climate change and sustainability,technological developments and their impact on citizens and labour markets,persisting social disparities,demographic changes,political developments,geopolitics,democratic systems being put under pressure,and misinformation jeopardising the public debate.In the middle of all this,the Covid-19 pandemic can be seen as a challenge,but also as an accelerator for change.Universities without walls concluded that these are areas where HEIs have played,and are often expected to play,a prominent role through their diverse missions.However,universities are expected to do more regarding the grand challenges of our times,but with fewer or the same resources:underfunding in many higher education systems continues to be a challenge.In the Trends 2024 survey,a third of institutions(34%)indicate that their financial means had decreased during the past five years,with another 10%reporting them stable but not very good.In contrast,29%of institutions think that their financial means have increased,and another 27%that they have remained stable and are quite good.This overall picture reveals differences between countries.Table 3:Development trends of institutions financial means in the last five yearsQ14.(partial).Which of the following trends have you observed in the past five years?Please select one option per line.N=483.Budget increase(at 50%of HEIs or more)Budget decrease(at 50%of HEIs or more)AlbaniaAzerbaijanBosnia and HerzegovinaHungaryKosovoRomaniaSloveniaBelgium(FR)FinlandIrelandNorwayPolandPortugalUkraine28|Trends 2024 European higher education institutions in times of transitionUnderfunding is confirmed by a much larger proportion of HEIs in a specific area of activity:70%of HEIs see the lack of funding as one of the top three obstacles for improving learning and teaching,including 44%that have it as the top obstacle(see also Chapter 4).2.4.CONSEQUENCES OF THE COVID-19 PANDEMICThe Covid-19 pandemic not only required the pivoting of learning and teaching,research and international collaboration to online working modes,but similarly impacted administration,services and all major resources.As for the rest of society,the pandemic was a major disruptor for HEIs and their members,and had immediate but also long-term impact.Table 4:Post-Covid-19 increasesQ31.In 2023,do you see any increase in the following areas,compared to the situation before the Covid-19 pandemic?Please choose all applicable options.N=480.Attention to students mental health and wellbeing66%Blended learning64%Teleworking for administrative staff58%Students demand for more blended learning57%Flexible learning offer52%Online testing and examinations50%Institutional preparedness for emergencies and crisis management48%Attention to staffs mental health and wellbeing47%Teleworking for academic staff47%Hybrid learning45%Online learning offer45%Virtual exchange/virtual mobility41%Collaborative learning provision with other institutions36ademic staffs demand for more blended learning35%Lack of academic preparedness of secondary school students entering your institution29%For two thirds of institutions,the most profound change brought about by the pandemic has been the increased attention to students wellbeing and mental health;almost half of institutions(47%)make the same point for their staff.The 2024 Eurostudent report suggests that half of all students experience mental health issues:based on 2022 data,these might still relate partly to the experience of the Covid-19 pandemic and associated measures(Eurostudent,forthcoming).But there seems to be broad agreement in the higher education sector that this issue requires further institutional and possibly also system-level attention,beyond the pandemic.Therefore,there has been strong interest in the issue among institutions in recent years.An EUA 2022 Thematic Peer Learning Group Report on staff and student wellbeing recommended that institutions address wellbeing in a systematic fashion,on a broad range of issues,from support services to communications and infrastructure(Prescott et al.,2023).As in many other industries(see,for example,EU-OSHA,2023,pp.510),another clear challenge triggered by the pandemic is the reorganisation of staff work:58%of institutions report an increase in teleworking for administrative staff and 47%for academic staff.Also probably influenced by the experience of the Covid-19 crisis,about half(48%)of HEIs have enhanced their emergency and crisis management procedures.29|Chapter 2-European,national and institutional strategies and reforms in times of changeWhile many students have been eager to return to campus,which for most first-and second-year students was probably a completely new experience,57%of institutions confirm that students continue to demand blended learning.About half of the institutions report an increase in flexible(52%)and hybrid learning modes(47%),and,to a slightly lesser extent,their online learning offer(45%)and virtual exchanges(41%).Study modes and flexible learning are further addressed in Chapter 4 of this report.2.5.PREPAREDNESS FOR DIGITAL TRANSFORMATIONThe fact that digitalisation is so high on HEIs agendas is hardly a surprise.It has been an ongoing development,and touches on all missions and on the organisation and management of HEIs.On the eve of the Covid-19 pandemic,most HEIs had acquired a considerable level of digital resources,infrastructure and experience,though these had not been fully mainstreamed.A survey conducted in the first months of 2020 noted that“practically all institutions managed to pivot to blended and online learning,which may not have been the case in 2014.But resources,while available,were in many regards insufficient for the sudden enhanced use.A good example are online library services:while 90%had such services in place before,65%want to enhance them as an immediate reaction to the crisis”(Gaebel et al.,2021).Similarly,around 7080%of institutions had some policies and approaches to respond to adverse impacts of increased digitalisation,such as data protection,plagiarism and cybersecurity.However,half of them also stated a need for improvement.In the first half of 2020,three quarters of the responding institutions confirmed concrete plans to boost their digital capacity beyond the crisis(Ibidem).What does this look like three years later?Almost all institutions have implemented policies,either fully or to some extent,in ethics and integrity(97%),data protection(95%),detection and prevention of plagiarism(94%),and intellectual property rights(91%).This seems to have been a priority for the institutions,due to technical,legal and reputational risks and pressures,and probably also to increased system-level policy attention.As stated by the Ministers of Education in the Rome Communiqu of the Bologna Process,“a robust culture of academic and scientific integrity that blocks all forms of academic fraud and distortion of scientific truth,will be supported by all higher education institutions and all public authorities”(EHEA,2020a).Figure 7:Internal policies implemented Q13.Has your institution implemented internal policies on the following issues?Please select one option per line.N=482.By contrast,policies on digital equipment and infrastructures,although a high priority for institutions,have been implemented less systematically:60%of HEIs have completed full implementation and another 33%have done so to some extent.This may have to do with the complexity of the issues,but also with the fact that at many institutions,digitalisation peaked during Covid-19 crisis but may have decreased as an institutional priority immediately afterwards.Several factors may have played a role,such as decreased interest or even aversion among staff and students,external and internal pressures to move back to campus and to conventional modes of delivery,and importantly difficulties in agreeing on holistic policies for the adaptation of learning and teaching approaches to be rolled out throughout the institution.Finally,the lack of funding matters in the implementation of such equipment and infrastructures,given the considerable costs of purchasing and maintaining hardware and software,and the necessary staff training.The fact that blended and hybrid approaches also require transformation of physical infrastructure is an additional hurdle from a financial and learning design perspective.30|Chapter 2-European,national and institutional strategies and reforms in times of changeModerate progress has been made with regard to emerging technologies.While it is likely that all institutions explore them academically,in 2020 relatively few made active use of artificial intelligence(28%)and blockchain technology(17%),though 53%and 45%of HEIs,respectively,confirmed plans to do so in the future(Gaebel et al.,2021,p.36).In the Trends 2024 survey,only 14%of HEIs indicate that they are fully equipped and 31%that they are equipped to some extent with policies on the use of artificial intelligence.Only 7%of HEIs indicate that they have blockchain technology fully covered by their policy,with another 21%having it covered to some extent.Apparently,HEIs,like other organisations,are still exploring how to make best use of these tools,in view of enhanced technologies and emerging legislation.For the latter,as mentioned under section 2.1,about three quarters of HEIs confirm the importance of EU legislation and guidance on digital developments,such as the Digital Education Action Plan and the EU Cybersecurity Strategy.2.6.GREENING AND SUSTAINABLE DEVELOPMENTGreening and sustainable development are of high strategic importance for 74%of responding institutions,with regard to their research and education provision and their role in society,but also as organisations,with measures aimed at both greening the campus and saving energy.In the same vein,52%of HEIs have fully implemented and 39%of HEIs partly implemented policies on greening and sustainability.The figure of 72%of institutions having a strategy in place on greening and environmental sustainability is an increase on 2021,when a survey found that this was the case at 61%of HEIs.This confirms the growing trend already identified in 2021,when 26%of HEIs planned to develop such a strategy(Stber et al.,2021).Figure 8:Green transition or environmental sustainability strategies Q41.Does your institution have a strategy or a similar document that explicitly refers to the green transition,or environmental sustainability?Please select one option.N=482.2.7.FUNDAMENTAL VALUESKey policy documents of the EHEA,the EEA and the ERA have consistently referenced the high importance of values in higher education and research.While earlier documents seemed to take these values for granted,over the past decade considerably more attention has been given to how to protect and enhance them.In addition to reaching commonly agreed definitions,different initiatives aimed at monitoring and evaluating how these values are considered in different higher education systems have been emerging.In the Bologna Process,a working group5 has been developing statements describing“fundamental values”,i.e.academic freedom,academic integrity,institutional autonomy,student and staff participation,and the responsibility of and for higher education.6 Apart from enhancing awareness of these values and reaching a more shared understanding,the intention is to regularly monitor them,de jure and de facto.This is not an easy undertaking from a methodological point of view,as it cannot rely solely on information provided by public authorities.Data and information from existing instruments such 5 https:/www.ehea.info/page-Working-Group-FV6 This refers to the responsibility of higher education towards society,and the public responsibility for higher education.31|Trends 2024 European higher education institutions in times of transitionas the Academic Freedom Index7 and EUAs Autonomy Scorecard,established in 2009 with regular updates since then(Bennetot-Pruvot et al.,2023)could be used to better define and differentiate the matter,and enable a comparison among the European higher education systems;however,this would not cover all the values,and might examine them from slightly different angles.The 2024 Bologna Process Implementation Report provides for the first time a chapter on values,with data from de jure monitoring(EC/EACEA/Eurydice,2024,pp.93118),while the Tirana Ministerial Communiqu(EHEA,2024)welcomes and confirms a dedicated monitoring initiative for de jure and de facto monitoring of fundamental values,an endeavour that is expected to provide data for the EHEA by 2027.In Trends 2024,between 74%and 89%of responding HEIs state that fundamental values have been in a good stable or improved situation over the past five years.More than half of institutions state that academic integrity,academic freedom and institutional autonomy are stable and quite good,and another 2132%of institutions that these have been increasing in their context.Considering the crucial importance of these values,it is nevertheless concerning that a fifth of institutions(19%)report a decrease of institutional autonomy,and another 7%consider autonomy to be consistently low.Meanwhile,11%of HEIs also report a decrease in academic freedom,and 8%report the same regarding academic integrity.There is a slight correlation between national governance and autonomy reforms and how HEIs assess the state of values:compared with 10%of institutions in countries with no significant reform,27%of institutions in countries with reforms report an increase in academic freedom.However,another 20%of institutions that have experienced a governance and autonomy reform report a decrease;the data cannot lead to conclusions on whether this is despite or because of the reforms.7 https:/academic-freedom- 9:Fundamental values in the past five yearsQ14.(partial).Which of the following trends have you been observing in the past five years?Please select one option per line.N=483.Once again,behind this overall picture,there are clear differences between countries:An above-average proportion of institutions in Albania,Azerbaijan,Bosnia and Herzegovina,Georgia,Kosovo,Kazakhstan,Moldova,Romania and Ukraine report an increase in academic freedom over the past five years.The same countries,plus Latvia,also report an increase in academic integrity.A third of institutions in Hungary and the UK and about 40%of institutions in the Netherlands and Poland indicate a decrease in academic freedom during the same period.A quarter of Hungarian institutions also indicate a decrease in academic integrity.Institutional autonomy has increased more than average in Albania,Bosnia and Herzegovina,Georgia,Kosovo,Hungary,Moldova and Slovenia over the past five years.Meanwhile,two thirds of institutions in Ireland find that institutional autonomy has decreased in the past five years.This is also the case for 56%of institutions in the UK,43%of HEIs in Latvia and Sweden,and 40%of HEIs in Belgium(FR).32|Chapter 2-European,national and institutional strategies and reforms in times of changeIn addition,institutions observe a generally positive picture over the past five years for the participation of students and staff in higher education governance,one of the hallmarks of the Bologna Process.Most institutions report either increased participation or stability in a good situation for students,academic and administrative staff,and external stakeholders.For the majority of HEIs,the participation of academic and administrative staff in the institutions governance is deemed stable and quite good,with approximately another third of HEIs finding that it has progressed over the past five years.This contrasts with the picture for the participation of students and external stakeholders:only just over 40%of HEIs find it stable and quite good.However,there is a noticeable improvement trend for about another 40%of HEIs,who report increased participation for these two groups.The two groups that face the most difficulties in participating in governance are administrative staff(with 9%of HEIs noting that their situation is stable but not good)and external stakeholders(7%).Figure 10:Participation in institutions governance,past five yearsQ15.How would you describe the participation of the following groups in your institutions governance,over the past five years?Please select one option per line.N=481.A follow-up question provides more detail on how students participate in day-to-day governance:Students are represented in the institutions governance bodies at 97%of HEIs.They enjoy voting rights in these bodies at 96%of HEIs,although only to some extent at 16%of them.They are represented in institutional committees and working groups in 98%of HEIs.At 97%of institutions,they have an elected and representative student organisation.However,only 76%of HEIs involve students fully and 18%involve them partially in quality assurance.This is surprising,as the Standards and Guidelines for Quality Assurance in the European Higher Education Area(ESG)stipulate that as part of internal quality assurance,study programmes should be“reviewed and revised regularly involving students and other stakeholders”(ESG,2015,1.9).Overall,the findings suggest that there is considerable awareness of participatory approaches in institutional governance,but also clear scope for improvement.Monitoring and surveys are unlikely to improve the situation in countries that disregard human and civil rights.But if paired with other supporting measures,they can underpin continued policy and institutional attention to the issue and have an impact on higher education and research,and on society at large.82.8.INTERNATIONAL SOLIDARITY:SUPPORTING ACADEMICS AND STUDENTS AT RISKOver recent years,engagement and support for academics and students at risk has gained in importance at HEIs because of increased demand and probably also the emergence of more and more visible institutional,national and 8 EUA has consistently highlighted the need to reach out to institutions and other relevant structures and organisations,to enhance awareness and exchange good practice,and to support in systems and institutional levels a culture embracing and cherishing values.See EUAs statement issued before the 2024 EHEA Ministerial Conference in Tirana:https:/bit.ly/EHEApre-confstatement33|Trends 2024 European higher education institutions in times of transitionEuropean policy and support initiatives.For institutions,such engagement is usually part of responsible internationalisation,equity and inclusion agendas,and is driven by their values.Growing awareness of geopolitical and migration-related challenges is another aspect,although adverse national policies and overly negative perceptions of migration in general,and refugees in particular,often prevent or hamper institutional engagement.Still,for more than half of institutions,engagement of students and academics with a migrant,at-risk or refugee(-like)background is a major topic.Most institutions have a related policy in place for students(57%),and 73%also host students at risk or have done in the past.Moreover,34%have a policy in place for researchers at risk,and 64%host or have hosted such researchers in the past.Figure 11:Hosting at-risk backgroundsQ38.2.Does your institution host researchers or students at risk?Please select one option per column(one for researchers,one for students).N=281.An additional factor in the increased importance of,and engagement on,this matter is the Russian invasion of Ukraine on 24 February 2022,which prompted European solidarity towards Ukraine.It triggered increased discussion of geopolitics,security,energy and technological sovereignty,and,importantly,European values.In the higher education sector,measures to support students and staff from Ukraine were swiftly put in place,along with approaches to enhance collaboration with Ukrainian partner institutions in the longer run(EUA,2022a).Eighty per cent of institutions answer that they have solidarity measures in place for supporting Ukrainian students,staff or institutions.Two thirds of institutions host Ukrainian students,about half of respondents doing so under special conditions(reduced fees,support grants,etc.),and 41%host academic staff from Ukraine.In addition,29%of institutions report having enhanced their existing partnerships with Ukrainian institutions,while another 28%have established new ones.This is a very positive development,as EUAs recommendations on supporting the Ukrainian university sector(EUA,2023b)identify inter-institutional collaboration as a key success factor for continued support for Ukrainian higher education.According to a 2023 report by the Ukrainian Erasmus Office,9 the vast majority of the 281 Ukrainian universities and 234 other HEIs(colleges,academies)continue to function,some of them in online or blended mode,with around 40 institutions displaced.In contrast,the figure of only 14%of institutions offering online teaching to Ukrainian students appears relatively low.Institutions in some neighbouring countries are specifically active in this area,in particular Lithuania and Poland.Some other measures are undertaken by fewer than 10%of institutions,namely remote fellowships for academic staff(6%)and sharing digital resources(digital labs,repositories)(7%).9 https:/erasmusplus.org.ua/wp-content/uploads/2022/11/d4.1.d4.1.2.-recent-developments-in-ukraine_education_dec2023_neo_system.pdf34|Chapter 2-European,national and institutional strategies and reforms in times of changeFigure 12:Supporting Ukrainian higher educationQ49.Does your institution engage in specific measures in view of the war in Ukraine?Please select all applicable options.N=478.An EUA continuous mapping initiative10 started in autumn 2023 identified more than 300 initiatives in the EHEA.While many of them are about hosting students and staff,a considerable number address virtual or hybrid exchange and collaboration,in slight contradiction of the relatively low figure referenced above.Noticeably,many initiatives in the mapping relate to specific disciplines(such as support for medical education)and collaboration between individual faculties and academics on either side,rather than being the result of large-scale inter-institutional approaches.The war in Ukraine has also impacted cooperation with institutions in Russia and Belarus.In 2022,the Bologna Process suspended the rights of representation of both countries,and in the EU,all programmes involving the two governments were put on hold,still leaving the Erasmus programme open for individual mobility of staff and students.Three quarters of institutions responding to the Trends 2024 survey report that they have decided to put on hold or end their relations with institutions in Russia and Belarus entirely(59%)or to some extent(15%).A slightly lower number(68%)refer to a national-level decision in this regard.Subsequently,50%of institutions report decreasing student numbers from Russia and Belarus,and 34creasing staff numbers,while at the same time 18%of HEIs report increasing student numbers and 6%increasing staff numbers from these two countries.At 44%of institutions,exchanges with individual academics may still continue.Notably,on all these aspects,a substantial proportion of respondents(16%to 37%)indicate that they have no information.10 https:/eua.eu/118-uncategorised/852-call-for-contributions-supporting-higher-education-in-ukraine-he4ua-initiative.html35|Trends 2024 European higher education institutions in times of transitionFigure 13:Impact of war in Ukraine on universities relationship with Russia and/or BelarusQ50.How did the war in Ukraine impact your relationship with Russia and/or Belarus?Please choose one option per line.N=472.36|Trends 2024 European higher education institutions in times of transitionChapter 3Higher education missionsMain points Most institutions surveyed under Trends 2024 perceive the research and education missions as equally important,and indicate concrete measures to interrelate the two.The connection is also demonstrated by the fact that almost all institutions include research experience for students in the education offer,though more commonly at masters(59%in all or most programmes)than at bachelors(45%)level.In addition to education and research,institutions engage in a number of other missions or mission areas,in particular the third mission or service to society and internationalisation.Institutions also identify important areas such as innovation,industry collaboration,sustainable development and equity,diversity and inclusion(EDI).While all or most institutions embrace multiple missions,this raises questions on strategy,priority-setting and resources.More than two thirds of institutions describe service to society as a strategic priority that is on the rise,and many of them expect their activities in this area to increase further in the future.Challenges are also mentioned,in particular underfunding and understaffing,and,to a lesser extent,difficulties in mapping their third mission activities,lack of external recognition,and increasing performance pressure from external authorities and partners.The majority of institutions provide support for teaching in the form of training as well as through exchanges and collaboration opportunities for teachers.On average,about two thirds of institutions have learning and teaching centres in place.Such centres typically offer professional development activities and advice,and help facilitate communities of teaching practice across the institution.Although in some countries this is standard at all or most institutions,in others it is not the case.However,the development trend is towards more institutions installing learning and teaching centres.Most institutions take into account teaching performance evaluations for career progression.Awareness of parity of esteem for teaching and research activities in academics careers has increased,but many institutions still confirm that teaching plays a minor role compared with research in academic assessment and career progression.While student feedback surveys are the most common method used by almost all institutions for assessing teaching performance,most institutions confirm the need to improve and diversify teaching assessment approaches.In this regard,a positive sign is the use of teaching portfolios,which are in place in almost half of institutions.In line with the increased attention given to the issue at European policy level,almost all HEIs have adopted EDI as a major priority and have developed strategies and policies to address it.Concrete measures to support EDI through student and staff policies have increased over the past five years.However,institutions report difficulties in sufficiently and adequately funding their activities.There are also differences between countries in terms of what EDI policies for students,for instance,entail,pointing to diverse approaches to EDI in different systems,which are difficult to assess and compare.Moreover,given the discrepancies between national policies and national investments in EDI,some institutions are concerned that this might result in rather superficial measures instead of a holistic approach that would embrace EDI as a precondition for quality and excellence,and ultimately strengthen the European higher education sector.37|Chapter 3-Higher education missionsThis chapter offers an overview of how HEIs see their multiple missions,with a focus on education and how it is supported and recognised,including in its intersection with research,the third mission(service to society)and equity,diversity and inclusion(EDI).3.1.MULTIPLE INSTITUTIONAL MISSIONS:OPPORTUNITIES AND CHALLENGESWhile no one would contest that universities,and higher education institutions in general,are places for research and education,there is also growing consensus that they are not limited to these,and that their role and task is much boarder.In addition to education and research,for instance,EUAs 2030 Vision Universities without walls lists innovation and culture,and emphasises the SDGs and the institutions contribution to society(EUA,2021).As already mentioned in Chapter 2.3,institutional strategies respond to a wide range of areas that,depending on individual institutions,might develop into a mission,or at least a mission area.In particular,service to society(the third mission)is receiving increased and increasing attention at institutions as well as at national and European policy levels,where it has been featured much more prominently in EU and EHEA policy documents than it was a decade ago.In addition to research,education and service to society,HEIs grant considerable importance to mission areas such as internationalisation and global outreach(high importance for 83%of them),innovation(80%),industry collaboration and entrepreneurship(76%),sustainable development(74%),and social inclusion and equity(73%).Figure 14:Areas of importance to the institutionQ8.How important are the following areas for your institution?Please select one option per line.N=482.The actual priority-setting may vary depending on the institutional profile.As expected,all(100%)technical universities prioritise industry collaboration and entrepreneurship and are more likely to give importance to innovation(94%).A large proportion of technical universities also find internationalisation to be important(92%,compared with 83%of the total sample).Music and art schools seem to stand out,as they tend to find all these areas to be of significantly less importance than do other types of institutions.For example,only 17%of music and art schools find lifelong learning important(compared with 60%of all respondents),and they score approximately 30 percentage points lower than the average response rates as regards the importance of innovation,industry collaboration and entrepreneurship,sustainable development and social inclusion.This overall picture confirms a multitude of priorities for HEIs,on top of and interconnecting with their traditional missions.This positively signals responsiveness to society,but should also call attention to the potential risks of overload of policies,activities and workload.In addition,institutions share concerns over funding and recognition attached to their multiple engagements.Although Trends 2024 does not fully explore such risks,it offers an overview of the policies,support and challenges that HEIs identify for the education and third 38|Trends 2024 European higher education institutions in times of transitionmissions,as well as in a transversal area that has proved its importance across all missions and areas of activities,namely the question of equity,diversity and inclusion.3.2.INTERCONNECTING EDUCATION AND RESEARCHWhen asked about what they see as their primary mission,only a few institutions indicate a focus on either education(7%)or research(2%).Most institutions find both missions important,though with slight nuances.The majority of responding HEIs(56%)identify education and research as equally important missions to them.Another 27%see both as important,but education as slightly more important,whereas 8%identify research as slightly more important.This could challenge the view that there is a continued imparity of esteem between research and education,to the detriment of the latter.It would also align with the observation that the role of education is growing in importance,as stated in Trends 2018(Gaebel and Zhang,2018).However,the picture looks less straightforward when considering the effects of the said imparity of esteem;the issue is further analysed in section 3.4.In addition,the profile of the institution plays a role.A significant proportion of universities of applied sciences tend to see education as more important than research(67%,compared with 27%of the overall sample),and the same goes for specialised universities,though to a lesser extent(38%).Apart from these differences,the picture is quite balanced across all institutional profiles represented in the sample.Figure 15:Primary mission education or researchQ7.What would you see as the primary mission of your institution?Please select one option.N=488.The connection between research and education is also reflected in the education offer.Research experience is part of all or most masters programmes in a majority(59%)of HEIs and in at least some of the masters programmes in another 23%of HEIs.A slightly smaller proportion of HEIs(45%)confirm that this is the case for all or most of their bachelors programmes,with another 34%offering at least some bachelors courses that include research experience.Only 2%of HEIs indicate that no research experience at all is provided in their study programmes,with half of them planning to change this.Asked about concrete measures to enhance the link between research and education,most institutions refer to support services for teachers,which 71%of HEIs provide at institutional level and 21%in addition or alternatively at faculty level.The situation for measures to promote the interrelation of research and education in academic careers is quite similar:these are in place at 70%of HEIs at institutional level and at 19%at faculty level.In addition,policies and measures to ensure that curricula and courseware are updated with recent research results and methods are in place at institutional level at 60%of HEIs and at 22%at faculty and programme level.Funding for initiatives that enhance the link between research and education is available at most institutions at institutional level(57%),while 17%of institutions provide this at the level of some faculties.39|Chapter 3-Higher education missions3.3.SUPPORT FOR TEACHINGThe majority of institutions support their education mission with various measures.Most commonly,they facilitate exchange and collaboration opportunities for teachers.Generally,institutions already offer training opportunities in pedagogy and didactics(84%of HEIs)as well as in digital skills(88%),or plan to do so in the future.At 44%of institutions that offer such training,it is compulsory for all teaching staff(including those not permanently employed).Some courses target specific categories of staff,such as newly hired staff(30%),doctoral candidates(25%),and early-stage researchers and teachers(19%).By comparison,in 2018,only 37%of responding institutions had a compulsory staff development offer in place,but more often this depended on the profile of staff:half of these HEIs targeted newly hired staff and another third early-stage teachers and academics(Gaebel and Zhang,2018,p.72).Figure 16:Support to teaching staffQ33.Does your institution support teaching staff with:Please select one option per line.N=483.Trends 2018 correlated the growing importance of the education mission,which was visible through institutional learning and teaching strategies,and the existence of institutional-level learning and teaching centres(Ibidem,p.19).A 2024 report further explores the diverse forms and approaches that such centres can take:some have been started at faculty level,while others were established for the provision of technical support.The report also suggests that there is growing alignment in the tasks and functions that these centres fulfil in support of the institutions learning and teaching community(Costa and Peterbauer,2024).According to Trends 2024 data,centres that provide technical support to teachers are still more common than actual learning and teaching centres that focus more on pedagogical aspects.Slightly fewer than two thirds of the surveyed institutions have a learning and teaching centre,and another 16%are planning to install one.This general picture is comparable with the data collected under Trends 2018(Gaebel and Zhang,2018,pp.1819).However,some country variations can be observed in the Trends 2024 sample:All HEIs that answered the Trends 2024 survey in Belgium(FR),the Netherlands and the UK have learning and teaching centres in place.This is also the case in over 80%of institutions in Austria,Finland,Germany,Ireland,Kazakhstan,Norway,Sweden,Switzerland and Trkiye.Conversely,only one third of institutions in Czechia have learning and teaching centres,while 42%of institutions state that they do not,and do not plan to have them.By contrast,in some other countries there is a clear development trend,with half of HEIs in Albania,57%of HEIs in Croatia and 40%of HEIs in Bulgaria planning to create one.40|Trends 2024 European higher education institutions in times of transitionWhat are the functions and tasks of these learning and teaching centres?About two thirds of institutions indicate that they provide academic staff with development opportunities and materials(62%),and with consultations and advice(63%).About half of the centres also help to facilitate communities of teaching practice and support innovative teaching initiatives in various ways.Other functions,such as analysis of student feedback and staff evaluations,research on learning and teaching,and the organisation of teaching awards,are less common,and only a fifth of institutions learning and teaching centres offer individualised staff development plans.This does not automatically imply that such individual plans do not exist:they may be organised differently and handled by other structures at the institutions(such as faculties and departments).Figure 17:Role and function of learning and teaching centresQ33.2.If your institution has a learning and teaching centre/unit,what is the centre/units role and function?Please select all applicable options.N=403.Trends 2018 suggested a gradual increase and upgrading of such centres and highlighted a correlation between their existence and institutional strategies for learning and teaching(Gaebel and Zhang,2018,p.19).But Trends 2024 data does not confirm this point:generally,the proportion of institutions having such centres and the tasks of learning and teaching centres remain very much the same as in 2018,with a very minor decrease in the proportion of centres providing analysis of student feedback and/or results of teachers evaluations(45%of them in the 2018 sample,compared with 39%in 2024).3.4.RECOGNITION OF TEACHING IN CAREER ASSESSMENTSupport provided by learning and teaching centres and other incentive measures can usefully contribute to the enhancement of learning and teaching.However,to reach their full potential they need to be embedded in an institutional(and national)environment that recognises the intrinsic value of teaching,notably in academic assessment and career progression.However,as amply demonstrated in the available literature and in practice,academic assessment and career progression are still predominantly based on research-oriented and quantitative indicators(see,for example,OECD,2024,pp.10,33).The overall imparity of esteem for teaching has been repeatedly pointed out by HEIs and academics(see,for example,te Pas and Zhang,2019;Zhang,2022,pp.4547;EUA,2022b,pp.1416).Teaching performance,when assessed,counts much less than research for the advancement of careers.The picture provided by Trends 2024 data is mixed in this regard.Only at 9%of institutions does teaching performance evaluation play no role at all,while the majority of institutions consider it in some way in career progression,which may sound relatively positive.However,at another 41%of institutions it is accorded only minor importance compared with other,mostly research-related,criteria.Comments of individual survey respondents also provide a more nuanced picture:while some praise progress made on institutional regulations for better recognition of teaching,others point to rather varied implementation practices at faculties and departments.As an example,teaching performance evaluations can be taken into account only if negative in other words,bad evaluations can impede career progression,but good ones do not boost it.41|Chapter 3-Higher education missionsFigure 18:Role of performance evaluations in career progression of teaching staffQ34.Do teaching performance evaluations play an important role in the promotion and career progression of teaching staff?Please choose one answer.N=484.Student feedback remains by far the most widespread practice for assessing teaching:it is in place at 97%of institutions,which is comparable to the percentage recorded in 2018(98%,Gaebel and Zhang,2018,p.69).However,as also reported in Trends 2018,many institutions mention that their teaching performance evaluation approaches require improvement.This is confirmed by other studies:while collecting student feedback can be useful to teachers as a formative assessment tool to improve their practice,it may not be fully relevant for making decisions related to their careers(Harrison et al.,2020).In fact,a
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Implementation guidanceMaking every school a health-promoting schoolImplementation guidanceMaking every school a health-promoting schoolMaking every school a health-promoting school:implementation guidanceISBN(WHO)978-92-4-002507-3(electronic version)ISBN(WHO)978-92-4-002508-0(print version)ISBN(UNESCO)978-92-3-100458-2 World Health Organization and the United Nations Educational,Scientific and Cultural Organization,2021Some rights reserved.This work is available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO licence(CC BY-NC-SA 3.0 IGO;https:/creativecommons.org/licenses/by-nc-sa/3.0/igo/).Under the terms of this licence,you may copy,redistribute and adapt the work for non-commercial purposes,provided the work is appropriately cited,as indicated below.In any use of this work,there should be no suggestion that WHO endorses any specific organization,products or services.The use of the WHO or UNESCO logo is not permitted.If you adapt the work,then you must 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opinion whatsoever on the part of the World Health Organization and UNESCO concerning the legal status of any country,territory,city or area or of its authorities,or concerning the delimitation of its frontiers or boundaries.Dotted lines on maps represent approximate border lines for which there may not yet be full agreement.The mention of specific companies or of certain manufacturers products does not imply that they are endorsed or recommended by the World Health Organization and UNESCO in preference to others of a similar nature that are not mentioned.Errors and omissions excepted,the names of proprietary products are distinguished by initial capital letters.All reasonable precautions have been taken by the World Health Organization and UNESCO to verify the information contained in this publication.However,the published material is being distributed without warranty of any kind,either expressed or implied.The responsibility for the interpretation and use of the material lies with the reader.In no event shall the World Health Organization and UNESCO be liable for damages arising from its use.ContentsForeword ivAcknowledgements vAbbreviations and acronyms viGlossary viiSummary xIntroduction 1Part 1.Implementation cycle 8Part 2.Implementation areas and strategies 15Part 3.Stakeholder analysis and tracking progress in implementation 30References 34Annex 1.Implementation areas and global standards 37Annex 2.Resources 74Table 1.Global standards and standards statements 3Table 2.The five steps of the HPS implementation cycle 11Table 3.Application of the global guidance in countries 14Table 4.Definitions of implementation areas 17Fig.1.System of global standards for health-promoting schools 4Fig.2.Components of implementation guidance 7Fig.3.Overview of the HPS implementation cycle 10Fig.4.Tool for mapping stakeholder impact and influence 33 iiiForewordAround the world,schools play a vital role in the well-being of students,families and their broader communities.The closure of many schools during the COVID-19 pandemic has severely disrupted education,prevented an estimated 365 million primary school students from having school meals and significantly increased the rates of stress,anxiety and other mental health issues.Experience tells us that,in some parts of the world,when schools close for more than a few weeks,early and forced marriage,early pregnancy,child labour and domestic violence increase.The right to education and the right to health are core human rights and are essential for social and economic development.Now,more than ever,it is important to make all schools places that promote,protect and nurture health;that contribute to well-being,life skills,cognitive and socioemotional skills and healthy lifestyles in a safe learning environment.Such schools are more resilient and better able to ensure continuity in education and services,beyond the delivery of literacy and numeracy.The idea of health-promoting schools was first articulated by WHO,UNESCO and UNICEF in 1995.Yet,few countries have implemented it at scale,and even fewer have made the institutional changes necessary to make health promotion an integrated,sustainable part of the education system.In 2015,experts in health-promoting schools identified the lack of systematic support,limited resources and a common understanding and approach as major challenges.No education system can be effective unless it promotes the health and well-being of its students,staff and community.Every education system should have institutionalized policies,mechanisms and resources to promote health and well-being in all aspects of school life,including the teaching curriculum and school governance based on participatory processes that are inclusive of the broader community.This requires that education systems be re-oriented towards a systematic approach to health-promoting schools and allocation of resources,so that each level of governance has the infrastructure and the means to implement policies and programmes for better education,health and well-being.The Global Standards for Health Promoting Schools provide a resource for education systems to foster health and well-being through stronger governance.Building on a large body of evidence,eight global standards are proposed,while the accompanying Implementation Guidance details 13 implementation areas,associated strategies and a process that will enable country-specific adaptation.In addition,case studies illustrate how health promotion in schools is being implemented in low-and middle-income countries.Application of these global standards could improve the health and well-being of 1.9 billion school-aged children,adolescents and staff worldwide,delivering a triple dividend for students today,the adults of tomorrow and the generation of children to come.Join our effort and lets“Make Every School a Health-promoting School”.Dr Tedros Ghebreyesus Director-General World Health Organization Audrey Azoulay Director-General UNESCOivMaking every school a health-promoting school:implementation guidanceDevelopment of this document was coordinated by Valentina Baltag and Faten Ben Abdelaziz at WHO,and by Yongfeng Liu and Emilie Sidaner at UNESCO.The lead writers were Ruth Aston,Kristina Bennett,Ella Cehun,Cristina de Nicols Izquierdo,Monika Fridgant,Monika Raniti and Susan M Sawyer,Centre for Adolescent Health,Murdoch Childrens Research Institute and Royal Childrens Hospital,Melbourne,Australia.Monika Raniti also works at the Department of Paediatrics,Melbourne Medical School,University of Melbourne,Australia;and Ruth Aston also works at the Centre for Program Evaluation,Melbourne Graduate School of Education,University of Melbourne,Australia.The WHO internal working group comprised Mervat Nessiem Gawrgyous,Regina Guthold,Laura Kann,Kid Kohl,Leanne Riley,David Ross,Scarlett Storr,Wilson Were and Juana Willumsen.WHO regional colleagues were Symplice Mbola-Mbassi(WHO Regional Office for Africa);Sonja Caffe,Gerarda Eijkmans,Maria Christina Franceschini and Fernanda Lanzagorta Cerecer(WHO Regional Office for the Americas);Samar Elfeky and Jamela Al-Raiby(WHO Regional Office for the Eastern Mediterranean);Martin Weber and Vivian Barnekow(WHO Regional Office for Europe);Suvajee Good and Rajesh Mehta(WHO Regional Office for South-East Asia);and Riitta-Maija Hmlinen andWendy Snowdon(WHO Regional Office for the Western Pacific).The UNESCO internal working group comprised Jenelle Babble,Chris Castle,Christophe Cornu,Mary Guinn Delaney,Joanna Herat,Xavier Hospital,Patricia Machawira and Tigran Yepoyan.UNESCO Chair in Global Health and Education:Didier Jourdan(France)Additional contributions were received from Sally Beadle,Ariana Stahmer and Arushi Singh(UNESCO).The external advisory group consisted of Joyce Acolatse(Ghana),Habib Benzian(United States of America),Chris Bonell(United Kingdom of Great Britain and Northern Ireland),Orana Chandrasiri(Thailand),Anastasiya Dumcheva(Ukraine),Adel M.A.Ebraheem(Egypt),Javier Gllego Diguez(Spain),Sameh Hrairi(Tunisia),Oshan Sharma Kattel(Nepal),Otilie Lamberth(Namibia),Yinghua Ma(China),Neha Sharma(India),Cheryl Walter(South Africa)and Mildred Wisile Xaba(Eswatini).The members of the United Nations interagency Technical Advisory group were Oya Zeren Afsar(United Nations Childrens Fund),Michele Doura(World Food Programme),Fatima Hachem(Food and Agriculture Organization of the United Nations),Petra Tenhoope-Bender(United Nations Population Fund),Hege Wagan(UNAIDS)and Maria Cristina Zucca(United Nations Environment Programme).The members of the Centre for Adolescent Health project advisory group were Israt Jahan Baki,Helen Butler,Andrea Krelle,Lisa Mundy,George Patton,Jon Quach,Nicola Reavley and Sachin Shinde.The communications specialist was Molly OSullivan,and the administrative team consisted of Laura Griffith and Charmaine Sambathkumar.Bill Reid,Creative Studio,Royal Childrens Hospital,Melbourne,assisted with the figures.The participants in the global consultation were Jean-Patrick Le Gall,who organized the consultation and analysed the results,adolescents and youth,teachers,school principals and representatives of governments,organizations(civil society,private sector and academic)and donor agencies.Administrative support was provided by Luis Enrique Madge Rojas and Gersende Moyse.Financial support was given by the Childrens Investment Fund Foundation and the Bill&Melinda Gates Foundation.AcknowledgementsWHO and UNESCO are grateful to all those who contributed to this document.vHPS HSSPISA UKSUNAIDSUNDPUNESCOUNFPAUNICEFUNRWA WASHWFPWHOhealth-promoting schools healthy school strategyProgramme for International Student Assessment(OECD)usaha kesehatan sekolah(school health programme in Indonesia)Joint United Nations Programme on HIV/AIDSUnited Nations Development ProgrammeUnited Nations Educational,Scientific and Cultural OrganisationUnited Nations Population FundUnited Nations Childrens Fund United Nations Relief and Works Agency for Palestinian Refugees in the Near Eastwater,sanitation and hygieneWorld Food ProgrammeWorld Health OrganizationAbbreviations and acronymsviMaking every school a health-promoting school:implementation guidanceArea(implementation):In this implementation guidance,a thematic statement describes an area of implementation,and each area has a matched set of strategies,which are action-oriented statements that contribute to implementing the area.Some areas contain additional descriptive statements of quality implementation of the area.Capacity development:the process through which individuals,organizations and societies as a whole unleash,strengthen,create,adapt and maintain capacity over time to set and achieve their development objectives.It includes training and other learning activities as well as improvements in systems to create conditions for applying new knowledge,practising new skills,improving performance and ensuring sustainability.Community of practice:“Group of people who share a passion for something that they know how to do and who interact regularly to learn how to do it better”(1)Comprehensive(health services):the extent to which the spectrum of care and range of services respond to the full range of health problems in a given community.Ideally,comprehensive services address all health areas relevant to their student population,including:positive health and development;unintentional injury;violence;sexual and reproductive health,including HIV;communicable disease;noncommunicable disease,sensory functions,physical disability oral health,nutrition and physical activity;and mental health,substance use and self-harm.The term“comprehensive”is used in this document consistent with the WHO guideline on school health services(2).Co-scholastic:Usually refers to teaching,learning and assessment of life skills,attitudes,values and co-curricular activities(e.g.physical education)Curriculum:“A collection of activities implemented to design,coordinate and plan an education or training schedule.This includes the articulation of learning objectives,content,methods,assessment,material and training for teachers and trainers”(3)that enables students“to develop skills,knowledge and an understanding of their own health and well-being and that of their community”(4).The curriculum encompasses the totality of students experiences that occur in the educational process and it includes planning and development and students educational experience beyond the classroom.Deep learning:A method of learning in which knowledge is not only memorized and understood but also synthesized and applied(5).Differentiation:Use by educators of a range of teaching techniques and lesson adaptations to respond to the diversity of students readiness,interests and learning needs.Distributed model of school leadership(also referred to as“shared leadership”):Collaborative,interdependent leadership,including decision-making,that is shared among individuals at all levels of the school community(6).Educational outcome:The desired learning objectives that schools,teachers and other school staff wish students to achieve,including academic achievement,the learning experience and the educational,societal and life effects of education,including school completion and employment(7).Evaluation capacity-building:Strengthening the monitoring and evaluation capacity of individuals,organizations,communities and networks to include evaluation in order to improve results.Governance:The rules,mechanisms,relationships and processes through which HPS activities and roles are led,managed,monitored and held to account for use of allocated resources and achievement of specified objectives.Health:“A state of complete physical,mental and social well-being and not merely the absence of disease or infirmity”(8).Health education:Any combination of learning experiences designed to help individuals and communities improve their health by increasing knowledge,influencing motivation and improving health literacy.Can include communication of information on the determinants of health,individual risk factors and use of the health care system.Can involve task-based communication to support predetermined actions such as participation in immunization and screening programmes,adherence to medication or health behaviour change.Can also include skills-based communication to develop generic,transferrable skills for health that equip people to make more autonomous decisions about their health and to adapt to changing circumstances.Includes knowledge and skills to address the determinants of health.GlossaryviiHealth literacy:Health literacy represents the personal knowledge and competence that accumulate through daily activities,social interactions and across generations.Personal knowledge and competence are mediated by the organizational structures and resources that enable people to access,understand,appraise and use information and services to promote and maintain good health and well-being for themselves and those around them.Health promotion:“Health promotion is the process of enabling people to increase control over,and to improve,their health.It moves beyond a focus on individual behaviour towards a wide range of social and environmental interventions”(8).Its scope and activities are ideally comprehensive and multifaceted.Often framed in the context of prevention strategies for a group,community or population,it is also embodied in individual approaches,such as treatment and continuous care.Health-promoting education system:An education system that,through intentional,planned actions,institutionalizes health promotion in all its functions,i.e.governance of the educational process and its content,resource allocation,educators professional development,information system and performance management.Health-promoting school:A school that consistently strengthens its capacity as a safe and healthy setting for teaching,learning and working(9).The global standards and indicators and the implementation guidance are applicable to any whole-school approach to health,even if the term“HPS”is not used(prehensive school health,school for health,healthy learning environment,cole en sant,escuela para la salud).Implementation:Conduct of a specified set of activities to establish or put in place a programme(10)or initiative.The activities include identification of an issue,determination of a desired outcome,planning,use of monitoring and feedback,collection and use of data and collaboration of internal and external stakeholders throughout the process(11).Particularly in schools,implementation is considered to represent complex interactions among the characteristics of the education system,implementers and the organizational context in which a programme is implemented(12).Indicator:A variable used to monitor or evaluate specific,measurable progress towards completion of an activity,output,an outcome,goal or objective(13,14).Indicators are provided for the components of each global standard.Indicators can be populated from various data sources and can be collected and reported at various levels(e.g.global,national,subnational,school).The different types of indicator are(15):Input indicator:used to monitor human and financial resources,physical facilities,equipment and operational policies for implementation of programme activities;Process indicator:used to monitor activities carried out to achieve the objectives of a programme,including what is done and how well it is done;Output indicator:used to monitor the results of processes in terms of service access,availability,quality and safety;Outcome indicator:used to monitor the intermediate results of programmes that are measurable at population level;Impact indicator:used to monitor the long-term outcomes that programmes are designed to affect,including decreases in mortality and morbidity.In-service teacher:Teacher who are both registered and employed as a teacher in a school.Intersectoral collaboration:A working relation between two or more sectors to achieve health and education outcomes in an effective,efficient,sustainable manner(16).Knowledge translation:Synthesis,exchange and application of knowledge by relevant stakeholders to accelerate the benefits of global and local innovation in strengthening education systems and improving students health and well-being.Local community:Both the local(geographical)community of people living or working near the school and various organizations external to the school but that engage with students or staff at the school.May include local government authorities,nongovernmental organizations,faith-based organizations,private enterprises,community health services and community groups such as youth groups and providers of organized sports,arts and other culture.Logic model:A graphic that presents the relations among goals,objectives,implementation strategies,activities and their intended effects.Parents:Comprises parents,caregivers and legal guardians of students.Paedagogy:The theory,method and practice of teaching,including teaching styles and feedback and assessment.Pre-service teacher:Students who are enrolled in an initial educator preparation programme and studying for teacher certification.viiiMaking every school a health-promoting school:implementation guidanceProfessional learning:Formal and informal learning experiences undertaken by teachers and other school leaders to improve both individual and collective professional practice,the effectiveness of which is often measured by improvements in student learning,engagement with learning and well-being.Professional learning encompasses and can improve the knowledge,skills and processes of school professionals.Resources:Any financial,information,human or physical resources.Scholastic:Academic achievement and the practice and behaviour of learning,e.g.studying.School:An institution designed to provide compulsory education to students at both primary(elementary)and secondary(junior and senior high school)levels.School community:All school staff,including teachers,school governance(e.g.school board members),management staff,other school staff(e.g.administrative staff,cleaners,health professionals)and volunteers who work in the school,students,parents,caregivers,legal guardians and the wider family unit.School health service:Health services provided to students enrolled in primary or secondary education by health care and/or allied professionals,which may be provided on site(school-based health services)or in the community(school-linked health services).The services should be mandated by a formal arrangement between the educational institution and the health-care providers organization(17).Socialemotional learning:Specific areas of the school curriculum and“the process through which children and adults acquire and effectively apply the knowledge,attitudes,and skills necessary to understand and manage emotions,set and achieve positive goals,feel and show empathy for others,establish and maintain positive relationships,make responsible decisions”(18,19).An inherently strengths-based approach intended to equip students with the personal resources to enable them to cope better with challenging circumstances.Stakeholder:A person,group or organization with an interest in or that may be affected by the implementation of HPS(or similar).They include individuals within the school community such as students,parents,teachers,administrative staff,HPS coordinators and principals.Stakeholders outside the school may include local health service providers,business owners,United Nations agency staff,nongovernmental organizations and their representatives and district,provincial and national ministerial staff.Standard:A statement that defines characteristics,structures,processes and/or expectations of performance expectations(20).Standard statement:The overarching descriptor of a global standard.Subnational:Politicaladministrative units that operate at the level of a state,region,province,municipality,district or zone.Countries have different levels of school governance.Substance use:Use or self-administration of a psychoactive substance,which may include alcohol,caffeine,tobacco,marijuana,opioids,over-the-counter medications and other licit and illicit drugs(21,22).Sustainability:The degree to which an initiative is maintained over time or institutionalized in a given setting(23).Well-being:A physical,emotional,mental and social state“in which every individual realises his or her potential,can cope with the normal stresses of life,can work productively and fruitfully,and is able to make a contribution to their community”(24).Whole-school approach:“An approach which goes beyond the learning and teaching in the classroom to pervade all aspects of the life of a school”(3).Includes teaching content and methods,school governance and cooperation with partners and the broader community as well as campus and facility management.It is a cohesive,collective,collaborative approach by a school community to improve student learning,behaviour and well-being and the conditions that support them(25).Whole-of-government:Joint activities coordinated and performed by multiple sectors and levels of government towards a common goal or solution.GlossaryixSummaryEvery school should be a health-promoting school.No education system is effective unless it promotes the health and well-being of its students,staff and community.These strong links have never been more visible and compelling than in the context of the COVID-19 pandemic.A health-promoting school(HPS)approach was introduced over 25 years ago and has been promoted globally since;however,the aspiration of a fully embedded,sustainable HPS system has not yet been achieved,and very few countries have implemented and sustained the approach at scale.This publication is based on an extensive review of global evidence on the barriers to and enablers of implementation,maintenance and scaling-up of the health-promoting school approach.Its aim is to guide adaptation and implementation of the global standards for HPS.National and subnational stakeholders in all sectors involved in identifying,planning,funding,implementing,monitoring and evaluating the HPS approach will find this publication useful for understanding:what should be done,how it should be done and who should be involved in making every school a health-promoting school.Towards making every school a health-promoting school:Lets start by consulting this guidance,which is based on the best available evidence on the enablers of and barriers to implementation.Health Promoting Schools are everyones business.This requires multi stakeholder engagement.xMaking every school a health-promoting school:implementation guidanceHealth-promoting schools Schools are increasingly seen as an important setting for promoting the health,development and well-being of children and adolescents.Schools promote long-term educational attainment and support the health and well-being of students,their parents and caregivers and the local community.The interactive,mutually reinforcing relations between health and education endure well beyond formal schooling(26).Supporting schools in promoting health while building the knowledge,skills and competence of children and adolescents offers considerable benefits for individuals,families and communities.A whole-school approach to the promotion of health and well-being is one in which all members of a school community are committed to working collectively and collaboratively to support student learning behaviour and well-being beyond the classroom and in all aspects of school life(25).Introduction1An international body of evidence(including systematic reviews of interventions,from randomized controlled to non-controlled trials)shows that whole-school approaches to promoting health and well-being can increase academic achievement,student attendance and retention at school,in addition to providing widespread benefits for the health and well-being of children and adolescents,school staff and the wider local community(2730).Whole-school approaches have also been tested in other areas of school reform(e.g.inclusive education),with similar educational outcomes(27).A health-promoting school is“a school that is constantly strengthening its capacity as a healthy setting for living,learning and working”(26).The concept of health-promoting schools embodies a whole-school approach to promoting health and educational attainment in school communities by using the organizational potential of schools to foster the physical,socialemotional,and psychological conditions for health as well as for positive education outcomes(27).HPS initiatives and other whole-school approaches to support health in education have been implemented for several decades,and there is wide recognition that the uptake and sustainability of HPS is globally necessary(3133).Health-promoting education systems are necessary to ensure sustainability by institutionalizing health promotion in all functions of the education system,such as governance of the educational process and its content,resource allocation,educators professional development,information systems and performance management.Accordingly,in 2018,WHO and UNESCO announced an initiative to“make every school a health-promoting school”and develop and promote global standards and indicators for HPS(34).The aim was to support their implementation by government departments and ministries,school staff,civil society organizations and international partners.A standards-driven approach that includes guidance for implementing HPS is expected to strengthen whole-school approaches to health promotion worldwide.This United Nations initiative responds to the recommendation in the Global Accelerated Action for the Health of Adolescents(AA-HA!):guidance to support country implementation(35),that“every school should be a health-promoting school”.A number of other global initiatives to support health in education reinforce this initiative,including the Sustainable Development Goals,the UNESCO education strategy for 20142021 and global management of public health emergencies such as the COVID-19 pandemic.This implementation guidance for HPS accompanies the global standards and indicators for HPS(34).The global standards for HPS provide a vision in which all schools,everywhere,can enhance the health,well-being and educational outcomes of their students and communities.This requires that schools move beyond specific health topics and programmes to embrace a whole-school approach to promoting health and well-being,in which the culture,conditions and curriculum of a school all contribute to an HPS system.The eight global standards for sustainable HPS systems are listed in Table 1.More information on how the standards were developed is provided in volume 1(34).The standards are designed to support whole-school approaches to promoting health in educational settings.Development of the implementation guidance 2Making every school a health-promoting school:implementation guidanceTable 1.Global standards and standards statementsThe eight global standards are intended to comprise an HPS system,as shown in Fig.1(more detail is provided in reference 34).15263748Government policies and resourcesThe whole of government is committed to and invests in making every school a health-promoting school.School curriculumThe school curriculum supports physical,socialemotional and psychological aspects of student health and well-being.School policies and resourcesThe school is committed to and invests in a whole-school approach to being a health-promoting school.School social emotional environmentThe school has a safe,supportive socialemotional environment.School governance and leadershipA whole-school model of school governance and leadership supports a health-promoting school.School physical environment The school has a healthy,safe,secure,inclusive physical environment.School and community partnershipsThe school is engaged and collaborates with the local community for health-promoting school.School health services All students have access to comprehensive school-based or school-linked health services that meet their physical,emotional,psychosocial and educational health-care needs.Introduction3Fig.1.System of global standards for health-promoting schoolsAs in the global standards,the implementation guidance uses the term“HPS”generically,to include other whole-school approaches,such as comprehensive school health and education,ducation pour la sant,cole en sant,estrategia or entorno escuela saludable and escuela para la salud.Like the global standards,this implementation guidance is based on two evidence reviews(31,32),a series of case studies from eight low-and middle-income countries(36)and consultations with a global external advisory group and a wider group of stakeholders.1.Government policies and resources2.School policies and resources3.School governance and leadership4.School and community partnerships5.School curriculum8.School health services6.School socialemotional environment7.School physical environment 4Making every school a health-promoting school:implementation guidanceAim of the implementation guidance for HPSThe purpose of the implementation guidance for HPS is to assist national,subnational(where relevant)and local governments in developing,planning,funding and monitoring sustained whole-school approaches to health promotion in schools.The approaches enable governments to meet the nationally and locally relevant health and well-being priorities of students,parents,caregivers,school staff and local communities.The aim of the guidance is to support the establishment of structures and mechanisms for uptake of the global standards for HPS and embedding them in the education sector.Thus,the guidance promotes leadership in the education sector and intersectoral collaboration for promoting health and well-being in schools.The implementation areas,strategies and practical lessons described are directly aligned with the global standards for HPS.The guidance is thus designed to assist relevant government officials in deciding what should be done,how it can be done and who should be involved in adopting and applying the global standards for HPS.This document complements other manuals and guidelines,such as the standards and indicators of Schools for Health in Europe(37);documents of the Focusing Resources on Effective School Health(FRESH)initiative,a collaboration of WHO,UNESCO,UNICEF and the World Bank to improve the quality and equity of education;and the WHO/UNAIDS global standards for quality health-care services for adolescents(20).The implementation guidance should be read in conjunction with the global standards for HPS(volume 1)and the country case studies(volume 2).Target readershipThe readership of this guidance is therefore mainly people in government who are responsible for policy development,planning,resource allocation and monitoring(e.g.school performance reviews)of school health and health promotion programmes.They include staff in relevant ministries and sectors,especially education,health and associated sectors(including social services,housing,employment,agriculture and culture)and policy-makers in all sectors.Depending on the governance structures of education in a country,the guidance may be more relevant for national,subnational or local government officials.For example,when jurisdictional governments are involved in the provision of education,the guidance may be particularly relevant to subnational officials.While school staff and others involved in the provision of school-based education are not the primary readership,this guidance will also be relevant for school leaders;however,additional material(e.g.,manuals,tools)will be required to implement HPS at school level(see,for example,the SHE manual in Annex 2).Introduction5Guiding principles Several principles should guide implementation of the global standards,which state the common characteristics of a sustainable HPS system.Although the approach to or design of HPS will differ by country according to its context(36),the principles should be reflected in all settings.1.HPS implementation is inclusive and equitable.Sustainable HPS systems must include all members of the school community in all aspects of their design,management and operations to ensure equitable progress towards health and education outcomes.This principle is relevant both between schools(e.g.the needs of students in rural schools may be different from those in cities or slums)and within schools(e.g.the needs of disadvantaged students,students living with disabilities,girls and students and staff who are or are perceived not to conform to mainstream or conventional norms related to gender,sexuality and reproductive health,should be considered).2.The governance system for HPS implementation is embedded in the education sector.Governance consists of the rules,mechanisms,relations and processes by which HPS activities and roles are led,managed,monitored and held to account for use of allocated resources and achievement of specified objectives.Political support and buy-in to HPS implementation at scale are necessary for governance.The global standards indicate that sustained implementation of HPS requires collaborative governance at many levels(national,subnational,local government and school)within the education sector.Embedding HPS into various aspects of the education system,such as resource allocation,educators professional development,information system and performance management,will be easier if governance of HPS is led by the education system.Nevertheless,the governance system also requires partnerships,collaboration and coordination within and between stakeholder groups in education,health and associated sectors and at many levels of government and schools.3.HPS implementation reflects a whole-school approach.The global standards show that the scope of HPS is broader than any specific programme or intervention,as important as they are.Whole-school approaches to health and well-being also require supportive relationships,safe,gender-equitable physical and social environments and greater opportunities for learning in the school as a social community.Accordingly,the design,management and operations associated with implementing HPS must also reflect a whole-school approach,in which activities incorporate all aspects of schooling.For example,programmes and curricula should be reinforced by school policies,manifested in school infrastructure and supported by collaboration with groups in the local community.They should also be reflected in classroom lesson plans and co-scholastic activities,enhanced by professional learning and reflection on practice among in-service teachers and ideally in local or national achievement tests for students.4.HPS implementation involves all stakeholders and particularly students,parents and caregivers.The global standards reflect the importance of meaningful engagement,participation and responsibility by all stakeholders,including students,parents and caregivers.This assists implementation and may also mutually reinforce health and well-being,Children and adolescents,especially girls,are given opportunities to be empowered as agents of change and advocates for health promotion in their families and local communities.Strong,sustained engagement and participation of students in health promotion and wider leadership in schools can positively influence lifelong learning,development,health and well-being.5.HPS implementation is iterative and continuous.The aim of the implementation guidance is to guide an iterative,process-driven approach to progressive embedding of the global standards for HPS in all schools.The approach should build on policies and strategies that are already in place(36),which will be supported when ministries of education see HPS as an important attribute for every school.Implementation is a continuous cycle that responds to emerging,current(e.g.the COVID-19 pandemic)and school-contextual priorities and which will eventually lead to sustainable promotion of health and well-being,reflected in the day-to-day roles of school staff and the ethos of schools.6Making every school a health-promoting school:implementation guidanceAreas of implementation guidanceThis implementation guidance for HPS has four parts(Fig.2).Part 1 describes“How”to implement HPS;part 2,“What”must be done to implement HPS(13 implementation areas and strategies);and part 3,“Who”should be involved(implementation stakeholders).Part 4 provides a resource bank of published checklists,reports and tools to support HPS implementation.The following sections describe the who,what and how.The 13 implementation areas and strategies are supported by lessons from evidence(31)and practice as shown in examples drawn from country case profiles(36).Annex 1 provides detailed mapping of how each implementation area is aligned with the global standards for HPS,and Annex 2 lists resources to inform planning,design,monitoring and evaluation of HPS systems.What?HPS implementation elements and strategies.How?HPS implementation cycle.Who?Stakeholder analysis,implementation progress tracking.HPS resource bankImplementation guidanceFig.2.Components of implementation guidanceIntroduction7Implementation cycle Part 18This section describes how the global standards for HPS can be adapted and implemented in a step-wise cycle.The implementation cycle is proposed for continuous,iterative implementation of HPS over time.The cycle is relevant for national,subnational and local governments and school leaders.While each step of the cycle is a scaffold for the next,not only national government officials can conduct each step,and the steps are similar whether a national policy-maker or a school principal is implementing the cycle,although a school principal will be implementing the steps in their school and a national government official will be implementing them for a country.A national government official is expected to make policy decisions that enable a school principal to implement the cycle.Annex 2 provides additional resources for planning implementation,including examples of country-and school-oriented manuals and guides.The implementation cycle has five steps(Fig.3).Part 1.Implementation cycle9HPS implementation cycleFig.3.Overview of the HPS implementation cycle The implementation cycle should be based on the guiding principles.The process cycle is repeated throughout HPS implementation and is applicable in countries with different levels of experience in this approach(see Table 3)(36).The cycle is similar to the annual planning and strategic review cycles applied in many national and local governments and schools.In practice,aligning the timing of the cycle steps with annual planning or strategic reviews will assist in embedding HPS implementation throughout the education system.The areas of implementation guidance that support each of these steps are indicated on the right of Fig.3.The purposes of and activities for each of the five steps of the implementation cycle are described in Table 3.Consult the Global Standards for Health Promoting Schools and establish a team for implementation.Conduct situational analysis to identify priorities,goals and key stakeholders.Select implementation strategies and indicators to create implementation plan.Monitor implementation progress towards achieving goals and identify areas for improvement.Implement plan at national,subnational and school levels where relevant.1542310Making every school a health-promoting school:implementation guidanceTable 2.The five steps of the HPS implementation cycle PurposeActivitiesStep 1.Consult the global standards,and establish a team.Ensure a common understanding of HPS,and establish a team for implementation.Hold a national orientation meeting(s)to sensitize and orient school health focal points from education and health ministries,relevant government agencies and implementing partners.Consult the global standards(34)to ensure a shared understanding of the global guidance for HPS at all levels of government departments in health,education and other relevant sectors.Establish a intersectioral and multisectoral team of stakeholders who represent all the groups involved in implementing HPS Step 2.Analyse the situation.Identify existing HPS activities and key stakeholders,and set goals and targets for HPS.Conduct a situation analysis of existing school health and education policies(national,subnational,local and school-level,where relevant)and compare them with the eight global standards and context(e.g.emerging or new health needs).A tool for gap analyses in comparison with global standards is presented in Annex 2.Review international or regional recommendations,policies and initiatives for HPS,and consider whether national adaptation is necessary.Map stakeholders(see stakeholder mapping exercise,p.30).Analyse the strengths,weakeness,opportunities and threats(SWOT)of current HPS activities and practices to identify areas in which HPS systems can strengthen policies and strategies for health and well-being.Use the 13 implementation areas and their strategies as a checklist to assess current HPS activities and practices.A tool for gap analysis in comparison with the implementation strategies is provided in Annex 2.Review the available human,information and financial resources allocated to schools for all aspects of health and well-being.Review current monitoring and evaluation frameworks for education and health outomes to identify opportunities for embedding HPS.Part 1.Implementation cycle11PurposeActivitiesStep 3.Develop a plan Develop a plan for implementation at national,subnational and school levels to strengthen HPS systems.Use the results of the situation analysis(step 2)to adapt the Global Standards nationally,and secure formal endorsement.According to the results of the situation analysis(step 2),select the strategies for realizing priorities and goals for HPS(see Implementation areas and strategies).Establish priorities and goals for HPS in both the short term(e.g.1215 months)and the longer term(e.g.to inform national strategies and plans).Use a logic model or equivalent to collaborate with students,parents,caregivers,school leaders,school staff and the local community to document implementation of HPS based on priorities and goals.Identify how HPS implementation can be embedded in education systems and school processes,such as national education strategies,school strategic planning,school councils or governance boards.Estimate a budget,describe the roles and responsibilities of stakeholders,set a timeline and targets for HPS(e.g.apply for funding,advocate for additional budget from local government).Develop or review a plan for monitoring HPS,including indicators,appropriate collection tools and the frequency of data collection.Use the indicators listed in part 4 of the global standards(34).Disseminate the implementation and monitoring plans.Step 4.Implement and monitor the plan.Implement the plan in collaboration and partnership with school staff,students,parents and caregivers.Use the plan to implement HPS at all levels(e.g.national,subnational,local,school),and document adaptations required during implementation(e.g.in a living logic model).If HPS cannot be implemented nationally(e.g.no expereince in implementing HPS approaches),identify districts and schools that have adopted HPS to learn from initial implementation.(See Table 2 for various implementation scenarios.)Use the plan to monitor HPS implementation,and analyse monitoring data regularly to inform adaptations.Collect feedback on implementation from all stakeholders,including school staff,students,parents,caregivers and the local community.12Making every school a health-promoting school:implementation guidancePurposeActivitiesStep 5.Evaluate and improve the plan.Monitor implementation,review,reflect and share lessons,and identify areas for improvement Review and reflect on the the results of analysis of monitoring data,and determine whether targets have been met.Share the findings of the analysis of monitoring data with all stakeholders,including school staff,students,parents,caregivers and the local community,to identify areas for improvement.Disseminate success stories and lessons learnt from HPS implementation to stakeholders,particularly within and between schools,and to partners and coordination groups in national and local government,as well as to nongovernmental organizations and development partners.Identify areas for improvement,and go back to step 1 to plan a new cycle to continue institutionalization of national standards within the education sector.In summary,this section provides a five-step process for how to implement the global standards for HPS.The next section provides details on what strategies(grouped in 13 areas)can be used as part of steps 3(reviewing current activities and practices)and 4(developing a plan for implementation).Part 1.Implementation cycle13Table 3.Application of the global guidance in countries Experience in implementing HPS approaches:No or limited experience Some experienceExtensive experience Hypothetical examplesHypothetical examples The country has no national policy on school health or HPS.A donor-supported project is implemented in two districts with the participation of three primary and three secondary schools.The country has a national school health policy that has not been reviewed or updated recently.The policy was operationalized in a limited number of districts,with an average of 50%of schools participating in each district.The country has a national school health policy that was recently reviewed or updated.The policy was operationalized in all districts,but the quality of implementation varies from district to district and from school to school.Context-specific application of the global guidance Use the global guidance to establish intersectoral government and a multi-stakeholder coordination team to develop a national school health policy aligned with global standards(e.g.national standards for HPS).Develop a 12-year implementation plan aligned with strategic and operational planning cycles of the education sector.Sensitize all districts and schools to the new policy,and call for expressions of interest from districts and schools to adopt HPS,whether they have experience or not.Support districts and schools that adopt HPS early with capacity development,including training,operational manuals and tools.Learn lessons before extending implementation.Use the global guidance to review the expired or outdated policy,and develop an updated policy aligned with global standards(e.g.national standards for HPS).Reinforce intersectoral government and multi-stakeholder coordination.Sensitize all districts and schools to the updated policy,and support implementation.Support districts and schools by providing capacity development,including training,operational manuals and tools.Support prospective learning in districts and schools.Repeat iterative implementation cycles.Use the global guidance to conduct a rapid“gap analysis”of the current policy.If necessary,develop or update and endorse national standards for HPS,and strengthen accountability by better reporting on indicators and targets.Consider reinforcing intersectoral government and multi-stakeholder coordination mechanisms in districts.Support districts and schools by providing capacity development,including training,operational manuals and tools.Support prospective learning between districts and schools.Repeat iterative implementation cycles.14Making every school a health-promoting school:implementation guidanceImplementation areas and strategiesPart 215A plan for implementing HPS should be based on the strategies that will be used to implement the eight global standards.In this section,suggested strategies are grouped into 13 implementation areas.The strategies are mainly sequential,in a staged order,in which one strategy supports implementation of the next.The selection of strategies should be informed by current practices,and the values,needs and priorities of stakeholders,which are described in the implementation cycle referred to under how.Each of the 13 areas is defined in Table 4.All the areas are aligned with the global standards for HPS.Annex 1 provides details of the alignment,the relations among the 13 areas and the level(national,subnational,local or school)responsible for each strategy.16Making every school a health-promoting school:implementation guidance7Invest in school infrastructure.Develop,improve and maintain school infrastructure,including the physical environment(e.g.facilities and spaces within and around school grounds),as well as policies and practices to support safe,healthy physical and socialemotional environments.13Monitor and evaluate.Design,develop and share practices for collecting,storing and analysing data,generating reports,disseminating findings,and adapting HPS systems accordingly including capacity development activities.10Ensure access to comprehensive school health services.Provide comprehensive school-based or school-linked health services to support health,well-being and educational outcomes for students,their families and the local community.8Develop the curriculum and associated resources and ensure its implementation.Develop,review and implement the curriculum(including content and paedagogy)and associated resources(e.g.assessment tools,sample lesson plans,audio-visuals)to promote health and well-being in all subject areas(all scholastic and co-scholastic domains).9Ensure access to teacher training and professional learning.Develop and refine initial teacher training programmes and in-service professional learning to adhere to HPS curricula and associated standards when available.Includes ensuring access to opportunities for participation in continuous professional development and certification by external agencies.11Involve students.Provide opportunities for children and adolescents(students)to be ethically and meaningfully involved in the inception,planning,implementation(execution)and evaluation of HPS activities in their schools and local communities.Involve parents,caregivers and the local community.Provide opportunities for parents,caregivers and local community members,including business owners,to be involved ethically(voluntarily)and meaningfully in planning,designing and evaluating HPS activities in schools in their local communities.121Reinforce intersectoral government and multi-stakeholder coordination.Facilitate and implement coordination between and within education,health and other government ministries and departments and between and within national,subnational and local government levels to implement sustainable HPS systems in all schools.2Develop or update policy.Develop or strengthen education and health policies to support HPS at national,subnational,local and school levels.3Strengthen school leadership and governance practices.Establish governance for implementation of sustainable HPS systems in schools,in which school leadership plays a key role.The system should include students,civil society organizations and may also include national,subnational and local governments.Development agencies and the private sector may be involved.4Allocate resources.Allocate resources for implementation of all the components of sustainable HPS systems.This may include advocacy and priority-setting for sustaining political support for HPS.5Use evidence-informed practices.Plan and design evidence-informed HPS goals,targets and activities,including the design of implementation plans for using allocated resources,and report progress in monitoring and evaluation systems.6Strengthen school and community partnerships.Develop partnerships and sustained collaborations for implementation of HPS systems within and between national,subnational and local government departments and within and between schools with local organizations and businesses.Table 4.Definitions of implementation areasPart 2.HPS implementation areas and strategies17Each of the 13 implementation areas is defined and described in the following sections.Examples from the literature and from case studies of whole-school approaches to health in different countries are also provided.The examples illustrate certain barriers and enablers for the implementation areas.Annex 1 provides matrices for mapping the contribution of implementation areas and strategies to each of the eight global standards.Implementation area 1:Reinforce intersectoral government and multi-stakeholder coordination.Description:This area reflects all the structures,processes and activities associated with national communication and coordination within and between local and national government departments in key sectors,development partners and United Nations agencies.The aim of the two strategies for this area(see below and Table A.1 in Annex 1)is to establish and sustain coordination by detailing the structures,roles and responsibilities of an HPS coordination group.1.1 Identify key stakeholders and roles and responsibilities for HPS in all relevant sectors(education,health and possibly social services,housing,agriculture,employment and culture)and levels of government.1.2 Establish a multi-stakeholder committee to coordinate policy development and implementation.1.3.Develop operational structures and plans for collaboration with groups in all relevant sectors and levels of government.To ensure effective communication:include the process for coordination in the plan;identify the individuals to be involved;describe the decision-making processes;reflect whole-of-government in the coordination group;and include representatives from all other organizations that should be involved in implementing HPS.A national policy or strategy for HPS(see implementation area 2)can support coordination by including a rationale for coordination and an approach to identifying stakeholders within and across government and all organizations that should be involved in developing the implementation plan,including HPS targets.The coordination and definition of stakeholders roles will depend on the countrys form of government and on the organizational structures for education and health services.In some countries subnational and local governments may be involved(38).Source:National Health Promotion Strategic Plan 20152023.Thimphu:Ministry of Health,Health Promotion Division;2015.18Making every school a health-promoting school:implementation guidanceStrategies for policy development support other implementation areas.For example,identification of targets for HPS in a national education policy or strategy will support development of implementation area 13(monitoring and evaluation practices).In countries with a decentralized system for education policy,with a specific jurisdictional or state curriculum or in which assessment and teaching standards apply locally,references to“national”education policy might have to be amended to“national and other jurisdictional”policies(31,32).Lessons from evidence Recognition of the importance of health in education was the most frequently reported enabler for preparation and planning of implementation of HPS.Embedding HPS in education policy was also more likely when the education and health sectors in a country shared the view that health is part of education,with equivalent importance to learning.Health and well-being are foundations for learning.Recognition within a national education policy that health is inherently connected to academic outcomes can ensure involvement of both the education and the health sector.Shared leadership(and distributed leadership)among departments or ministries of education and health ensures the sustainability of HPS.Shared leadership increases the likelihood that a national education policy will include HPS and that collaborative structures will be established between the two sectors.International and national expertise in HPS supports policy development.Research,expert advice and thinking leadership will contribute to embedding HPS within national education policies.Sources:references 31 and 32Implementation area 2:Develop or update policy.Description:This area applies to all activities for the development of national,subnational,and local policies or strategies and school policies and plans.Policies and plans should include explicit means to address the priorities in health and well-being that can be addressed by schools,including comprehensive sexuality education,prevention and identification of violence and bullying(particularly sexual and gender-based violence),menstrual health,life skills,nutrition and prevention of risk factors for noncommunicable disease,such as tobacco use and physical inactivity.Establishment of a committee of government and nongovernmental stakeholders to organize national coordination of HPS in all schools in the country is an important part of this area(see implementation strategy 1.2)(31,32).Seven implementation strategies are suggested for policy development(see Table A.2 in Annex 1 and below).These reflect the stages of the policy development cycle,including strategies to build on existing education policies for school health and well-being and modify them to align them with the global standards.2.1 Identify and define health and education needs and how HPS can address them.2.2 Review existing policies,strategies and plans for school health and well-being.2.3 Consult stakeholders to inform or update policy.2.4 Set goals,objectives,targets and working models of HPS in the policy.2.5 Actively support adoption of the policy through knowledge translation and dissemination.2.6 Review and evaluate.Part 2.HPS implementation areas and strategies19Implementation area 3:Strengthen school leadership and governance practices.Description:This area addresses a key characteristic of sustainable HPS systems,which is a whole-school approach and a school system of governance for HPS.The four proposed strategies for HPS leadership and governance(see below and Table A.3 in Annex 1)address multi-level leadership and governance.For instance,creation of professional pathways for HPS leadership(including at middle level)will ensure that the governance system for a whole-school approach is institutionalized.3.1 Define a model of school leadership and governance for implementing HPS that involves students,school and local community members and subnational and national government representatives.3.2 Identify and document the needs and priorities of students,the school and the local community related to HPS to inform leadership decisions.3.3.Use inclusive language in all policies and plans,and ensure that all policies and plans for HPS are based on stakeholders priorities.3.4 Create professional pathways for HPS leadership,or embed them in existing roles.The four strategies for implementing this area involve all stakeholders:school staff and local communities,governments,development partners and nongovernmental organizations(31,32).Lessons from evidence School leaders must be involved in the preparation and planning of HPS implementation to ensure that the needs and context of the local school and community are included in designing HPS.This could include the specific health needs of students in an area and the resources available to respond to those needs.School leaders may include middle leaders(leading teachers,curriculum coordinators)as well as school principals,the governance board or council members.Schools must own HPS initiatives,including having control of development and implementation,and flexibility for adoption and delivery.An organizational structure that supports HPS in a school is beneficial for both adoption and collective efficacy,which ensure sustained implementation of whole-school initiatives.Sources:references 31 and 32Implementation area 4:Allocate resources.Description:Resource allocation is a distinct area that reflects the multiple decision-making processes,advocacy and priority-setting in the provision of resources for all aspects of HPS.The four proposed strategies(see below and Table A.4 in Annex 1)reflect different methods for allocating funds.Each contributes to a national model of flexible funding that can be adapted by decision-makers to changing,locally specific needs and priorities in health and education.Flexible use of funds should be based on guidelines that ensure that resource allocation responds to the characteristics of students(e.g.gender)and include appropriate allocation for the commodities necessary for school health services.Resource-sharing may be an aspect of fund allocation in networks of locally connected schools.20Making every school a health-promoting school:implementation guidance4.1 Review and assess current resource allocations for HPS,including for staff,information and infrastructure.4.2 Base national HPS budgets on a review of the available resources(human,information,infrastructural,financial),and align the plan with HPS goals and targets.4.3 Develop a feasible,locally specific model for releasing teacher time for professional learning on HPS.4.4 Provide opportunities for flexible use of national funds for health promotion in the form of grants and other mechanisms that schools can access according to their needs and contexts.In the strategy for“teacher relief support”,classroom teachers can access professional learning and engage in HPS activities during classroom teaching.The model of“teacher time release and casual relief”may be implemented differently by countries as it depends on the structure of the teaching workforce.Although no specific model is suggested,the model should help to determine the nature and extent of relief support for teachers.The evidence review(32)lists several methods of resource allocation:grants or financial awards,which tend to give school leaders autonomy in the use of funds.This is useful for school HPS activities but is insufficient for resource allocation and does not support sustainable HPS(31).dedicated funding for HPS implementation from national and local governments;dedicated funding for HPS implementation from nongovernmental organizations;anddonations or funding from local community organizations and businesses or private sector organizations(e.g.corporate social responsibility).Lessons from evidence Dedicated funding for HPS implementation in schools(e.g.from national or local government or nongovernmental organizations)is important for the early stages of local policy development and institutional embedding of HPS.The capacity of a school to implement HPS requires relational and organizational support,such as provision of time for curriculum planning and implementation.Barriers to implementation include insufficient resources to support staff in leadership and management,lack of staff capacity,lack of staff time and lack of resources to seek external support.Access to expertise from external health promotion professionals can support school staff,aid implementation of HPS and facilitate evaluation.Establishment and continuation of support by health professionals in school health services,such as school nurses and counsellors,is essential to the implementation and maintenance of many HPS initiatives.Sources:references 31 and 32Implementation area 5:Use evidence-informed practices.Description:This area reflects all activities in planning and designing HPS in a school.This should be based on the collection and synthesis of research and evidence and on evidence-based approaches to school implementation,such as communities of practice.Like implementation area 1,this area is the basis for areas 7,8,10,11 and 12.The five strategies(see below and Table A.5 in Annex 1)provide evidence-informed methods for identifying and designing health promotion activities to address priority areas for capacity development,such as communities of practice.Part 2.HPS implementation areas and strategies215.1 Collect and/or synthesize evidence to inform the design of HPS activities in all subnational and school policies and plans,according to their different geographical,cultural,social and economic contexts.5.2 Establish certification programmes for formal recognition of schools as HPS.5.3 Commission or fund research and evaluation of national HPS activities and designs that are effective.5.4 Establish communities of practice or information-sharing networks for school communities and stakeholders(including students,civil society organizations and school health service providers)for sharing data(when appropriate)and experience(e.g.implementation strategies)and providing feedback.5.5 Develop a logic model for HPS activities;e.g.clarify the relations among goals,objectives,investments,implementation activities,outcomes and impact.The proposed strategies reflect methods that can be used nationally,sub-nationally or locally to guide schools in making evidence-based decisions in designing school health promotion,such as a national certification or accreditation(39).Practical lessons from ParaguayIn Paraguay,the healthy school strategy(HSS)(estrategia escuela saludable)is a participatory process that accounts for the needs and potential of each school,under the leadership of local,regional and national departments of health and education,with the involvement of other sectors and stakeholders.HSS starts with a situational analysis by school authorities and the school community,including students.An HSS management team is then formed,with representatives of the educational community,the health sector and other community members,such as municipal officials and representatives of public Institutions,the private sector and nongovernmental organizations.A participatory appraisal is conducted,and an action plan is developed for each school.Progress is monitored with indicators defined in the HSS.For accreditation as a“quality healthy school”,the Ministry of Public Health and Social Welfare verifies that the school complies with the criteria and indicators defined in the HSS during a certain period.The criteria suggest that the school could achieve certain results but does not evaluate whether they are achieved.The school decides whether it will operationalize the strategy as a school programme.Certification is formal recognition of the school as a“healthy school”by the WHO Regional Office for the Americas.Currently,280 schools implement HSS in 18 regions;88 schools have been accredited,including one indigenous school;and eight schools have been certified as healthy schools.In Misiones,the first region to pilot-test HSS,one school is working towards re-certification.Paraguay has also prepared a management guide,which includes accreditation and certification indicators.This is reported to have contributed to evolution of HSS in Paraguay during the past 24 years,such that it is now Government policy.Sources:reference 3622Making every school a health-promoting school:implementation guidanceImplementation area 6:Strengthen school and community partnerships.Description:This area comprises all activities associated with the establishment,functioning and sustainability of partnerships between schools and communities(e.g.local businesses,health services).As reflected in the global standards for HPS,partnerships are necessary both within and between stakeholder groups at different levels of governance and in different sectors for a whole-school approach.The two suggested strategies(see below and Table A.6 in Annex 1)are for the initial work required for structured,transparent establishment of a partnership.This might include a written agreement or plan.The second strategy reflects activities for ensuring that partnerships function well,such as a shared commitment by all parties,opportunities for review and reflection and,at times,improving the functioning of the partnership.6.1 Formally document partnerships,including roles and responsibilities,resources allocated for partnership activities(e.g.meetings,funds for collaboration)and shared accountability.6.2 Provide opportunities for all members of the partnership for regular reflection and review of the collaboration to ensure that it remains current and is aligned with the HPS design adopted by the parties.Examples of partners include faith-based organizations,nongovernmental organizations,local community organizations,local businesses and local health services.The activities of a partnership might include contributing to school governance for HPS(e.g.as a representative on the board)or offering facilities for HPS activities.Lessons from evidence Schools should engage their communities by effective,transparent communication(e.g.making the HPS strategic plan available).They should include parents and caregivers,who might have to be empowered to contribute,especially with senior stakeholders,such as State directors.Community partnerships can be facilitated by engagement with external partners in planning and implementation.External partners might include sports and recreational organizations,WHO,local and national governments and local businesses.Partnership and collaboration should include local health services(e.g.sexual and reproductive health services)and other services that are already coordinating local initiatives.Implementation could include shared agendas;clear,open communication,with opportunities to meet;interpersonal professional relations among sectors;shared responsibility for embedding health-related curricula into the educational curriculum;and understanding health in education,with the school distributing information about local health services.Sources:references 31 and 32Implementation area 7:Invest in school infrastructure.Description:This area addresses the development,improvement and maintenance of school infrastructure to ensure a conducive environment for health and well-being.It includes gender-responsive physical facilities(e.g.separate,secure toilets for girls)and the policies and practices for maintaining a healthy physical and socialemotional environment.The two suggested strategies for this area(see below and Table A.7 in Annex 1)clearly state the requirements for school infrastructure that meet international and national guidelines and standards.Examples include:clean water for drinking,hand-washing and toileting;separate,secure toilets for girls;appropriate menstrual health facilities;ergonomic desks and chairs;access to textbooks and other relevant support for learning(puters);clean classrooms,sports facilities,playgrounds and other outdoor spaces;green outdoor spaces protected from direct sunlight;appropriate indoor temperature control and access to fresh air;Part 2.HPS implementation areas and strategies23 a canteen that provides healthy meals and does not provide unhealthy snacks and foods and sugar-sweetened beverages;learning resources,libraries and other culturally relevant resources(e.g.musical instruments);local(or national where appropriate)support for the contribution of local community members,organizations and businesses to the development and maintenance of school infrastructure;safe places immediately outside school grounds to wait for public transport or for local community,parents or caregivers to meet students;and commissioning local artists or involving children and adolescents in creating artwork for the school.7.1 Determine national requirements for school physical and socialemotional environments and infrastructure.These should be aligned with or based on international guidelines,such as for WASH or versatile physical spaces that can be adapted to changing restrictions,as in managing the COVID-19 pandemic.7.2 Support local government and school leaders in maintaining or investing in infrastructure,with contributions from local community organizations and that are local(missioning work from local artists,involving parents,caregivers and students in designing the physical and socialemotional environment).Like most implementation areas,the development,improvement and maintenance of school infrastructure are essential to the provision of education.Embedding HPS into existing frameworks may leverage more resources and may also enhance the contribution of the school physical and socialemotional environment to health and well-being for staff,students and the community(31,32).Lessons from evidenceInfrastructure and facilities that do not support HPS implementation should be identified,such as lack of outdoor green spaces,inadequate space for physical activity,unhealthy school meals,insufficient breaks between lessons,lack of health-related teaching materials or poor-quality facilities.These may be barriers to optimal student health,well-being and learning outcomes.Sources:references 31 and 32Implementation area 8:Develop the curriculum and associated resources and ensure its implementation.Description:This area refers to development of a curriculum,including its content,assessment and paedagogy,and the resources for promoting health and well-being in all subject and content areas.The curriculum should be gender responsive and focus on health and well-being as priorities with the tenets of health promotion,such as life skills and health literacy.While this area refers to promoting health and well-being as part of a whole-school curriculum,including the classroom environment(40),it does not imply that health education is unnecessary.Rather,the intention is to highlight the many ways in which the curriculum can be used.For instance,gender responsiveness could be exemplified in a literature subject by the choice of novels to be read and analysed.In the same way as for school infrastructure,this area supports implementation of HPS in individual lessons and within and among schools.While it is important to address specific topics in health and well-being,such as comprehensive sexuality education(including menstrual health),prevention of violence and bullying(particularly sexual and gender-based violence),nutrition and risks for noncommunicable diseases(including physical inactivity,tobacco use and unhealthy eating)(41),an intrinsic aspect of HPS is that any curriculum is only one means for addressing these health themes.To take into account eventual public health emergencies such as COVID-19,the curriculum should be flexible in order rapidly to integrate relevant new content,such as compliance with public health measures to mitigate exposure.The three suggested strategies(see below and Table A.8 in Annex 1)illustrate the importance of the direct involvement of stakeholder groups beyond the school,such as teacher training institutions(e.g.colleges,universities),national and local governments and all those in a country who define curricula and assessment standards for the education system.In countries with several systems of education(e.g.government,independent),with distinct curricula and assessment standards,HPS should be embedded in all curricula and assessment standards.The involvement of teacher training institutions is particularly beneficial for embedding HPS in the education system.24Making every school a health-promoting school:implementation guidance8.1 Review national and/or other relevant curricula and assessment procedures to identify those to which HPS could be added or strengthened to achieve educational health and well-being.8.2 Prepare curriculum content and resources(sample assessment tools,template lesson plans,teaching materials and models of schoolcommunity collaboration),and make them accessible to teachers and the school community.8.3 Regularly review the curriculum content and resources to ensure that they are aligned with the dynamic needs,changing priorities and preferences of students,parents,caregivers and the local community and are consistent with international standards for health education and broader well-being.8.4 Monitor implementation of the curriculum.Practice lessons from IrelandIn Ireland,the guidelines for well-being in junior cycle(42)include well-being as a subject in the secondary school curriculum that is integrated into all other school subjects.Primary school can develop their own well-being programmes,drawing on various curriculum components.The guideline is detailed and includes examples of school well-being programmes and tools for evaluation and assessment.The Wellbeing policy statement and framework for practice 20182023(43)was developed to support curriculum development by defining well-being as an important aspect that should be integrated into every school policy and every part of the curriculum.It sets three goals for promotion of well-being in schools by 2023 and provides indicators of success in four areas:culture and environment,curriculum(teaching and learning),policy and planning,and relationships and partners.The framework also outlines the role of schools,education centres and government in promoting well-being in education.It provides an implementation plan for core aspects,such as the design of well-being promotion,resource allocation,professional development for teachers and a research-based framework for evaluation.Implementation area 9:Ensure access to teacher training and professional learning.Description:Activities and processes to equip pre-and in-service teachers to deliver curricula and promote health and well-being during their professional teaching practices are closely related to the development of curricula and associated resources.Both training and continuous professional learning are suggested(see below and Table A.9 in Annex 1).The professional learning requirements of teachers differ by country.For example,some countries finance time for in-service teachers to undertake professional learning(e.g.20 h pro-rata per year in Scotland);however,all teachers and school leaders will require professional learning to implement HPS sustainably.In some countries,professional learning or continuous professional development is organized by nongovernmental agencies,and this model should be included in the requirements for professional learning.The topics covered in professional learning depend on the curriculum and country;however,training should include various topics in health and well-being,including life skills,mental health and sexuality education,promotion of healthy diet and physical activity,and be based on learner-centred paedagogy(44),in addition to health education,other health issues,such as approaches to managing the COVID-19 pandemic,should be included.9.1 Design or commission specific HPS professional learning for in-service teachers.9.2 Embed school health content and associated paedagogy(e.g.differentiation)for deep learning in pre-service teacher education.9.3 Incorporate HPS into graduate and in-service teacher standards and registration or certification.The three proposed strategies cover development of HPS-specific professional learning,which will be useful once the curriculum has been refined and associated resources have been developed.The other strategies relate to the professionalization of teachers and leaders for HPS.This strategy will depend on the teaching workforce and the career pathway structures in countries.When there are professional standards for teachers,HPS should be embedded within them.This would enable countries to support and monitor the professional growth of teachers and leaders to continue to implement and support sustainable HPS systems in their roles at schools(32,34).Part 2.HPS implementation areas and strategies25Lessons from evidence HPS activities can be adapted to fit within various school curricula and reflect different organizational cultures in schools without adding to the already heavy workload of many teachers.The status and quality of relational or organizational acknowledgement,support of teachers workloads and recognition of time limitations are critical to policy reform.Formal school support of teachers roles in implementing HPS initiatives should consider the difficulties they may have in balancing health and academic priorities in curriculum planning and delivery,especially when their local context does not fully appreciate,recognize or support these activities.Teacher professional learning and development that assists teachers in considering the needs and context of the local school and community can promote the uptake of HPS activities.Sources:references 31 and 32Implementation area 10:Ensure access to comprehensive school health services.Description:Access to safe,high-quality,age-appropriate,comprehensive school health services that are gender sensitive and respond to the specific needs of students is a component of sustainable HPS systems(e.g.sexual and reproductive health,mental health services,psychosocial support services and promotion of healthy behaviour).The services may either be school-based(physically at the school)or school-linked(e.g.school health services that are provided outside the school premises at facilities or by providers with a formal agreement with the school administration to provide health services to their students or other learners).Comprehensive school health services comprise a range of services in many areas(see box).What are comprehensive school health services and what types of services are provided?Comprehensive school health services address the health priorities of the student population in all relevant areas,including:positive health and development,unintentional injury,violence,sexual and reproductive health,including HIV,communicable diseases,noncommunicable diseases,sensory functions,physical disability,oral health,nutrition,physical activity,mental health,substance use and self-harm.School health services comprise a wide range of services and activities,including health promotion,health education,early detection and screening,preventive interventions(e.g.immunization,mass drug administration),clinical assessment(leading to care and/or referral and support,as appropriate),health services management and support for implementation of other standards of HPS.The three strategies(see below and Table A.10 in Annex 1)recommended for implementing this area are associated with modifiable aspects of service delivery for HPS.Detailed guidance for comprehensive school health services will shortly become available in a WHO guideline,and see Annex 2 and references 20,45 and 46.26Making every school a health-promoting school:implementation guidance10.1 Deliver comprehensive school health services based on a formal agreement between schools(or local education departments)and health service providers.The agreement should explicitly include the provision of equitable funding for all school health personnel,resources for continuous professional education,coordination and information-sharing with other primary care services.10.2 Deliver comprehensive school health services that are responsive to and aligned with HPS design and activities(e.g.health service staff use messages on health promotion for managing the COVID-19 pandemic that are similar to those used by other school staff).10.3 Strengthen support for implementation of health services within schools by commissioning research,supporting all school health professionals by ensuring membership of professional associations and providing training or specialization in health topics of relevance to child and adolescent health.10.4 Strengthen support for students,parents and caregivers to navigate,understand and access school health services.The suggested strategies are designed to ensure that school health services are mentioned in national and school policies and plans for HPS,so that school health services address priority health and nutritional needs and that the health professionals who provides services and education for members of the school and local community use consistent language and messages on health and well-being.The success of these strategies is ensured by partnerships and collaboration(Implementation area 6),which are also reflected in the characteristics of school-based and school-linked health services,such as described in Indonesia.Practice lessons from IndonesiaHealth services in schools are a critical pillar of the school health programme,usaha kesehatan sekolah(UKS).Each primary health centre is a focal point for up to six local public schools.One or two health workers in each primary health centre work consistently with schools,and schools are required to collaborate with the primary health centre health workers in some UKS activities,such as periodic health screening,which includes health check-ups and monitoring of weight and height.Primary health centres are also responsible for providing services in schools,such as deworming and distribution of iodine capsules.The school immunization programme also exemplifies the provision of school-linked health services by primary health centres.The programme is integrated into the UKS infrastructure and provides tetanus boosters as part of the national immunization strategy.In practice,health workers usually work directly with schools without the support of UKS.Source:reference 36.See also reference 48Implementation area 11:Involve students.Description:This area refers to all activities,processes and policies associated with creating environments in which children and adolescents feel supported in meaningful participation in planning,designing and evaluating HPS and in wider aspects of school functioning and operations.Two implementation strategies are suggested(see below and Table A.11 in Annex 1),although there are many ways in which students can be actively involved in their schools,depending on the context of the country.Ideally,students are explicitly involved from the earliest stages of HPS planning and design.Involvement should provide opportunities for students to review and,if necessary,redesign aspects of school functioning and operations,such as the physical environment.11.1 Create equal opportunities for all students to participate meaningfully in the governance,design,implementation and evaluation of HPS.11.2 Include students on school councils and governance boards and on HPS design teams,with parents,caregivers and local community members.Part 2.HPS implementation areas and strategies27Early,meaningful,inclusive involvement of children and adolescents in HPS planning and design and school functioning and operations can give them a sense of ownership of HPS and increase the relevance of HPS activities for the goals and priorities that are important to them and to the wider community.For instance,HPS activities such as engaging in or leading community advocacy(e.g.for hand hygiene)can make them agents of change and ensure meaningful,inclusive involvement.Irrespective of the nature of HPS,children and adolescents should be involved in evaluation of the activities and,ideally their governance,through student representation on school councils and governance boards and by supporting students to represent their school in local government coordination groups or boards for HPS(31,32).Lessons from evidence Students should be included in HPS planning,decision-making and implementation in a manner that reflects the diversity of the student body and that is empowering.A culture of inclusion fosters student participation;lack of a culture of inclusion is a barrier to student inclusion and empowerment.A positive school culture based on a common purpose can foster belief in the collective efficacy(combined ability of school staff)of the school to implement HPS.A positive school culture is advantageous for whole-school approaches to building and maintaining relational and organizational support for HPS.This ultimately influences the inclusion of students and contributes to health and education outcomes.Parent and caregiver support and engagement in school health promotion result in more meaningful collaboration.The inclusion of parents and caregivers in health promotion initiatives can increase their knowledge and that of their children.A sense of belonging to the school community can influence the support of parents and caregivers for participation of their children at school and enhance student health and education outcomes.Inclusion of student voices in HPS gives school leaders and staff valuable knowledge about the needs and local context of the school and its community,which allows them to determine how best to fit HPS into that context.Data collected from students,especially when repeated,is also useful for decision-making on resources and funding.Source:references 31 and 32Implementation area 12:Involve parents,caregivers and the local community.Description:Not only students but parents,caregivers and members of the local community(including civil society organizations and businesses)should also be involved in the design,planning,evaluation and(ideally)the governance of HPS systems.Engagement with local partners should be free of conflict of interests.This area refers to all activities,processes and policies associated with creating environments in which parents,caregivers and members of the local community are supported and enabled to be involved meaningfully in planning,designing and evaluating HPS systems in their schools and local communities(see below and Table A.12 in Annex 1).12.1 Create opportunities for parents,caregivers and local community members to participate meaningfully in the governance,design,implementation and evaluation of HPS.12.2 Include parents,caregivers and representatives of the local community on the school council or governance board and on HPS design teams.Involving parents,caregivers and the local community(e.g.youth groups,community learning centres that offer informal education for children and adults)provides considerable benefits in planning and designing HPS activities.It also increases the likelihood that parents and caregivers create a healthy home environment for their children as a result of greater awareness and that the local community promotes school-based health and well-being initiatives.This may include widespread acceptance of the importance of access to comprehensive sexuality education and sexual and reproductive health services,promotion of immunization,personal and household hygiene practices and a healthy diet.For instance,while the organizational skills of a local business owner may contribute directly to the planning,design and governance of HPS systems at a school in their community,it may indirectly result in them reviewing their own business policies to promote health and well-being(49).28Making every school a health-promoting school:implementation guidancePractice lessons from the PhilippinesThe Oplan Kalusugan sa Department of Education is a policy guide on school health and nutrition programmes.Schools are expected to involve parents and community members as partners in implementation of the school health and nutrition programme.In practice,teachers,parents and community members such as local organizations and small business owners,school alumni and even donors,all actively support programme delivery.This is achieved through the school governing board,which is composed of local representatives,teacher representatives and,in some cases,student representatives and alumni.The board represents the community and is responsible for identifying school needs and planning future programmes.In a water and sanitation improvement programme,for instance,parents and the community also participated in constructing washing facilities and providing clean water to schools with difficult access.Source:reference 36.and 48Implementation area 13:Monitor and evaluate.Description:The final implementation area is the development of systems for collecting,storing and analysing data from monitoring the implementation and impact of HPS.Development of evaluation capacity is a component of quality practices.Capacity development in this area should be tailored to the learning needs of the stakeholders involved.The suggested implementation strategies reflect three areas of implementation;their scope depends on existing monitoring systems for data on health and education.The strategies pertain to system development rather than monitoring and evaluation.They reflect continuous development,in which a monitoring and evaluation system that facilitates sharing of data and best practices among sectors nationally and even globally is realized progressively(see below and Table A.13 in Annex 1).This could be supported by WHO and UNESCO,which provide standardized tools for collecting data on school health,and also through other web-based monitoring tools.13.1 Develop coordinated local,subnational and national approaches to sharing data and knowledge from HPS case studies and best practices;develop standardized tools for national monitoring of HPS implementation;and enable international comparisons with appropriate consideration of national contexts and characteristics.13.2 Provide capacity-building in evaluation(e.g.data collection and analysis)and,when appropriate,training in quality improvement to all those involved in HPS design,planning,implementation and monitoring.13.3 Invest in feasible(perhaps offline),interoperable systems for collecting and storing data from monitoring at all levels of the education and/or health system(e.g.schools,school health services,local education offices and ministries of education and health).The monitoring and evaluation system need not be specific to HPS,and it is in fact preferable to use existing systems for monitoring education and health,which could be revised to include monitoring of HPS systems.Monitoring and evaluation are critical to sustainable HPS;ideally,HPS systems should continuously evolve and improve,informed by evidence from monitoring and evaluation(49).Part 2.HPS implementation areas and strategies29Stakeholder analysis and tracking progress in implementationPart 330Practice lessons from SenegalSince 2000,effective collaboration between the ministries of Health and of Education has supported health promotion in schools.The design,development and implementation of health initiatives for schools are coordinated by the School Medical Control Division of the Ministry of Education,which is also responsible for decisions on health promotion in schools,organized as initiatives or programmes,on many health topics that are not integrated into a whole-school approach.Relevant topics include adolescent sexual health,nutrition education and nutritional supplementation(school canteens are managed by another division),communicable diseases,WASH,neglected tropical diseases and noncommunicable diseases.It includes the development of resources for teachers.Each region has a health focal point,and there are mechanisms for monitoring and reporting.Monitoring is mostly limited to activities on specific health topics,usually as a programme or activity by a nongovernmental organization.Evaluation of the collaboration revealed several areas for improvement.For instance,implementation of health promotion initiatives in schools is not compulsory and has low uptake,short duration and selective implementation.Another improvement would be to use established networks in the region to incorporate HPS or as models for a Health-promoting school(such as the Ouagadougou Partnership(50),a coalition of government officials,religious leaders,civil society members and youth from nine countries,working in collaboration with donors to improve family planning in the region).Establishment of a n
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hu Analytical report Addressing the gender gap in STEM education across educational levels CONTRACTOR:PPMI Group Gedimino ave.50,LT-01110 Vilnius,Lithuania Phone: 370 5 2620338 Fax: 370 5 2625410 www.ppmi.lt Director:Rimantas Dumius ABOUT NESET NESET is an advisory network of experts working on the social dimension of education and training.The European Commissions Directorate-General for Education,Youth,Sport and Culture initiated the establishment of the network as the successor to NESET II(20152018),NESSE(2007-2010)and NESET(20112014).The Public Policy and Management Institute(PPMI)is responsible for the administration of the NESET network.For any inquiries please contact us at:infonesetppmi.lt.EUROPEAN COMMISSION Directorate-General for Education,Youth,Sport and Culture Directorate B Youth,Education and Erasmus Unit B2 Schools and multilingualism E-mail:EAC-UNITE-B2ec.europa.eu European Commission B-1049 Brussels Please cite this publication as:Evagorou,M.,Puig,B.,Bayram,D.and Janeckova,H.(2024).Addressing the gender gap in STEM education across educational levels,NESET report,Luxembourg:Publications Office of the European Union.doi:10.2766/260477.AUTHORS:Maria Evagorou,Associate Professor,University of Nicosia Blanca Puig,University Lecturer,University of Santiago de Compostela Dury Bayram,Assistant Professor,Eindhoven University of Technology Hedvika Janeckova,Research Director,PPMI PEER REVIEWER:Dragana Avrmov,NESET Scientific Coordinator REPORT COORDINATOR:Stphanie Crteur,PPMI LANGUAGE EDITOR:James Nixon,freelance editor Addressing the gender gap in STEM education across educational levels Evagorou,M.,Bayram,D.,Puig,B.&Janeckova,H.EUROPEAN COMMISSION Directorate-General for Education,Youth,Sport and Culture 2024 EN LEGAL NOTICE This document has been prepared for the European Commission however it reflects the views only of the authors,and the European Commission is not liable for any consequence stemming from the reuse of this publication.More information on the European Union is available on the Internet(http:/www.europa.eu).PDF ISBN 978-92-68-06836-6 doi:10.2766/260477 NC-07-23-332-EN-N Luxembourg:Publications Office of the European Union,2024 European Union,2024 The reuse policy of 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).Except 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.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 European Union does not own the copyright in relation to the following elements:cover Image(s)carloscastilla 11900361,2012.Source: ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 5 Table of contents Executive summary.6 1.Introduction.10 2.Setting the scene.13 2.1 Conceptual framework for STEM education 13 2.2 Factors shaping girls participation in STEM 14 2.2.1 Individual-level factors.14 2.2.2 Contextual-level factors.15 2.2.3 Institutional-level factors.15 2.2.4 STEM in higher education and beyond.16 2.3 Methodology 16 3.Results.19 3.1 Literature focusing on the gender gap in STEM 19 3.1.1 Individual-level factors.21 3.1.2 Contextual-level factors.22 3.1.3 Institutional-level factors.24 3.2.Grey literature on third countries that focuses on gender and STEM 26 3.3 EU-funded projects focusing on the gender divide in STEM 27 3.3.1 Overview of factors influencing the gender gap in STEM.28 3.3.2.Activities implemented by projects based on a three-level factor classification.32 4.Findings.38 4.1 Findings in relation to the main factors linked to the gender gap in STEM education 38 4.2 Findings in relation to the potential and effectiveness of small-scale interventions to address the gender gap in STEM 40 General conclusion:there remains a lack of a systemic approach to address the gender gap 41 5.Recommendations.43 6.References.45 Annex 1.Table of reviewed papers.54 Annex 2.List of projects analysed.60 ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 6 Executive summary Context and rationale Despite significant advances in STEM education and a growing emphasis on gender equality in research and policy circles,women across Europe remain under-represented in STEM careers and among graduates majoring in STEM-related fields.Key insights from this report highlight several critical aspects in relation to this issue:Educational achievement vs.pursuing a career:women and girls often outperform or match men and boys in academic achievements within certain field STEM fields such as biology,but this success does not translate into equivalent representation among STEM professions.This discrepancy underlines a complex interaction of factors that go beyond academic capability and which influence womens career choices and opportunities in STEM.Career entry and retention:the transition from education into a career in STEM displays marked gender disparity.Men with STEM degrees are significantly more likely than their female counterparts to continue into STEM careers.This trend suggests that the barriers to entry and retention in STEM careers are more formidable for women,necessitating deeper investigation into workplace cultures,career progression opportunities,and the support mechanisms available for women in STEM.Progress is evolving yet insufficient:although there has been some reduction in the gender gap in STEM over the past decade,the pace of change remains slow and uneven across different STEM disciplines and countries.This persistent gap,despite heightened focus and interventions,indicates that existing strategies may not fully address its root causes,or that their implementation lacks the necessary scale or focus to effect widespread change.Societal and cultural influences:societal perceptions of gender roles within STEM fields,as well as broader cultural attitudes towards womens participation in science and technology,significantly impact the STEM gender gap.These influences can affect the self-perception,confidence,and career aspirations of young women,pointing to the need for societal-level interventions alongside educational reforms.The examination of the above elements by the present NESET report highlights the multifaceted nature of the gender gap in STEM education and careers.This issue calls for a comprehensive,multi-level approach that encompasses educational reforms,policy interventions,societal attitude shifts and targeted support mechanisms to bridge this gap effectively.Addressing the gender gap in STEM is not only a matter of educational equity but also an issue of critical economic and societal concern,given the increasing importance of STEM fields in driving innovation,economic growth and addressing global challenges.Objective of the report This report aims to consolidate current research findings,policy analyses and best practices in relation to gender disparities in STEM education.This consolidation effort seeks to build a cohesive understanding of the gender gap,drawing on diverse sources including academic studies,grey literature and evaluations of EU-funded projects.In particular,the report examines the links with science and mathematics education due to their significance in EU curricula,in comparison to those with technology and engineering,and the relative scarcity of integrated STEM subjects.Through this analysis,the report provides a foundation for informed decision-making and strategy development.A key objective of the report is to systematically identify and analyse the factors at individual,contextual and institutional levels that contribute to the gender gap in STEM education.This includes examining aspects such as societal attitudes,educational ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 7 practices,curriculum design and the role of educators in shaping gender perceptions and choices in STEM.Understanding these factors is crucial to developing targeted interventions.In addition,the report aims to identify effective strategies and interventions that have been successful in enhancing girls interest,participation and persistence in STEM from an early age.This involves analysing initiatives across various levels of education,from early childhood through to higher education,in order to identify scalable and replicable practices that can be adopted across different contexts.Drawing on its analysis of influential factors and successful strategies,the report aims to offer actionable recommendations for policy-makers,educators and other stakeholders.These recommendations are intended to address systemic barriers,promote gender-inclusive educational environments and foster a sustained increase in girls participation in STEM fields.Methodology The methodology employed in this report comprises a literature review complemented by an analysis of EU-funded projects,chosen to shed light on the systemic factors that hinder,as well as strategies to enhance,the engagement of girls in STEM.The literature review analyses published academic studies from 2014-2023 accessed through the ERIC database,along with grey literature.This extensive collection of sources has been instrumental in capturing a broad spectrum of perspectives and findings related to gender disparities in STEM.In parallel,the analysis of EU-funded projects drawn from databases including Scientix,CORDIS and the Erasmus projects portal provides a practical lens through which the report examines initiatives specifically designed to support girls in STEM.This aspect of the methodology focuses in particular on identifying,evaluating,and drawing lessons from interventions that have been implemented across Europe with the financial backing of the EU.The selection criteria used to identify these projects ensured that only those projects with a direct emphasis on gender and STEM education were included.To explore the issue across educational levels,the search focused on studies,research projects and policies targeting various age groups,from early childhood education to college.Findings The findings of the report reveal that studies carried out over the past decade have predominantly explored individual-level factors such as attitudes and motivation,but lack definitive conclusions as to the drivers of the gender gap in STEM.Overall,the reports key findings regarding the gender gap in STEM education pinpoint factors and strategies across individual,contextual and institutional levels:1.Individual-level factors:it has been found that girls often show lower self-efficacy in STEM subjects compared with boys,despite achieving similar or better academic performance.This suggests that confidence plays a crucial role in girls decisions to pursue STEM further.Self-efficacy,influenced by gender perceptions and societal expectations,is a significant predictor of sustained interest in STEM.Pedagogical strategies,including gender-neutral approaches,are highlighted for their potential to enhance self-efficacy among both girls and boys.2.Contextual-level factors:family and the broader societal context are highlighted as playing a vital role in shaping girls decisions regarding STEM education and careers.Early exposure to STEM,supportive environments and the overcoming of societal stereotypes are essential to maintaining girls interest in STEM fields.The report points out a gap in current research,highlighting the lack of recommendations for robust strategies to help challenge entrenched gender stereotypes in families.While ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 8 parental engagement in STEM is recognised as crucial,there is a notable absence of the promotion of comprehensive support and targeted policies for families from varying socioeconomic backgrounds.This lack of support highlights the need for further research and the development of interventions aimed at promoting equitable STEM participation for all.3.Institutional-level factors:barriers at the level of educational institutions,including curricula that are not gender-inclusive,teaching practices that reinforce stereotypes,and a lack of female role models in STEM,contribute to the gender gap.Gender-sensitive teaching methods and the integration of STEM subjects are identified as strategies to enhance girls participation in STEM.4.Successful strategies:the analysis of EU-funded projects contained in this report reveals several promising practices for addressing the gender gap,such as mentorship programmes,gender-neutral and inclusive teaching approaches,and projects designed to increase girls engagement in STEM through hands-on,real-world applications.Innovative pedagogical strategies including problem-based learning and interdisciplinary teaching display potential to boost girls interest and self-efficacy in STEM.As a general conclusion,the report emphasises the need for systemic changes,and advocates policies that support gender equality in STEM education and the promotion of STEM education from an early age,as well as highlighting the importance of professional development for educators in the adoption of gender-sensitive pedagogies.Moreover,the report highlights the absence of comprehensive strategies to tackle institutional barriers to STEM education.While pedagogical strategies in STEM education are being developed,the lack of comprehensive institutional policies and programmes represents a considerable obstacle.This gap is particularly important to the system of support for women and girls in STEM,highlighting an urgent need for targeted institutional interventions to create a more inclusive and supportive educational environment for all students.The report highlights the effectiveness in reducing the STEM gender gap of specific practices and interventions,such as gender-sensitive teaching,gender-neutral teaching and innovative learning settings.Recommendations Based on their study of academic papers,policy reports and EU-funded projects,the reports authors make the following suggestions:Systematic evaluation of STEM education is essential.While many initiatives assess their outcomes,there is a lack of a comprehensive approach to evaluating those factors that influence and sustain students interest in STEM.Future efforts should employ experimental designs that rigorously examine these factors,drawing on existing research.Emphasise self-efficacy in STEM.There is evidence that individuals with higher self-efficacy in STEM achieve better outcomes and remain in these fields longer.Further research is required to understand the impact of this individual-level factor.Surveys designed to measure self-efficacy,administered before and after interventions,could shed light on ways to enhance it.Addressing the so-called confidence gap is crucial to narrowing the gender disparity in STEM,as high self-efficacy is linked to better performance and persistence in these fields.Conduct research to establish the criteria necessary for creating gender-inclusive STEM learning environments and methodologies.Such research would include studies on teachers perceptions and training in relation to STEM and gender,taking into account various influencing factors.Although there are many studies and toolkits aimed at addressing the gender gap in STEM,the EU lacks consistent ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 9 policies,a unified understanding of STEM and systemic strategies to tackle this gender disparity.Develop policies and practices that focus on teacher professional development,promoting alternative teaching methods that support student self-efficacy and participation.This involves adopting integrated STEM practices and gender-responsive approaches,particularly from an early age,and assessing their implementation in the classroom.Advocate for systemic national and local policies that support gender-sensitive or gender-neutral approaches to education.Such policies should aid families,teachers,policy-makers and researchers in creating supportive environments for students.The aim of such measures should be to provide comprehensive support through changes at both contextual and institutional levels.Encourage policy reforms in teaching and learning that favour evidence-based pedagogical approaches to fostering interest in STEM,such as integrated STEM.Breaking down barriers between STEM disciplines is seen as vital to equipping students with 21st-century skills;however,the adoption of integrated STEM approaches remains limited across the EU Member States.A collaborative effort is needed to understand and effectively address the gender gap in STEM education.ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 10 1.Introduction STEM(science,technology,engineering and mathematics)education focuses on promoting skills,knowledge and attitudes linked to these specific disciplines.The need for and emphasis on promoting STEM-related education arises from an understanding that:(a)STEM is one of the interdisciplinary areas that provide the necessary skills,competences and dispositions for students to navigate a changing world,and(b)there is growing need for workers with an educational background in different areas of STEM(Cedefop,2014;OECD,2019),since it is predicted that there will be a shortage of workers in STEM fields by 2030(Cedefop,2014;OECD,2021).Recent figures show that fewer than one in 10 students across Europe graduate in a field related to natural sciences,mathematics or statistics(Eurostat,2022).In some countries such as Bulgaria,Cyprus and Hungary,less than 3%of graduates come from these fields.Several EU countries(Germany,France,Italy,Spain and Czechia)were predicted to have more than 0.5 million STEM job openings per country by 2023(EU,2015).More recent data confirm that many of the current labour shortages in Europe are in STEM,and these are likely to increase considerably(ESDE,2023)due to new STEM job openings.This trend is also evident in Eurostat employment data(2022),which show a 2.5%increase in the number of people employed in science and technology in 2022 compared with the previous year.Given this need in the workforce,STEM education has been gaining momentum all over the world(Almukhambetova et al.,2023).It has been a central element of the extensive reform efforts and curriculum changes carried out in EU countries and beyond to engage students in STEM practices during primary and/or secondary education(EU STEM Coalition,2020;EU STEM Coalition,2016;European Schoolnet and Texas Instruments,2018;Fondazione Deloitte,2022;Australian Academy of Science,2019;NRC,2013;UNESCO,2017;United Nations Childrens Fund&ITU,2020).Despite this momentum in STEM education,however,women remain underrepresented in STEM careers and as a percentage of graduates in STEM-related fields(EU STEM Coalition,2020;European Institute for Gender Equality,2017).Even though women continue to earn university degrees at a higher rate than men in certain STEM fields(e.g.biology),they hold just one-quarter of jobs in STEM-related professions(Fondazione Deloitte,2022).Male STEM graduates enter STEM-related employment at a rate twice that of female graduates(European Institute for Gender Equality,2017).Furthermore,according to data from Eurostat(2014,2022),women predominantly earn degrees in fields such as health and welfare,while men are more likely to graduate in disciplines relating to engineering,manufacturing,technology,science and mathematics,and to be employed in these fields.More recent from data Eurostat(2022)show an increase in the percentage of women working in STEM(52%),with most of these women working in services related to STEM.Despite this increase in the number of women in STEM-related professions,it is important to notice that only 41%of them are working in science and engineering highlighting the need to focus on bridging the gender gap in these disciplines.Furthermore,when women enter STEM employment,they tend to abandon their chosen fields of specialisation,especially in those fields dominated by men(UNESCO,2017).Such a progressive reduction in participation at different stages of the educational process and during career progression has been termed a leaky pipeline(Shapiro et al.,2015).This leaky pipeline metaphor can be used to describe what is happening in STEM especially with regard to the participation of girls and women across all levels of education.However,it should be noted that the leaky pipeline affects both genders,with both male and female professionals and students leaking out at various stages;nevertheless,this leak is more pronounced among women than among men.The effect of ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 11 this differential leakage is to create a gender-based filter that removes more girls and women from the stream(Blickenstaff,2005).These gendered differences in the leaky STEM pipeline are attributed to prevailing cultural gender roles and stereotypes.Therefore,the issue of the low representation of women in STEM graduate studies and STEM careers cannot be attributed to womens performance in these fields.A 2017 UNESCO report,Cracking the Code:girls and womens education in STEM highlights that girls have higher achievement in science compared with mathematics,and tend to outperform boys in certain disciplines such as biology and chemistry,compared with others such as physics and earth sciences.International assessments such as the Trends in International Mathematics and Science Study(TIMSS)and the Programme for International Student Assessment(PISA)show that in recent years,the gender gap in educational achievement in STEM has been closing in most countries at primary and early secondary educational levels(Shapiro et al.,2015;Stoet&Geary,2018).Specifically,Stoet and Geary(2018)used a large dataset from the PISA 2016 study to explore if there is a relationship between achievement in science and mathematics,and gender career choices in STEM.The researchers identified that girls performed equally well or better than boys in most countries,and that there was no statistically significant difference based on gender.In addition,the most recent PISA report(2023),which contains data from 2022,confirms that while OECD countries are nearing gender parity in maths proficiency,boys still slightly outperform girls.The difference in mathematics scores is nine points in favour of boys.However,in science,the performance gap between boys and girls is negligible,suggesting no significant difference in their achievements in this area(OECD,2023).Similar trends can be seen across several studies looking at students between the ages of 6 and 15(Balta et al.,2023;Chan,2022;Lyons et al.,2022;Punzalan,2022).These show that girls and boys perform similarly in both science and mathematics.Such findings highlight the hypothesis that the gender gap in STEM undergraduate studies and in career choices relates to factors other than achievement,and may be due to individual traits(i.e.interest,identity),contextual factors(family,religion,culture,stereotypes)and institutional factors(gendered practices and the stereotypical presentation of certain topics)(Danielsson,2012;UNESCO,2017).Evidence suggests that the gender gap is inextricably linked to gender stereotypes which hinder and shape the attitudes and potential of girls and women,as well as their educational and career choices(OECD,2021;UNESCO,2017).Gender stereotypes,which may cause differences in STEM education,have been linked to early childhood education and care(Johnson et al.,2022),while gender differences become more evident at higher levels of education(Normandeau,2017)and in specific fields such as physics(Danielsson,2012).In addition,traditional gender roles and the reconciliation of work and family life are also seen as factors influencing womens participation in STEM-related jobs(EIGE,2019).Girls appear to lose interest in STEM subjects with age,and lower levels of participation can already be observed in secondary education(Chan,2022).Ensuring that girls and women enjoy equal access to STEM education and ultimately,to STEM careers is imperative for human rights(UNESCO,2017).Equal access to and participation in STEM by girls and women is key to the 2030 Agenda for Sustainable Development,and specifically its pledge to leave no one behind in terms of equality,peace and human progress(OECD,2017).Equal opportunities are necessary at all educational levels to ensure the participation of women and girls in STEM education and in STEM careers(UNICEF,2020).Many careers in STEM,especially in male-dominated areas,are related to power and high status.Making these careers more accessible to women could not only ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 12 increase female participation in STEM,but also increase the number of women in positions of power and decision-making.In line with the recent emphasis on STEM education at the levels of both research and policy(EU STEM Coalition,2020;EU STEM Coalition,2016;European Schoolnet&Texas Instruments,2018;Fondazione Deloitte,2022;Australian Academy of Science,2019;NRC,2013;UNESCO,2017),this report acknowledges that the gender gap in STEM education persists,albeit at a lower level than 10 years ago.The report therefore aims to consolidate existing information in order to present the current state of play and to address why the gender gap in STEM education still persists.The overall purpose of this report is to explore the factors that affect gender inequality in STEM education,focusing on shaping and maintaining girls participation in STEM across educational levels,with an emphasis on the period from early years to secondary education.A theoretical definition of STEM is discussed in detail in Section 2 of this report;in terms of school education,STEM typically encompasses mathematics and science(which includes biology,chemistry,physics and sometimes geography).The present report emphasises an exploration of factors relating to science and mathematics education for two interrelated reasons:(a)the important role that these two subjects play within the curricula of EU Member States compared with technology and engineering;and(b)the fact that STEM as a unified subject is not a common curriculum subject in EU Member States(EC,2022).Furthermore,there is a lack of consensus among European countries as to the definition of STEM,leading to varying interpretations of the disciplines it includes.This report draws on data from published research,educational practice(i.e.project outcomes),as well as policies and measures regarding the gender gap in STEM education in schools(including pre-primary,primary and secondary education).The questions guiding this report are as follows:Research Question 1:What are the main factors linked to the gender gap in STEM education,with an emphasis on shaping and maintaining participation in STEM education across educational levels(from early years to secondary education)?Research Question 2:What examples of practices are implemented at institutional and policy level to address the gender gap in STEM education(from early years to secondary education)?Research Question 3:Why is the gender gap in STEM education persistent,despite the diverse measures and policies implemented(from early years to secondary education)?ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 13 2.Setting the scene 2.1 Conceptual framework for STEM education STEM was first presented as an acronym in the 1990s by the National Science Foundation in the USA(Martn-Pez,Aguilera,Perales-Palacios&Vlchez-Gonzlez,2019)referring to the individual areas of science,technology,engineering and mathematics.One of the first definitions of STEM education refers to teaching and learning the four subjects separately,with an emphasis on essential knowledge,skills and attitudes related to STEM competences(NSF,1990).More recent definitions of STEM education present it as an interdisciplinary approach to learning that integrates the core disciplines of science,technology,engineering and mathematics into a cohesive and applied curriculum.According to these trends,the aim of STEM education is to equip students with a deep understanding of science,technology,engineering and mathematics,with an emphasis on fostering critical thinking,problem-solving skills and creativity.A more recent definition of STEM education,integrated STEM,focuses on the integration of the separate disciplines,and on having a series of conceptual processes and skills from the disciplines work together to find solutions to problems(Bybee,2013;Zollman,2012).The focus of this integrated STEM approach is on using knowledge and skills from the four disciplines to develop students competences(EC,2018).The competences promoted through integrated STEM education are primarily linked with critical thinking and problem-solving,with an emphasis on making the connection on real-world problems(Choice Report,2021).The EU STEM Coalition(2016)has highlighted that through the integration of STEM subjects,students can potentially develop their transversal skills and competences,which can support them to become responsible future citizens.More recent trends also focus on STEAM,which includes the integration of Arts(i.e.visual arts,performing arts,literature,design).According to Quigley and Herro(2019),STEAM recognises educators commitment to adopting more equitable approaches to learning,with an emphasis on social and creative aspects(Pitri,Evagorou&Stylianou,2024).Integration of the arts into STEM education has been introduced as a way to foster creativity,innovation and a more holistic approach to problem-solving(Spyropoulou&Kameas,2020),acknowledging a meaningful engagement between the STEAM disciplines,and developing collaborative skills(McGarry,2018).By incorporating the arts,STEAM recognises the importance to STEM disciplines of aesthetics,imagination,innovation and cultural understanding(NAEA,2016).The STEAM approach aims to support learners to become well-rounded individuals with strong STEM skills as well as creativity and an appreciation of the arts(Perignat&Katz-Buonincontro,2019).Some definitions of STEAM or STE(A)M also include the liberal arts and humanities(Quigley et al.,2017)and involve social sciences as a way to connect STEM disciplines with society.It should be highlighted that no common definition of STEM education has been agreed between researchers,teachers and policy-makers(Evagorou&Konstantinidou,2023;Scientix Observatory Paper,2018).This inconsistency regarding definitions has resulted in differing interpretations of STEM education,different approaches to STEM teaching and learning,and different implementations of what is perceived as STEM education(Evagorou&Konstantinidou,2023)between European countries(e.g.in Germany,Austria,Cyprus,Czechia,Norway and the Netherlands).The limited understanding and research on STEM competences(i.e.knowledge,skills,attitudes and values)has been highlighted in an OECD report(2019),which also refers to the need for education to rethink the boundaries between traditional curriculum subjects.Although EU countries do not share a common understanding,definition or framework for STEM education(Evagorou&Konstantinidou,2023),they appear to agree that STEM ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 14 education should focus on competences,and that it should break down the traditional boundaries between disciplines,provide collaboration between different stakeholders,and place an emphasis on educating teachers in new pedagogical approaches(EU STEM Coalition,2016;Scientix Observatory,2018).The present report explores studies and EU projects that address STEM either as separate subjects(with an emphasis mainly on science and mathematics due to the important role these subjects play in EU Member States curricula),or as integrated STEM(where such examples are available).A discussion of STEAM education and practices has also been included as part of the analysis,and aims to explore any benefits of the different approaches in terms of addressing the gender gap.Studies which focus on identifying gender differences in STEM education are widely available(Steegh et al.,2019)but explaining and understanding the reasons behind such gender differences in STEM education(and remedies for it)require further attention.The low rate of female students choosing to study STEM fields(Cheng et al.,2021)and the under-representation of women in STEM professions(especially in certain areas such as science and engineering jobs)is a cause of concern,for both researchers and policy-makers,and merits investigation(Chine,2021;Gonzalez&Kuenzi,2012).Notably,countering such disparities is a challenge with no one-size-fits-all solution.2.2 Factors shaping girls participation in STEM An initial analysis of the relevant literature and policy documents highlights a combination of factors that can potentially influence the shaping and maintaining of girls interest in STEM.These factors are linked to individual characteristics,as well as the influence of family,peers and school,and differences in local or family cultures(Almukhambetova&Kuzhabekova,2020;McMaster,Carey,Martin&Martin,2023;UNESCO,2017).These factors are mutually reinforcing,since socio-cultural environments shaped by family,school and cultural context interact with factors at an individual level,producing differences in individuals careers choices.In other words,the factors that influence the gender divide in STEM derive from three broad categories:individual-,contextual-and institutional-level factors.2.2.1 Individual-level factors Individual-level factors relate to internal influences that affect a persons behaviours and choices.These include self-efficacy,attitudes(e.g.enjoyment,personal values),demographics,a sense of belonging,personal motivation,individual expectations for STEM academic success,and gender identity.Self-efficacy in STEM is defined as a persons idea of their ability in STEM and is accepted as an indicator of student success(Chine,2021;Hattie,2009).In a study in the field of psychology,van Aalderen-Smeets and van der Molen(2018)have highlighted that self-efficacy is a belief a person holds for themselves,and that beliefs are independent of actual abilities.Other important aspects of individual-level factors include attitudes and motivation,which reveal learners dispositions towards STEM.Attitudes relate to individuals evaluations and feelings toward a thing(i.e.ideas,subjects,classes),while motivation refers to the driving forces that underlie the individuals behaviour,guiding them towards particular goals or outcomes.Students dispositions are linked to their STEM identities(Dou&Cian,2021)and to their sense of belonging.In turn,an individuals identity is linked to their interactions with others(Gee,2000),and their self-perception within a given field is linked to how others view them in that field(Kim et al.,2018).STEM identity,according to Dou and Cian(2021),is connected to an individuals broader self-conception as well as their perceptions of STEM and of STEM professionals.Factors such as an individuals level of engagement in STEM,their sense of belonging and their self-identification within a STEM ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 15 domain can either be constrained or supported by their other identities(e.g.gender,ethnicity)and their past experiences in relation to STEM(Avraamidou,2020).2.2.2 Contextual-level factors Contextual-level factors include societal and cultural issues,family context,and social class.Family factors include the level of parental education,family gender values,the number of girls and boys in the family,the socio-economic status of the family,and its science and cultural capital.An individuals cultural capital refers to the cultural knowledge,experiences and resources available to a person,which can influence their educational achievement(Bourdieu,2004).Cultural capital is connected to science capital,which is the sum of an individuals science-related knowledge,attitudes,experiences and resources,and encompasses the persons familiarity with science and the science-related social and cultural resources available to them(Archer et al.,2014).An examination of a familys social class matters because students science and cultural capital are directly linked to and shaped by their parents socioeconomic status(SES),meaning that students with lower-SES backgrounds(i.e.from families that are economically disadvantaged)are less likely to aspire to careers in science(Archer et al.,2014).Sociocultural context also has an important impact on maintaining gender stereotypes in STEM fields.Numerous examples exist of social constructs relating to STEM disciplines for instance,with regard to technology skills(the notion that men are better at using certain types of electrical apparatus);mathematical skills(the belief held by some that men possess better spatial skills than women;Balta et al.,2023);health and care-related professions(considered by some to be more feminine;Chine,2021).Overcoming such long-standing gender stereotypes is not easy or immediate,as it requires the reconfiguration of the gender-technology relationships within a countrys culture through the active participation of parents,policy-makers and institutions.2.2.3 Institutional-level factors Institutional-level factors include the curriculum;the schools culture and context;the role,biases,values and STEM competences of teachers;textbooks;peer influences;and role models.For example,one important aspect of attracting girls and women into STEM and maintaining their interest is a curriculum that is designed in such a way that it is of interest to all students,irrespective of their gender,by being gender-neutral,gender-sensitive,or gender-inclusive(Wright&Delgado 2023).According to Forde(2014),a gender-neutral approach dismisses the significance of gender,rejecting assumptions about gendered abilities and dispositions.However,this may overlook the underlying power dynamics inherent in gender hierarchies.As a more nuanced policy choice,a gender-sensitive approach recognises the gender binary and concentrates on adjusting materials,content,experiences and role models to reflect the specific interests and needs of both genders,acknowledging the impact of gender without reinforcing rigid stereotypes or hierarchies.Lastly,a gender-inclusive pedagogy focuses on including gender identities that defy sexual and gender norms.Gender-sensitive teaching promotes the intentional development of inclusive practices to support and nurture gender equality and diversity in the classroom.It is an approach to teaching that investigates the connection between the processes of learning and institutionalised power dynamics,and is based on gender-affirmative practices not least those enshrined in the central tenets of feminist pedagogy.ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 16 2.2.4 STEM in higher education and beyond The main emphasis of the present report is on the transition from early education to the end of secondary education.While the field of tertiary education and beyond falls outside the scope of this report,it nevertheless highlights the importance of exploring this field in terms of womens participation(Tomassini,2021).While most published studies focus on students persistence in STEM and success at secondary and post-secondary levels,there is a notable gap in exploring the transition from STEM higher education into career paths.One of the studies exploring STEM in higher education and beyond(Sassler,Glass,Levitte&Michelmore,2017)reports that many women exit STEM after graduating due to male-dominated environments and working cultures.A review by Blickenstaff(2005)of prior research on women in science careers identifies various social,political and pedagogical factors that contribute to the diminishing persistence of women over the course of their academic and professional journeys.These factors include masculine overtones in classroom practices in higher education,as well as the masculine orientation of STEM academic work.According to Blickenstaff(2005),such practices may act as filters,discouraging women from continuing to practise STEM beyond higher education.The findings of the aforementioned study suggest that changes in the way STEM is taught in higher education could potentially support the maintenance of more women in STEM at this level and should be further explored.2.3 Methodology For the purpose of this report,we adopted a three-fold approach:first,we conducted a literature review of peer-reviewed research papers focused on STEM,gender,science,and mathematics;second,we reviewed EU-funded projects focused on STEM and gender equality listed in three platforms(Erasmus ,Scientix,and CORDIS);finally,we reviewed grey literature on third-country initiatives in STEM and gender equality.Step A.A literature review was conducted of published peer-reviewed studies,using the ERIC database with the following keywords:STEM&gender;science&gender;mathematics&gender.No geographical criterion was introduced to the search,such that we could retrieve papers from both EU and non-EU countries.The purpose of this literature review was to address all three research questions.The choice of keywords is based on the emphasis of European curricula on science and mathematics and not on STEM.The choice of database(ERIC)is justified by ERICs strong emphasis on educational research and its comprehensive coverage of scholarly articles and research studies.The above review focused on publications from the years 2014-20231 and produced a database of 3,505 peer-reviewed publications.All abstracts were read by the researchers to identify which of them fit the criteria for this review.Publications that were not relevant(i.e.they did not focus on the aspect of gender,did not focus on STEM education,did not include science or mathematics or both,did not focus on students,or were very specific to contexts outside Europe)were excluded,leaving the database with a total of 930 titles.The initial exclusion process was conducted in collaboration between the first three authors of the report.Following this,the remaining 930 papers were read in full by the first three authors,who filtered them on the basis of the inclusion criteria listed in Table 1 below,as well as whether the studies included research data(i.e.reviews were not included).The final list of papers contained 106 publications(see Annex 1,Table 1).Based on the factors 1 Note:the search was carried out on 30 March 2023,and therefore only papers available up to that date were considered.ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 17 shaping girls participation in STEM laid down in the section above,the authors looked for data under the following categories:A.Individual-level factors related to shaping and maintaining girls participation in STEM.B.Contextual-level factors related to shaping and maintaining girls participation in STEM.C.Institutional-level factors related to shaping and maintaining girls participation in STEM.D.Examples of practices to address the gender gap in STEM.E.Examples of policies that address the gender gap in STEM.F.Possible explanations for the persistence of the gender gap in STEM.Table 1.Inclusion criteria for research papers Individual-level factors Contextual-level factors Institutional-level factors Self-efficacy Attitudes Demographics Sense of belonging Motivation Individual expectations Academic success in STEM Societal and cultural issues/values Family context and background Parental education Family gender values Socioeconomic status(SES)of family Curricula School culture and context Roles,biases,values and STEM competences of teachers Textbooks Peer influence Role models in schools Gender All 106 papers were read during the preparation of the report.During this step,the analysis focused on identifying factors linked to the shaping and maintaining of girls interest in STEM education(Research Question 1)and identifying why the gender gap in STEM education persists despite the diverse measures and policies implemented(Research Question 3).Step B.Review of EU-funded projects(e.g.Erasmus and Horizon),with an emphasis on STEM and gender,to identify practices that shape and maintain the participation of girls in STEM(Research Question 1),and how to address this gap(Research Question 2).In addition,during Step B the researchers aimed to understand whether(and how)relevant EU-funded projects apply a systematic evaluation of the projects outcomes,which could provide a solid basis for explaining the reasons for the gender gap in STEM.Due to the vast number of EU projects that focus on STEM and gender,specific keywords were used to make this search more specific.The search focused on projects aimed at shaping and maintaining girls participation in STEM education.It focused on different educational levels ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 18 (early childhood,primary,and secondary)and used empirical methods for evaluation.In this step,the researchers reviewed the EU-funded projects listed(a)on the Scientix website(https:/www.scientix.eu/),(b)by the Community Research and Development Information Service(CORDIS,https:/cordis.europa.eu/projects)and(c)on the Erasmus projects results platform(https:/erasmus-plus.ec.europa.eu/projects).From these three platforms,37 projects out of 1.710 in the years 2014-2023 were identified as focusing on the gender divide in STEM(the main factors,target groups and suggested/developed activities of these projects are presented in Table 2 in Annex 2).(a)On the website of Scientix,the community for science education in Europe,when gender in STEM was chosen as a topic,57 projects were listed for the years 2014-2023.However,when the summaries of the projects were read,it was clear that not all of these projects focused on gender in STEM,meaning that they did not have specific aims or activities relating to gender in STEM.The projects were therefore reviewed one by one to ascertain whether each project had a focus on gender in STEM.This check narrowed the list down to 9 projects(see Annex 2).(b)A review of projects on STEM education with an emphasis on gender was also carried out using CORDIS,the European Commissions primary source of results for projects funded under the EUs Framework Programmes for research and innovation(from FP1 to Horizon Europe).The database provides valuable information in various languages concerning EU STEM projects.For each project,the information provided includes each projects participants,reports,deliverables and links to open-access publications.Searching the database produced a list of 1,092 STE(A)M projects from 2014-2023.After reviewing each project,only 11 were identified as having a focus on the gender divide in STEM education.Projects focusing on STEM education but without an emphasis on the gender divide in STEM were thus excluded from the list.(c)In addition to the two platforms mentioned above,the website providing Erasmus project results was also examined to ensure all relevant projects were included.From this source,561 STEM education projects were found.After close examination of these projects and after excluding duplications from other databases,17 projects were added to the list.A total of 37 projects focusing on the gender gap in STEM were analysed with regard to their aims,rationale,target groups,activities,the evaluation approaches reported,the reports published,and other outcomes.This analysis yielded a list of factors which,according to these projects,could influence the gender divide in STEM.A list of activities developed under these projects was extracted as examples of good practice.Step C.Policy reports and grey literature from third countries were analysed using the same keywords as in Step A.A total of 10 policy reports and grey publications were analysed(see Section 3.2 for more details)to identify factors linked to shaping and maintaining girls participation in STEM education(Research Question 1),and why is the gender gap in STEM education persists despite the diverse measures and policies implemented(Research Question 3).ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 19 3.Results The results of the study teams analysis are presented in two sections.The first of these provides an overview of the literature and the policy reports,while the second focuses on the results of the analysis of the EU-funded projects.3.1 Literature focusing on the gender gap in STEM The analysis of research papers from 2014-2023 on STEM education reveals an increase in the number of studies on STEM education published,particularly between 2017 and 2021.This may be explained by the emphasis on STEM education in international policies in the preceding years,starting in 2013 in the USA(Achieve,2013)and in 2015 in Australia,with the National STEM School Education Strategy.Due to the timing of the search carried out for this report,for the year 2023 only articles published up to March were included.Figure 1.Number of papers on STEM and gender between 2014 and 2023 Source:own elaboration from published research database analysis.0510152025303540452014201520162017201820192020202120222023ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 20 Figure 2.Methods applied in STEM and gender papers between 2014 and 2023 Source:own elaboration from published research database analysis.Figure 3.Number of studies on STEM and gender per age group Source:own elaboration from published research database analysis.The largest shares of studies were conducted in the USA(27),Australia(8),Trkiye (7),a combination of different countries comparing datasets between countries(6),Germany(4),the Netherlands(2),China(2)and Spain(2).The rest of the countries covered were represented by only one paper:Belgium,Cambodia,Canada,Croatia,Finland,Greece,Hong Kong,Indonesia,Ireland,Italy,Japan,Kazakhstan,Kenya,the Philippines,Saudi Arabia,South Africa,Switzerland,Sweden,Tanzania,the UAE and the UK.ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 21 The array of countries represented in all referred publications supports the finding that STEM and gender issues are being discussed in various cultures,and that this is viewed across continents as an issue that needs to be addressed.One hypothesis is that the USA and Australia have produced more studies due to having had in place in recent years national policies that place an emphasis on improving STEM education,as well providing more equitable opportunities to women.According to published studies,these policies place emphasis on two levels contextual and institutional and propose innovative pedagogies to support STEM instruction.These include gender-neutral language,contextual play for young students(2-3 years old),integration between the different STEM subjects,and recognising the teachers role in the process(Fleer,2021;Kirkham et al.,2022;McLure et al.,2022;Scholes et al.,2022).Most studies from 2014-2023 focus on self-efficacy,attitudes and motivation and comparisons between boys and girls(e,g,Babarovic,2022;Elsayed et al.,2022;Nursultan et al.,2023).In terms of contextual factors,most studies have explored the role of family(parents or siblings),and of cultural factors that might be associated with gender stereotypes(e.g.Nursultan et al.,2023;Susilawati et al.,2022).Lastly,in terms of institutional-level factors,most studies have examined the effects of alternative pedagogical approaches on STEM learning and the maintenance of self-efficacy and interest in STEM among girls.Some of the pedagogical approaches studied include integrated STEM education,which places an emphasis on skills and interdisciplinarity(Anwar et al.,2022);using gender-neutral language as a way to remove stereotypes from the classroom(Scholes et al.,2022);introducing role models into STEM teaching(Siani et al.,2021);and focusing on the professional development of teachers as a way to support them in implementing all of the aforementioned practices.STEAM was only present as an approach in two studies(Kirkham et al.,2021;Wajngurt et al.,2019).The section that follows presents an overview of the findings of the papers from the literature review in relation to the three different sets of factors:individual-level,contextual-level and institutional-level.3.1.1 Individual-level factors The majority of the studies exploring gender gap and gender inequalities in STEM education during 2014-2023 focus on individual-level factors(e.g.enjoyment,attitudes,motivation,demographics,self-efficacy,learning style),with data being collected mostly through large-scale quantitative studies such as PISA,TIMMS or other local studies.Specifically,most of the studies from the last three years focus on differences between boys and girls in terms of self-efficacy,attitudes and motivation(e.g.Babarovic,2022;Elsayed et al.,2022;Nursultan et al.,2023).In most cases,these studies focus on whether there is a relationship between gender and attitudes,motivation and enjoyment.Their findings are not conclusive,with some studies showing that girls attitudes,interest and motivation are higher during the early years of primary school(Mitchell et al.,2022),while others show that boys motivation and attitudes are higher in secondary school(Donmez et al.,2022;Lv et al.,2022),without examining or controlling for other contextual or institutional factors.Meanwhile,a longitudinal study that explored the interest of primary school students in STEM over three years identified that boys were more interested than girls during all of the three years followed,and that all students,regardless of gender,lost interest in STEM much more quickly than in other subjects(Babarovic,2022).One of the main findings in all studies focusing on self-efficacy(an individuals ideas about their abilities)in relation to STEM education or STEM career aspirations,is that self-efficacy is an important predictor of future interest in STEM and of uptake among both girls and boys(e.g.Elsayed,Clerking,Pitsia,Aljabri&Al Harbi,2022).Research shows that secondary school students with higher self-efficacy tend to hold positive attitudes towards science and have a greater likelihood of pursuing STEM topics in their academic path(Balta ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 22 et al.,2023).However,evidence shows that self-efficacy is also strongly connected to traditional gendered beliefs.For example,Chan(2022)found that girls in secondary education have lower self-efficacy in STEM than boys,even in cases where girls actual performance is better than that of boys.Moreover,self-efficacy decreases with time among both girls and boys in traditional formal educational settings(De Loof et al.,2022).In contrast,those studies which focus on comparing changes in self-efficacy after specific pedagogical approaches(e.g.integrated STEM,gender-sensitive pedagogies)have been implemented show that in such situations,self-efficacy increases for both boys and girls,compared with traditional instruction(Anwar et al.,2022).One study focusing on a pedagogy that supports gender-neutral lessons for primary school students found that girls self-efficacy and interest in STEM increased after this intervention(Mitchel et al.,2022).Furthermore,comparisons of self-efficacy between women and men follow the same trend among students at the university level,with men having higher self-efficacy than women despite achieving the same level of academic performance in STEM fields(Robinson et al.,2022).Another important finding highlighted by Robinson et al.is that in future career decisions,women rely on a broader array of self-efficacy aspects,encompassing both academic success and life satisfaction,while for men the emphasis is only on academic success.In addition,confidence has been found to be the primary factor involved in the mediation of maths anxiety(Soysal,Bani-Yaghoub&Riggers-Piehl,2022).Students with low science self-efficacy may experience less enjoyment of and interest in science even if they regard science as being important for their lives(Dohn,2022).Furthermore,boys have shown a significantly higher level of self-concept and interest in science and mathematics than girls,experiencing less anxiety in mathematics(Zhang,2022).It has been pointed out that participating in STEM camps,summer schools,and other community-building STEM activities influences an individuals sense of belonging in STEM,especially for girls and other groups underrepresented in STEM(Ibourk,Hughes&Mathis,2022;Sheffield et al.,2018).However,it should be highlighted that access to non-formal learning in STEM is not always available to all students,thereby causing equity issues(Godec,Archer&Dawson,2022).More recent work has focused on gender-sensitive as well as gender and sexual diversity-inclusive practices in STEM,which also take into account the concerns of and impacts on LGBTQ students(Wright,&Delgado,2023).These studies have built foundations to prepare teachers on how to include such gender-inclusive practices in their classes.A plethora of studies have explored the relationship between ethnicity and gender(e.g.Avraamidou,2020),with most of these studies focusing on women of colour.Their findings suggest that discrimination against these women in science exists,which merits further exploration.3.1.2 Contextual-level factors Findings from international studies show different levels of achievement in STEM in different countries.For instance,Finland emerges as a high achiever in international studies such as TIMSS and PISA,and at the same time appears in the list of EU countries with a low level of representation of women among STEM professions(Sosammon,2018).In contrast,in Bulgaria and Lithuania,students under-performed in STEM in PISA 2022,but at the same time these countries have the highest proportions of women in STEM jobs in Europe(Eurostat,2023).This is termed the gender equality paradox,whereby women are less likely to be awarded STEM degrees in wealthier and gender-equal societies(EU Coalition,2022;Sosammon 2018).Another distinguishing feature of these countries at a societal and cultural level is the fact that Lithuania was part of the former Soviet Union,while Bulgaria was one of its satellite allies.This is of interest,especially given that the number of women working in STEM fields in the Soviet Union and the former Eastern Bloc ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 23 was higher than in Western countries(Kataeva,2022;Lippman&Senic,2018).Recent work exploring gender and STEM in post-communist countries highlights that Soviet strategies included policies that encouraged curricula focusing on science,mathematics and engineering,support for female students to follow STEM careers,public facilities to support the domestic responsibilities of women,and a limited emphasis on stereotypes presenting women as lacking physical strength(Grigoleit-Richter,2017;Kataeva,2022).A similar example can be seen in the case of former-Soviet Kazakhstan,which has created highly selective STEM schools for talented students(Almukhambetova,Torrano&Nam,2023).An additional factor at the contextual level is family.Family factor includes parental education,family gender values,the number of girls and boys in the family,the socioeconomic status of the family,and its science and cultural capital.High-achieving male students from families with a science background have been found to be more likely to aspire to a science career(Archer,Moote,MacLeod,De Silva,Khatibi&Azam,2018;Francis&DeWitt,2020).Other studies of primary school students(6-12 years old)show that among this age group,achievement and motivation are similar between boys and girls,yet boys exhibit higher confidence than girls and report greater enjoyment of STEM activities(McMaster et al.,2023).Furthermore,girls lose interest in STEM subjects as they get older,particularly between early and late adolescence(UNESCO,2017)and this is even more evident in their career choices.What remains unanswered are the reasons leading to this leak and why more girls drop out of STEM as they grow older in comparison to boys.Factors related to the contextual level might contribute to these findings.For example,a study in the US focusing on black women in STEM reports that supportive family members positively influence on developing girls interest and motivation for learning about STEM subjects(Ibourk,Hughes&Mathis,2022).These findings are supported by a meta-analysis of publications carried out by imunovi and Babarovi(2020),which suggests that the role of fathers in the process of socialisation should be explored across different developmental stages in a childs life.Furthermore,what happens in early childhood in relation to STEM is of importance but only limited studies on this are available(e.g.Stephenson et al,2022).Researchers in this area have identified that young children hold stereotypical ideas from early on in their lives,and many young children especially those with low-SES and minority backgrounds are not exposed to STEM,and lack basic STEM skills and interest(Hachey,2020).A study reported in a grey publication(IBD,2019)refers to a project in Colombia entitled Little Adventurers(Pequenas Aventureras),which targets students aged 3-5 years and their parents,placing an emphasis on educating parents about STEM stereotypes.Initial findings from this project,which implemented an experimental design,suggest that children had better STEM knowledge and skills after the implementation of the programme(IBD,2019).It is imperative to further explore early childhood education in relation to STEM and gender a need also recommended by UNESCO(2020).Moreover,in a longitudinal study in the US,Chine(2021)concluded that students with highly educated parents showed statistically higher achievement in mathematics than students with less educated parents.Similar findings are reported by Simunovic and Babarovic(2020),who explored the role of parents and concluded that parental beliefs affect students self-efficacy in STEM.In addition,it is argued that through their cultural and science capital(Godec,Archer,Dawson,2020),families can have a positive impact on the attitudes,expectations and behaviours of children,thereby promoting academic success and self-efficacy(Jger&Mllegaard,2017).By science capital,we refer to what people know about science,how they think about it,what they do,and whom they know(Godec,Archer,Dawson,2020).Science capital(e.g.contacts,social networks,knowing people who work in STEM or who possess valued forms of science capital)and cultural capital(qualifications,enduring habits/dispositions,scientific literacy,knowing the rules of the game)are considered to be influential in science gender stereotypes(Archer,DeWitt,ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 24 Willys,2014).According to a longitudinal study from the UK,students with low science capital are unlikely to become interested in STEM careers(Archer,Moote,MacLeod,Francis&DeWitt,2020).For example,gender-based stereotypes or equitable gender attitudes can be transmitted among members of a given family,generation after generation(Archer,2018;DeWitt&Archer,2015).A lack of family role models related to STEM(Ibourk,Hughes&Mathis,2022)can also affect aspirations towards STEM careers.One study focusing on career-related discussions between Finnish parents and their adolescent children(Ikonen,Hirvonen,Leinonen,Kesonen,Hietala,Hivronen&Asikainen,2020)revealed that mothers are more aware of the individual and societal consequences of the gender gap and that parents who were more informed about STEM careers and the gender gap could better support their daughters.This finding suggests that the role of the family is of great importance in supporting girls in STEM,especially for students from minority groups(IBD,2019),and should be further explored.Furthermore,the role of the parents in engaging students in out-of-school STEM activities or in promoting a competitive attitude in relation to STEM is accepted as an important family-related factor.Conversely,in some countries and cultures,many girls are discouraged from choosing STEM careers because they believe that if they get involved in STEM professions,they will not have time to start a family,and this will affect their professional and personal balance(Balta et al.,2023).3.1.3 Institutional-level factors Institutional-level factors include the curriculum;the schools culture and context;the roles,biases,values and STEM competences of teachers;textbooks;peer influence;and role models.Among institutional-level factors,most studies have examined the effects of alternative pedagogical approaches on STEM learning and the maintenance of self-efficacy and interest in STEM by girls.Some of the pedagogical approaches studied include integrated STEM education,which emphasises skills and interdisciplinarity(Anwar et al.,2022),using gender-neutral language as a way to remove stereotypes from the classroom(Scholes et al.,2022),introducing role models into STEM teaching(Siani et al.,2021),and focusing on the professional development of teachers as a way to support them in implementing all of the aforementioned practices.An important aspect in attracting girls and women into STEM and maintaining their interest is the presence of a gender-sensitive and gender-inclusive curriculum that is designed in a way that interests both boys and girls(Wright&Delgado,2023).Very few European countries possess curricula that focus explicitly on women in science(Brett,2022),with most of these initiatives being on a pilot level and focusing on interventions that examine the impact of specific pedagogical practices that can potentially support both girls and boys in improving their attitudes towards STEM(e.g.De Loof,Boeve-de Pauw&Van Petegem,2022).One such example comes from a longitudinal study in Belgium exploring the impact of an integrated STEM curriculum in comparison to traditional STEM teaching(teaching the subjects separately)in relation to students attitudes,motivation and self-efficacy.Recent studies especially those from the US and Australia have focused on transforming curricula to include gender-inclusive practices,but this theme is still under-researched.Furthermore,STEM curricula at secondary education level in most EU countries focus on separate subjects,with no integration between disciplines(Evagorou&Konstantinidou,2023).Some of the studies reviewed focus on interventions,teaching practices or changes to the school programme that could help to bridge the gender gap in STEM.Examples of these include focusing on gender-sensitive teaching practices(Hughes et al.,2020);single-sex schools as a way to empower girls(Law&Sikora,2020);non-formal learning activities(Lock et al.,2019;Todd&Zvoch,2019);using videos as a way to increase literacy about gender bias against women(Pietri et al.,2017);and using friendship networks as a way to influence retention in STEM(Raabe et al.,2019).ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 25 One of the studies reviewed(LaForce et al.,2019)presents an example of inclusive STEM schools in the USA.Inclusive STEM schools are characterised by an open admission process as an alternative to academically stringent institutions.They allow students from diverse backgrounds to engage with STEM curricula and make the connection between STEM and real life.These schools incorporate elements such as problem-based learning,rigorous learning,and the personalisation of learning.According to findings from LaForce et al.(2019),girls achieve higher grades than boys in these schools but continue to exhibit less positive attitudes towards STEM.When implementing STEM,early childhood education and primary schools focus on integrated approaches and problem-solving,connecting STEM with real-life problems.Given that girls show more positive attitudes towards STEM subjects up until the end of primary school,one hypothesis is that the systematic inclusion into curricula of integrated STEM approaches could be a way to support not only girls but also diverse groups of learners,as well to shape and maintain participation in STEM.An additional point related to the role of the curriculum is linked to studies that have used in-school and out-of-school interventions designed to connect under-represented students with STEM professionals and careers.Such studies have yielded positive data with regard to increasing awareness and interest in STEM careers among girls.Specifically,out-of-school contexts provide greater benefits for students than in-school contexts(Blanchard et al.,2012;Pitri,Evagorou&Stylianou,2024).Furthermore,one gap in curriculum development relates to a lack of consistent and systematic evaluation of the curriculum and how it is implemented in practice(Bilgin et al.,2022).Other studies have shown that teachers can have a positive effect on girls interest in a STEM career.Conversely,teachers can have a negative effect when they transmit gender stereotypes or biases(Ibourk,Hughes&Mathis,2022;van den Hurk et al.,2019).Teachers instructional approaches,beliefs,attitudes,and behaviours(UNESCO,2008)can positively affect girls in maintaining their interest and pursuing STEM careers.For instance,when primary and secondary school students are engaged in discussions about their goals and the opportunities available in STEM,they have time to link their interests to these subjects and demonstrate higher self-efficacy in these fields prior to college(Kier et al.,2013).Stereotypes may be reinforced by teachers who have different expectations for boys vs.girls as mathematics and science learners(VanLeuvan,2004).Teachers beliefs about STEM abilities may also lead to different learning opportunities for boys compared with girls.Research has shown that teachers interactions with students(Sadker,1994)and their own stereotypes and biases(Ibourk,Hughes&Mathis,2022)may differ in relation to boys and girls.What we know is that inaccurate stereotypes of STEM professionals are formed at an early age(Ibourk,Hughes&Mathis,2022).Another notable issue is that of gender-based grouping and seating arrangements in the exercise of science(Blickenstaff,2005).Avoiding such practices from the primary school level onwards could prevent students from exercising distinctly masculine or feminine roles.With regard to gender role models in STEM,women are under-represented in mathematics and science-based professions;thus,girls may have few opportunities to meet female role models and obtain information about the range of opportunities and career options available in STEM fields from their perspective.Interaction with female scientists can positively affect students science-related career goals and can improve adolescents attitudes towards science and towards women in science(Ibourk,Hughes&Mathis,2022).Previous studies have indicated that girls from Kazakhastan who graduate from schools in which mathematics is emphasised and where extracurricular STEM subjects are offered regularly tend to become interested in STEM careers(Almukhambetova&Kuzhabekova,2020).However,the absence of other women in their discipline leads to a sense of isolation or intimidation(e.g.Most of my engineering professors have been men)(Herrera,Rodriguez-Operana,Snchez,Cerrillos&Marquez,2022).ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 26 Furthermore,instructional approaches in primary education for example,those based on inquiry-based learning,which has been shown to improve problem-solving skills,students creativity and scientific reasoning can be promoted,as well as formative and skills-based assessment by teachers.Although this type of learning environment can promote gender inclusion,students cooperation and active participation,and the development of STEM competences,there is a need to gather further research evidence/data on STEM achievements and gender differences at the level of primary education.As Balta et al.(2023)point out,grade level is an important factor in shaping the development of students interest in STEM,with secondary school being a critical level,particularly among girls.Although students can be actively engaged in scientific thinking and practices from an early age(Hachey,2020)through science activities,they usually begin to engage in STEM subjects in the last years of primary school.Research has shown that exposure of students to STEM subjects in secondary education can help to eliminate the gender gap(Fondazione Deloitte,2022).However,interest in STEM is higher among students in lower-secondary education than it is in higher secondary education.According to Balta et al(2023),this indicates that students follow the paths of their interest development.So far,only a few studies with a longitudinal aspect have focused on shaping and maintaining students interest in STEM across age groups.3.2.Grey literature on third countries that focuses on gender and STEM The review of grey literature on gender and STEM carried out for this study focused on three main categories:(a)summarising the current situation with regard to STEM and gender;(b)describing strategies that have been applied to sustain and improve girls interest in STEM and providing recommendations for actions that can be taken;and(c)proposing policies that can narrow the gender gap.The current situation with regard to STEM and gender:one example of grey literature that presents the current situation in STEM and gender is a UNESCO(2020)report that focuses specifically on gender inequality in STEM in Asia.UNESCO(2020)reports that from an early age,girls are exposed to messages suggesting that STEM subjects are more suitable for boys,thereby discouraging them from choosing STEM courses at school or pursuing advanced studies in these fields.For those girls and women who do go into STEM,numerous obstacles impede their success:discrimination,societal pressure for early marriage,expectations to shoulder household and family responsibilities,and persistent glass ceilings.All of the above can hinder womens aspirations towards STEM careers.Collectively,these factors result in young girls lacking examples of successful women in STEM,thus reinforcing the perception that they cannot thrive in this field.The findings presented in the UNESCO report are similar to those of other reports on STEM education policies in Europe(Choice,2019;European Schoolnet and Texas Instruments,2018;Eurydice,2011;EU,2004;EU,2019).Strategies and recommendations that can be applied to sustain and improve girls interest in STEM:SciGirls Seven Strategies is an example of such a strategy,funded by the National Science Foundation in the USA(see Billington et al.,2014).SciGirls highlights strategies that can support girls in STEM.These include establishing a nexus between STEM and girls everyday lives;offering support to girls as they explore questions and tackle problems using STEM methodologies;instilling empowerment in girls to confront difficulties;fostering an environment that encourages girls to recognise and question stereotypes within STEM;highlighting the collaborative,social and community-centric nature of STEM;and creating avenues for girls to engage with and gain insights from a diverse spectrum of STEM role models.An additional example comes from the UNESCO(2020)policy report,which presented seven recommendations linked to bridging the gender gap in STEM in Asia.These are:ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 27 enhance STEM curricula and instructional materials to foster equal participation and include gender equality expertise in their development;strengthen the capacity of teachers to encourage girls in STEM by raising awareness of stereotypes and gender disparities and promoting STEM careers;increase awareness of gender equality in STEM among parents and communities,involving them in STEM programmes;promote the stories of successful female STEM professionals and their involvement in classes in order to challenge stereotypes;encourage participation in STEM by girls and women in rural areas through inclusive gender equality policies and STEM programmes;improve access to STEM activities for women and girls;establish and enforce policies that support gender equality in STEM,addressing systemic barriers and promoting initiatives for girls STEM education and womens participation in STEM fields.Other reports for example,Cracking the code:Girls and womens education in STEM(UNESCO,2017)highlight the need for schools to provide equal opportunities for girls.This can be achieved through access to teachers who specialise in STEM teaching who can positively impact girls.Furthermore,learning materials play an important role and should incorporate positive images and text relating to women and girls,as well as their experiences with real-life STEM,apprenticeships and mentoring.In addition,the assessment tools used should not be gender-biased,and should be accompanied by measures to promote gender equality(e.g.legislation or policies such as quota)and to deconstruct gender stereotypes presented in the media.Lastly,STEM camps for girls and families,as well as peer-level interventions,are also important.Policies to narrow the gender gap:in a policy report by Soo Boon(2016)regarding the Malaysian experience of girls participation in STEM,the following policies were recommended:encouraging the development of inter-school activities;STEM awareness programmes for primary school students and parents;building public awareness of STEM;and raising students interest through new learning approaches.The Malaysian government has also pursued a 60:40 policy,aimed at placing 60%of the students in secondary schools into a STEM stream.Furthermore,it has developed STEM curricula at all educational levels starting from pre-school,and has created girls-only and co-educational schools.Lastly,as part of its policies,the Malaysian government highlights the need for gender-responsive STEM education and has created training tools for curriculum development(UNESCO,2017).Another example is that of Australia,which has established a National STEM School Education Strategy(Education Council,2015)focusing on the overall improvement of STEM education in the country.One of the policies supported by the National STEM School Education Strategy report is the engagement of the school administration in this process.Specifically,school leaders are first trained on STEM practices and their importance,followed by the schools teachers.Furthermore,the same strategy focuses on supporting schools to create partnerships with STEM experts as a way to reinforce the connection between STEM practices,enterprises,school and real life.3.3 EU-funded projects focusing on the gender divide in STEM The European Commission has put significant efforts into addressing issues of gender inequality in STEM,primarily by funding research and projects aimed at strengthening gender equality in STEM fields.An overview of the analysis of projects from the three platforms(CORDIS,Scientix&Erasmus)reveals a tendency to address gender issues over recent years.Data show that in 2022,ten projects were funded by Erasmus programme with a focus on gender.In previous years,the numbers of projects were lower,with one or two projects in each of the years 2014 to 2021.ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 28 3.3.1 Overview of factors influencing the gender gap in STEM The rationale and aims of the EU funded projects were explored,with the aim of addressing Question 1(factors linked to the gender gap in STEM education).The factors that the projects aimed to address in relation to the gender gap in STEM education were coded,and projects were grouped according to the factors on which they focused.This analysis provided a complete overview of the factors targeted by projects implemented in 2014-2023(see Figure 4 below and Table 2 in Annex 2).Figure 4.Overview of factors seen as influencing the gender divide in STEM by the projects Source:own elaboration from analysis of the projects IND:individual-level factors INS:institutional-level factors CON:contextual-level factors As Figure 4(above)and Figure 5(below)show that when it comes to the gender divide in STEM education,the primary focus of funded projects has been on Institutional-level factors(f=55).Among these institutional factors(Figure 4),the current way of teaching STEM subjects(Teaching methods/approaches/materials)(f=18)is seen as an important factor.Many projects aim to develop innovative methods(e.g.summer camps,workshops,lesson materials,online and blended learning,etc.)for teaching STEM subjects,based on the notion that current teaching methods are not gender-inclusive.In addition,stereotypes in areas of STEM are presented in the projects(f=16)as having important links to the gender divide in STEM.The Teachers role(f=9),Biases about girls skills and competencies(f=4),and Non-inclusive workplace environments(f=1)are other factors addressed by the projects.Among institutional factors,the existence or lack of role models(f=7)is also present as a factor shaping girls interest and motivation in STEM learning.Compared with institutional factors,Individual-level factors(f=28)are less frequently covered by the projects.Among individual factors,Self-confidence(f=4),Awareness(f=4),Self-esteem(f=3),Digital skills(f=3)and Personal motivation(f=3)are seen as key factors.In addition,Interest(f=2),Self-efficacy(f=2),Understanding/awareness of the diversity of careers in STEM(f=1),Solidarity(f=1),Personal and social power(f=1),Different starting points of students(f=1),Information and experience in STEM subjects(f=1)and Learning styles(f=1)are stated as influencing girls interest and motivation towards STEM.Hence,the majority of projects have focused on those social-cognitive factors that are considered to be crucial in closing the gender gap in STEM education and ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 29 careers.Furthermore,developing certain skills such as digital skills,spatial skills,etc.are also seen to be essential in motivating girls towards STEM learning.Digital skills are also presented as being important in these projects,and are linked to future STEM careers.Contextual-level factors are the least often mentioned group of factors(f=5)in the projects.Among them,Family(f=2),Social norms(f=2)and Culture are mentioned as significant factors with respect to the gender divide in STEM.Figure 5.Factors seen by the projects as influencing the gender divide in STEM,grouped by individual,contextual and institutional factors Source:own elaboration from analysis of the projects As Figure 6 shows,most projects targeted teachers and teacher trainers,with the aim of fostering girls engagement in STEM education.However,pre-school and/or primary education were not the focus of the majority of the STEM education projects.A few examples are given in Box 1.Also worthy of note is the fact that school leaders are the group least frequently targeted by projects.Box 1.Examples of EU-funded projects targeting educators 1)The Empowering Girls in STEAM through Robotics and Coding(RoboGirls)project(Erasmus ),oriented towards primary and secondary school students.The project aims to collaborate with educators to organise and implement STEAM activities and events with an emphasis on including robotics as tool.This project highlights the need to narrow the gender gap in STEAM and empower and encourage girls to play a role in STEM.2)The project Gender Equality in Science,Technology,Engineering,Art and Mathematics(Erasmus )addressed gender equality at pre-school,primary and lower-secondary education levels.This STEAM project focused on gender stereotypes at these three levels of education,and aimed to reduce gender inequalities by developing innovative and interactive materials.Pre-school,primary and lower-secondary teachers were supported towards this goal by providing them with training materials to deal with diversity and gender-balance in their classrooms.The projects ultimate goal was to create an early education environment in which girls could feel appreciated and ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 30 motivated to participate in STEAM activities with an equal level of responsibility to boys,among other aspects.3)The IN2STE(A)M project(Erasmus )aimed to enhance the development of of teachers and educators competence for teaching and exposing young children to STE(A)M concepts at primary school,with a focus on girls,in order to foster creativity,critical thinking and problem-solving competences.The project adopted an inclusive teaching methodology that aimed to stimulate young girls to develop their potential and to motivate towards a future career in a STEM field.Figure 6.Target groups of the projects Source:own elaboration from analysis of the projects The EU-funded projects analysed aimed to enhance individual-level factors by developing and offering online training activities,teacher professional development MOOCs(massive open online courses),mentoring activities for girls,examplar resources/educational materials,self-assessment tools,STEM workshops,and so on.Some examples regarding the approach,aims and products of a few projects are described in the paragraphs that follow.The FemSTEM Coaching Project(Erasmus )seeks to address the gender gap in transversal skills within the STEM sector.The objective of this project is to empower women by equipping them with tools and techniques that enhance their confidence and transversal skills.This is achieved through a comprehensive approach involving online training and the establishment of peer-support coaching circles.The target participants are all women in STEM,with a particular emphasis on providing support to those experiencing a dual disadvantage,such as individuals from minority ethnic backgrounds,those with lower socioeconomic status,older workers,and persons with disabilities.The coaching programme adopted the Recruitment,Retention and Progression(RRP)Framework.The findings derived from focus groups and questionnaires conducted show a substantial ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 31 interest among women in participating in training sessions aimed at refining their transversal skills.The most sought-after transversal skills identified were self-confidence,leadership and networking.Considering these results,several recommendations have been proposed.First,the promotion of female role models in STEM should be undertaken strategically to resonate with female STEM students and professionals,aligning with their lives and aspirations.Second,a distinct emphasis should be placed on engaging young girls and recent graduates in targeted initiatives.The Girls in STEM Career Project(Erasmus )is intricately linked to promoting inclusiveness and diversity in education,and non-discrimination.The primary objective of the project is to facilitate the early-stage development of STEM skills among female students.This entails support for the development of their cross-disciplinary skills and the nurturing of green skills,thereby fostering interest and awareness in STEM careers.Its aim is to empower girls to actively participate in the realms of science and technology in the future.The projects activities are designed to serve a dual purpose.First,they seek to engender an awareness of sustainable living through active participation in STEM workshops.Second,the initiative strives to instil recognition and realisation regarding STEM careers as pivotal professions for the future.The WOMEN STEM UP project(Erasmus )confronts a significant challenge associated with the enduring gender disparity in STEM higher education,and subsequently,within the labour market.Employing a gender-based approach,the project strategically endeavours to both recruit and retain women in STEM,with the primary objectives of addressing gender stereotypes and enhancing female confidence and creativity.The educational framework involves instructing educators and university staff in the adoption of gender-neutral teaching methods and tools.Noteworthy outcomes stemming from the project include the formulation of the Women STEM UP for GOOD programme.This initiative seeks to inspire female students to engage in socially conscious projects that incorporate gender considerations.In addition,the project has yielded educational resources featuring the narratives of accomplished women,a mentorship programme,and a training regimen providing career guidance and tools aimed at fortifying gender equality competences within the STEM domain.The objective of the RoboGirls project(Erasmus )is to foster girls confidence and self-esteem in STEAM,and to encourage girls to consider their future in STEM disciplines.This is achieved through the enhancement of teachers capabilities to implement hands-on STEAM activities,specifically those that make use of robotics and other technological tools all while employing gender equality approaches.The initiative encompasses the development of gender-inclusive activities and learning materials,with a particular emphasis on open educational resources centred around robotics.Institutional-level factors play a pivotal role in fostering gender balance within STEM education.This is achieved through the design and implementation of teacher development programmes and activities,as well as the provision of materials and tools aimed at engaging girls in STEM learning.Concurrently,these initiatives support educators in incorporating methodologies for gender equality into their instructional practices.A case in point is the STING project,which actively promotes the integration of gender considerations into STEM education through the provision of teacher professional development activities.These activities support teachers to heighten their awareness of gender and other forms of diversity in teaching and learning practices,with the ultimate goal of enhancing outcomes in STEM education.Specifically,the toolkit includes activities designed to strengthen gender awareness with regard to identity and prejudice,elucidating their potential impact on future student behaviour.Teacher professional development activities also involve the identification of role models and an examination of stereotypes ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 32 perpetuated through educational and daily life contexts.In addition,there is reflection on how adults interpret the profile of scientists.Contextual-level factors encompass social and cultural aspects among others,the family context,which can affect gender equality.Despite the crucial role they play,the search conducted for the present study has identified only a few projects from 2014-2023 that have dealt with contextual-level factors.Some examples of activities are project-based learning,evening classes,makerspace environments,and international fairs and conferences.3.3.2.Activities implemented by projects based on a three-level factor classification Numerous projects and activities concentrate on addressing factors at the individual and institutional levels,with an emphasis on individual-level factors and institutional-level factors.Notably,a diverse array of activities has been planned and developed within EU-funded initiatives to cater for individual-level factors.Figure 7 offers a comprehensive overview of these activities,with frequencies denoted in blue boxes to indicate the numbers of each type of activity found in the projects analysed.Primarily,activities pertaining to individual-level factors include online training sessions,massive open online courses(MOOCs)for teacher professional development,STEM workshops,mentoring initiatives,and peer-support activities.Together,these initiatives represent a concerted effort directed towards enhancing and supporting individuals at a foundational level,thereby contributing to the overarching goals of fostering gender inclusivity in STEM education.Figure 7.Project activities directed towards individual-level factors ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 33 Source:own elaboration from analysis of the projects Similarly,Figure 8 presents an overview of the activities developed with regard to institutional-level factors.Projects in this category mostly focus on developing resources for traditional,online and hybrid learning and teaching,and on the development of toolkits.For example,the FESTEM project(Erasmus )aimed to promote innovative methods and pedagogy.One of the resources it developed is a toolbox that includes traditional and digital educational materials to promote and support gender-inclusive teaching and learning.The development of toolkits for teacher trainers and teachers to increase gender awareness in STEM teaching and learning is a relatively common activity aimed at institutional-level factors.For example,the STING project(Erasmus )provides a toolkit including activities to increase gender awareness in relation to identity,and for identifying role models as well as stereotypes that are promoted through education and/or daily life.Another example,the GIGS Toolkit,developed as part of the GIGS project(Erasmus ),includes online teacher training courses on engaging girls in STEM through real-life contexts and the use of digital technology.Figure 8.Project activities aimed at institutional-level factors ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 34 Source:own elaboration from analysis of the projects One aspect that should be highlighted is that many projects have introduced role models as an effective and practical way to address the gender gap and improve girls interest and motivation in STEM learning.Across diverse activities such as toolkits,online resources,games MOOCs,the role model approach emerges as a common and impactful theme.A notable instance is found in the Gender4Stem(Erasmus )project,in which a Role Model Pool has been established featuring women professionals across various STEM domains.The project team created a databank of women in STEM,which is updated regularly.Furthermore,the integration of role models has been systematically woven into other educational activities developed within EU-funded projects,highlighting the widespread adoption of this approach as a means to inspire and engage individuals in STEM learning.In the STING(Erasmus )project,a noteworthy activity known as the Architect Game was devised,with the aim of identifying stereotypes in education and daily life.This interactive exercise,developed by the project,includes a reflection activity designed to showcase how adults interpret the profile of a scientist.Among the objectives of this activity is the idea of fostering awareness about how role models and stereotypes are presented through both educational contexts and everyday experiences.Similarly,one distinctive output within the FEMALES(Erasmus )project takes the form of Role Model Educational Tools.The project created a card game and an e-book entitled Female Legends of Science.Together,the card game and e-book showcase female scientists from diverse countries,serving as educational tools to promote the recognition and appreciation of female role models in science.One output of the AR4STEM(Erasmus )project is a Motivational Programme to Encourage Girls Engagement in STEM.Within this initiative,the use of role models is highlighted as the most effective strategy to support the involvement of girls in STEM disciplines.ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 35 Figure 9 below provides an overview of contextual-level factors addressed by the projects.Some projects have developed project-based learning activities,while others have designed peer-to-peer tests,activities for working in pairs,and evening classes.Meetings with successful female entrepreneurs and investors,a makerspace and international fairs/conferences can also be found among the projects activities.Figure 9.Project activities aimed at contextual-level factors Source:own elaboration from analysis of the projects Furthermore,various projects have implemented additional practices to enhance girls engagement and motivation towards STEM education.Notably,self-efficacy emerges as a critical individual factor influencing girls participation and motivation in STEM learning.The Coaching Circles activity of the FemSTEM(Erasmus )project is designed explicitly to support the development of self-efficacy in girls through peer-support mechanisms.The Gender4Stem(Erasmus )project adopted a mentoring approach,leading to the establishment of a Mentor Network.This network was strategically devised to provide mentorship and guidance to girls with regard to STEM,with the aim of motivating and supporting their active engagement in these disciplines.Several projects,including FemSTEM(Erasmus ),Girls in STEM Career(Erasmus ),and Women Stem Up(Erasmus )focus on the targeted development and enhancement of girls skills,including digital skills,collaboration skills,green skills,STEM skills and transversal skills,among others.These skills-building initiatives are integral to supporting the holistic development of girls,and contribute to the development of self-efficacy.In addition,the collection of activities derived from exemplary practices across Europe is a shared approach adopted by various projects,highlighted in initiatives such as Hypatia(Horizon 2020),FemSTEM(Erasmus )and AR4STEM(Erasmus ).This collaborative approach entails leveraging successful practices from different regions to inform and enrich the strategies implemented within the projects,fostering a collective and synergistic effort to advance ADDRESSING THE GENDER GAP IN STEM EDUCATION ACROSS EDUCATIONAL LEVELS 36 gender inclusivity in STEM education.One feature of the practices/approaches developed in these projects that should be highlighted is that they are accessible,practical and ready to use.In addition,many of the practices developed by the projects are digital,thereby increasing their accessibility.Figure 10.Assessment methods/tools used in the projects Source:own elaboration from analysis of the projects As shown in Figure 10,most of the projects used surveys/questionnaires to assess the impact of their activities.In these cases,the surveys and questionnaires were administered in all partner countries.Furthermore,interviews with students and teachers were used to gather information about the impact of the projects activities(e.g.workshops).Other assessment methods include reflective journals,focus groups,self-assessment questionnaires,case studies,etc.However,not all of the projects planned explicit assessment,or shared it on the project websites.Impact evaluations are only available in a very few Erasmus STEM education projects.One example is that of IN2STE(A)M.This project designed and implemented diverse tools to improve teachers attitudes and skills,adopting inclusive and multidisciplina
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EENEE Analytical Report Digital Transformation in Blended Learning Environments ABOUT EENEE EENEE is an advisory network of experts working on economics of education and training.The establishment of the network was initiated by the European Commissions Directorate-General for Education and Culture and is funded by the Erasmus Programme.PPMI is responsible for the coordination of the EENEE network.More information on EENEE and its deliverables can be found on the networks website www.eenee.eu.For any inquiries,please contact us at:eeneeppmi.lt.Contractor:Gedimino pr.50,LT-01110 Vilnius,Lithuania Phone: 370 5 2620338 E-mail:infoppmi.lt www.ppmi.lt EUROPEAN COMMISSION Directorate-General for Education,Youth,Sport and Culture Directorate A Policy Strategy and Evaluation Unit A.4 Evidence-Based Policy and Evaluation E-mail:eac-unite-a4ec.europa.eu European Commission B-1049 Brussels Please cite this publication as:Caplanova,A.,Dunajeva,J.,Rodriguez,P.(2024).Digital transformation in blended learning environments,EENEE report,Luxembourg:Publications Office of the European Union.doi:10.2766/061693 AUTHORS:Anetta Caplanova,University of Economics in Bratislava Jekatyerina Dunajeva,PPMI Paula Rodriguez,PPMI PEER REVIEWERS:Miroslav Beblavy,EENEE scientific coordinator Martina Viarengo,Graduate Institute of International and Development Studies in Geneva LANGUAGE EDITOR:James Nixon,Copyeditor/Proofreader REVIEWERS:Ulrike Storost,European Commission,Schools and Multilingualism Unit Dimitra Rapti,European Commission,Digital Education Unit Nar Carrera Martnez,European Commission,Digital Education Unit Digital Transformation in Blended Learning Environments Anetta Caplanova,Jekatyerina Dunajeva and Paula Rodriguez EUROPEAN COMMISSION LEGAL NOTICE This document has been prepared for the European Commission however it reflects the views only of the authors,and the European Commission is not liable for any consequence stemming from the reuse of this publication.More information on the European Union is available on the Internet(http:/www.europa.eu).PDF ISBN 978-92-68-06755-0 doi:10.2766/061693 NC-05-23-281-EN-N Luxembourg:Publications Office of the European Union,2024 European Union,2024 The reuse policy of 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).Except 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.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 European Union does not own the copyright in relation to the following elements:cover Image(s)carloscastilla 11900361,2012.Source: BLENDED LEARNING FORMS 5 Table of contents Table of contents.5 List of figures.5 List of tables.6 1.Introduction:Blended learning and its significance.7 1.1.Blended learning:forms,concepts and definitions.8 1.2.Benefits of blended learning on student academic performance.12 1.3.Blended learning in the context of digital technologies.13 1.4.Emergency remote teaching during COVID-19 and its aftermath.15 2.Blended learning in education policies.18 2.1.Establishing blended learning guidelines across Europe.18 2.1.1 Institutions fostering blended learning at the European level.19 2.1.2 Erasmus :funding research and pilot projects in blended learning.20 2.2.National policies and perspectives on blended learning.21 2.3.Blended learning practices in primary,secondary and tertiary education.23 3.Professional development of teachers to support blended learning.26 3.1.Blended learning in teaching practices and professional training.26 3.3.Non-state programmes and initiatives for teachers.29 3.4.Challenges and future directions for teacher development.32 4.Limitations and future directions of blended learning.35 4.1 Accessibility of blended learning.35 4.1.1.IT-related factors.36 4.1.2.Social factors.37 4.1.3.Institutional factors.37 4.1.4.Skills.38 4.2.Future directions for blended learning.39 4.2.1.Future trends in blended learning.39 4.2.2.Blended opportunities in the metaverse.41 5.Conclusions.44 Bibliography.46 List of figures Figure 1:Percentage of internet users nationally aged 16-74 following an online course or using online learning materials,2022 and 2023 compared.9 Figure 2:Blended learning models.12 Figure 3:Emergency measures during Covid-19.16 Figure 4:National strategies prioritising access to digital infrastructure and skills.22 Figure 5:National strategies focusing on teacher training in digital technology.22 Figure 6:EU MS primary and secondary schools using blended learning approaches.24 Figure 7:Selected European universities that adopted blended learning.25 Figure 8:Reforms and initiatives that support teacher training in digital skills and blended learning.27 Figure 9:Examples of projects in blended learning in teacher education and training in Europe.28 Figure 10:Important components of teacher professional development(TPD)for online and blended learning(OBL).33 Figure 11:Factors influencing access to blended learning opportunities.36 Figure 12:Principles for the assessment of blended learning.39 Figure 13:Challenges to metaverse application for blended learning.42 BLENDED LEARNING FORMS 6 List of tables Table 1:Terminology and definitions.10 Table 2:Selected digital tools and their importance for blended learning.14 Table 3:Erasmus funded projects facilitating blended learning.21 Table 4:Programmes and initiatives in blended learning that are designed for teachers 29 BLENDED LEARNING FORMS 7 1.Introduction:Blended learning and its significance Most forms of learning systems use blended learning,which is broadly defined as learning that involves multiple instructional modalities(Orey,n.d.;Rossett,2002).Indeed,as Abbood,Gadhban and Al-Sahlanee(2023)note,“blended education has been known for about a hundred and twenty years,”and in its earliest forms,blended education involved the use of mass media and various forms of communication,such as films,slides,graph tables and others.Importantly,blended education allows learning to occur in a variety of ways,facilitating interactive and suitable learning experiences for diverse sets of students.As education systems continuously adapted to societal changes by evolving methodologies and emerging technologies,one dimension of blended learning that has come to be seen as important is the convergence between traditional(face-to-face learning)and technology-mediated learning or online instruction(Graham,2013;Dziuban,et al.,2018).Among the most profound changes that have affected education is the so-called“digital revolution”,or the proliferation of digital technologies in all spheres of life.This process accelerated in the 1980s,when the use of internet and digital technologies began to dramatically revolutionise education.Later,during the COVID-19 pandemic,digital technologies became indispensable for providing education around the globe.COVID-era“emergency digital teaching”has arguably“changed education forever”(Li&Lalani,2020),accelerating the transformation of“the highly traditional,chalk-talk education approach into web-based innovation and technology”(Gopika&Rekha,2023).However,it is also important to acknowledge that while the COVID-19 pandemic catalysed this shift and amplified its impact,the trend towards blended learning was already underway,driven by the rapid digitalisation of society and the constant need for advanced and inclusive teaching methods(Bonk&Graham,2012;Driscoll,2002).In other words,it is the combination of the rapid advancement of information and communication technology(ICT)in the 21st century,together with the push to adopt digital technologies and virtual learning during and after the pandemic,that have required teachers to change their behaviour and mindset at every level of education.A beneficial approach to education has come to be seen as one that combines technology with traditional teaching methods in other words,a blended learning model(Johnson,2021).Across the European Union(EU),the move towards blended learning in the education systems of the Member States(MS)has been considerable.Given the growing importance of blended learning in education systems globally,this report aims to understand the digital dimension of blended learning.To that end,the report analyses the development and implications of blended learning with a focus on its digital aspect.It also looks at the extent to which digital educational innovations have been mainstreamed within blended learning practices across different EU MSs.The report begins by discussing the evolution of blended learning in particular,digital technologies within blended learning methods while also seeking to analyse the potential of blended learning to contribute to the transformation of the entire field of education(Chapter 1).Then,Chapter 2 focusses on policies of blended learning at the national and European levels,providing some examples of blended learning strategies.Chapter 3 is concerned with blended learning practices in teacher education and training.Lastly,Chapter 4 discusses future directions for blended learning.Overall,the report aims to address the following questions:a)How has blended learning evolved over time as part of education systems?b)What are the strengths and limitations of blended learning?c)What specific developments have occurred to promote blended learning(e.g.state-led initiatives,school or university initiatives,partnerships with NGOs and the private sector)?d)What are the future prospects for blended learning?The chapters of this report thus assess blended learning from various perspectives and consider its importance for teachers and students alike,building on the assumption that BLENDED LEARNING FORMS 8 the incorporation of blended learning into education would benefit from a whole-school approach.In other words,as education and training systems integrate online and digital methodologies into their teaching to align with global developments and trends,blended learning will increasingly become an integral part of everyday school practices,affecting institutional structures,school leaders,teachers and students.The whole-school approach is a holistic vision of comprehensive changes that would be beneficial when digital technologies are integrated into teaching and learning:The approach promotes development in respect to all aspects of school life,taking into account:leadership and decision-making,policies and codes of conduct,teaching and learning,assessment practices,curricula,infrastructure,hardware and software solutions,teaching methods,and resources,teacher to teacher and teacher to student relationships,teacher professional development,development of digital competences of teachers and students,extracurricular activities and links with the community.(Marjanovi,2021)The geographical focus of the present report is the EU-27,a region that has shown considerable innovation and initiative in adapting to and advancing novel learning modalities.Academic and policy-oriented studies were considered during literature review,particularly those published since 2010.Literature review and literature analysis was performed by the authors beginning from June 2023,followed by multiple rounds of revisions.This report seeks to explore the transformation of education systems and to provide a comprehensive synthesis of research into the digital dimension of blended learning,as well as current practices in the E-27.Although the information available is limited,the report attempts to take stock of the approaches taken by EU countries in transitioning and utilising blended learning practices,where possible considering examples from primary,secondary and tertiary education.1.1.Blended learning:forms,concepts and definitions As stated previously,the idea of blended learning extends beyond digital or non-digital aspects to encompass various dimensions such as formal and non-formal contexts,in-school and out-of-school settings,and more.A succinct definition of blended learning was proposed in the 2021 Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education,as“blending school site and other physical environments away from the school site(either with the presence of a teacher/trainer,or separated by space and/or time in distance learning)”and“blending different learning tools that can be digital(including online learning)and non-digital”(Council of the European Union,2021).A similarly comprehensive definition has been provided in an academic context as well,where blended learning has been defined as:“a combination of different computer-based technologies,a combination of different pedagogical approaches and theories,or a combination of instructional technology with specific tasks in order to facilitate desired skills and competencies”(Ifenthaler,2012,p.463).In various contexts,the term“blended learning”may be used synonymously with“multi-method learning”,“hybrid learning”,or“integrated learning”.In the history of blended learning the concept is inseparable from technology-based training,thus suggesting that as technology develops with time,so too do the various tools used for learning(Bersin,2004).Importantly,the present report focuses solely on the digital and non-digital aspects of teaching practices and technologies in blended learning,without exploring broader dimensions.For example,other dimensions of blended learning could involve learning environments beyond the school premises,such as the outdoors,sports institutions,cultural sites and the like(European Commission,2021b).Furthermore,learning can also take place in locations around the school,such as in gyms,libraries,BLENDED LEARNING FORMS 9 parks or playgrounds,with students engaging in teamwork or conducting individual activities to understand nature(ibid.).As digital education has become an integral part of blended learning,it is also imperative to define this concept:Digital education comprises two different but complementary perspectives:1)the pedagogical use of digital technologies to support and enhance teaching,learning and assessment and 2)the development of digital competences by learners and education and training staff.(European Commission,2019)Digital education encompasses the comprehensive integration of digital technologies and tools across educational domains,i.e.online learning,virtual classrooms,educational software,social media and interactive whiteboards,as well as other technology and digital content(Haleem,et al.,2022).Beyond traditional settings,digital education provides a versatile framework applicable to diverse learning environments,facilitating curriculum development,delivery and assessment,thus enhancing educational processes through technological means(Gopal,Singh,&Aggarwal,2021).Digital education represents a extensive concept and serves as a foundational requirement for the realisation of blended learning.It encompasses several prerequisites,including investments in digital technology,the creation of digital learning environments,the development of digital infrastructure,and digital competencies among both educators and learners.Across Europe,people engaging in online education or using online content for their education has shown a growing tendency;in 2023,30%of EU internet users aged 16 to 74 utilised online courses or materials,marking a 2 percentage point increase from 2022(Eurostat,2024).While there is significant variation between countries(see figure below),the share of learners using online resources will likely continue to grow in the future.Figure 1:People doing an online course or using online learning material,2022 and 2023 compared Source:Eurostat,2024 Note(1):For 2022 Ireland data is not available;as a result,the EU aggregate has been estimated.While the COVID-19 pandemic accelerated the digital transformation of education(Rof,Bikfalvi,&Marques,2022;European Commission,n.d.a.),the remote education carried out during the pandemic should be distinguished from blended learning.The term“emergency remote teaching”refers to a swift educational response such as this,BLENDED LEARNING FORMS 10 often utilising online teaching methods.The table below provides a summary of the pertinent terminology.Table 1:Terminology and definitions Programme type Professional development programmes and initiatives that promote blended learning Face-to-face learning Teaching is provided in a classroom.Distance learning A form of remote education in which students are physically separated;this can be organised as blended or online learning.Distance learning due to the COVID-19 pandemic was a form of forced or emergency distance learning.Contact learning Teaching and learning with learners and teacher(lecturer,trainer)interacting simultaneously;contact learning can take place in a classroom,online or in the form of flexible learning,with some learners in the classroom and some online.Digital learning A learning method based on the use of new digital tools to enable students to learn in a different way,whether this is face-to-face,distance learning(asynchronous or synchronous)or blended learning.Digital learning is the digitalisation of the entire learning experience:social learning,virtual meetings with professionals,online exams,etc.E-learning E-learning is only one important pedagogical modality of digital learning,which in turn encompasses all online learning methods and techniques.E-learning is thus a set of solutions enabling learning by electronic means.Blended learning A mix of face-to-face and online or flexible learning.Online learning The entire process of teaching and learning takes place over the internet.Independent learning with online support At the beginning of the course,the teacher assigns tasks(such as working with web-based study materials or watching pre-recorded video lectures,or reading chapters from a book).Students work on these independently,and their performance is assessed by the teacher at the end of the course without any interaction in between.Source:(EKKA,2020;IPAG Business School,2021)Overall,blended learning through a deliberate combination of diverse educational methods and resources has made a substantial impact on educational methodologies,and has opened doors to a more flexible,individualised and inclusive learning experience(European Commission,2023).Blended learning has diverse dimensions.Among these,the most important are:a)The pedagogical dimension,which involves the strategies employed in designing,delivering and assessing blended learning activities.Examples include project-based learning,enquiry-based learning,flipped classrooms,gamification,adaptive learning and microlearning;b)The technological dimension,which encompasses Tools:platforms that support blended learning,such as learning management systems(LMS),webinar platforms(e.g.Zoom),video software,collaborative learning platforms;BLENDED LEARNING FORMS 11 Equipment:interactive digital whiteboards,cloud storage solutions,and so on;Content:e-textbooks,online tutorials and video lectures,virtual labs;Associated content:virtual reality(VR)and augmented reality(AR)(eLI,n.d.);c)The organisational dimension,which refers to the structures and processes used to manage and coordinate blended learning.Examples encompass flexible timetables,modular curricula,personalised learning plans,team teaching,and peer mentoring.d)The social dimension,which explores the interactions and relationships embedded within blended learning activities,including online communities of practice,social media networks,collaborative platforms,feedback mechanisms,and recognition systems (Singh,2021)In practice,the above dimensions are difficult to separate,making the boundaries between these categories somewhat blurred.For instance,digital educational content encompasses not only the instructional material itself,as outlined into a recent dedicated study(Day,et al.,2023),but also the tools employed to enable its accessibility and utilisation in the diverse teaching scenarios or activities of blended learning.The adaptability of these tools may also vary depending on the organisational arrangements in place.Within blended learning,we can distinguish different models for pedagogical approaches.Each of these models has unique characteristics that present certain benefits and challenges.The most relevant pedagogical approaches used in blended learning are described in Figure 2 below.BLENDED LEARNING FORMS 12 Figure 2:Blended learning models 1.2.Benefits of blended learning on student academic performance Blended learning approaches are associated with improved student achievement across various subjects and at various grade levels(Bernard et al.,2014).Such approaches can accommodate diverse learning styles and preferences,thereby promoting student engagement and motivation(Johnson,et al.,2016),and enable personalised instruction using adaptive learning technologies,leading to tailored content and support for individual students(Luckin,Holmes,Griffiths,&Forcier,2016).The flexibility and interactive nature of blended learning can promote ownership of learning by students,and can lead to higher levels of engagement(Arnold,2010;Eryilmaz,2015).For example,a systematic analysis of the relevant academic literature has shown that in terms of effectiveness,digital technology in education was particularly effective in enhancing task flexibility and learner autonomy,as well as encouraging greater self-regulation(Topping,Douglas,Robertson,&Ferguson,2022).One study compared mathematics education among students exposed to traditional methods and those studying through blended learning,and concluded that blended learning had positive impacts on students academic achievement(Tong,Uyen,&Ngan,2022).Other studies have also shown that the integration of technology and multimedia tools can increase student interest and active participation(Lynch&Redpath,2014).Blended learning also means that students have autonomy,as it allows them to control the pace and location of their learning(Bonk&Graham,2012).In one experimental BLENDED LEARNING FORMS 13 study,a blended learning environment emerged as the preferred mode of study,as reported by the students themselves(Eryilmaz,2015).The integration of multimedia resources,collaborative activities and online discussions fosters a sense of community and peer interaction(Gopinathan,Kaur,Veeraya,&Raman,2022),which studies have shown to positively influence students performance and retention,especially in online settings(Stubb,Pyhlt,&Lonka,2011;Lin&Gao,2020).In terms of knowledge retention,blended learning promotes deeper understanding and long-term retention of knowledge compared with traditional classroom-based methods alone(Bower,Dalgarno,Kennedy,Lee,&Kenney,2015;Horn&Staker,2017).Research indicates that blended learning approaches employing active learning strategies,such as enquiry-based learning and authentic assessments,enhance students critical thinking,creativity and analytical skills(Sharma,Mandot,&Singh,2023).Blended learning also provides opportunities for students to develop other essential skills that are beneficial to their learning and future labour market participation.For example,studies conducted in various national and educational contexts show that blended learning enhances students problem-solving,collaboration and digital skills(Voogt&Roblin,2012;Bates,2015;Yeen-Ju,Mai,&Selvaretnam,2015).In addition,the use of technology-enhanced learning materials,multimedia simulations and interactive exercises in blended learning facilitates cognitive processing and memory consolidation among students(Cowan&Farrell,2023).Furthermore,by engaging with digital tools competently during blended learning,students can develop technological competences and adaptability,which are essential in the modern workforce and for long-term success(Selwyn,2016;Bulman&Fairlie,2016).Several studies have pointed out the benefits of blended learning for students with special education needs(SEN).In particular,evidence suggests that combining in-person teaching with online resources in a blended classroom has proven successful in providing constructive learning experiences for students with learning disabilities,offering the advantage of both a physical teacher for direct guidance and access to virtual resources(Rivera,2017).For example,blended learning has been particularly effective in STEM(science,technology,engineering and mathematics)education for students with special needs and learning disabilities,enabling education taking place in laboratory to be combined with activity-based learning and online spaces(Jolly,Birje,&Mehta,2023).However,while preliminary indications suggest that combining advanced technology with traditional methods of education may enhance the learning of SEN students,this topic remains under-explored and hence no conclusive evidence has yet been established(Zavaraki&Schneider,2019).In summary,studies consistently emphasise that blended learning shows promise as a method for enhancing educational results,as well as student engagement,motivation and skills development.It is also evident that the integration of technology into learning environments has the potential not only to enhance student achievement,but also to foster the skills essential to the digital age.However,it is crucial to address challenges relating to access,teacher training and support in order to maximise the effectiveness of blended learning.Importantly,the effectiveness of blended learning compared with traditional learning can be influenced by such factors as the instructional design,pedagogical approaches and characteristics of learners(Picciano,2021).In addition,the successful implementation of blended learning also depends on the skills and knowledge of teachers and whether or not they can integrate technologies effectively into their pedagogical approaches(Graham,2006).1.3.Blended learning in the context of digital technologies The increased penetration of the internet and the spread of digital technologies has led to a significant shift in education,bringing about profound changes in the way learning is perceived,organised and delivered(Horn&Staker,2017;Zancajo,Verger,&Bolea,2022).In a comprehensive overview looking into synergies between education and BLENDED LEARNING FORMS 14 technology,the World Bank emphasised multiple potential benefits that digital technology has on refining learning outcomes,strengthening skills development and promoting inclusivity(World Bank,2022).At the same time,digital technologies are the integral foundation of online learning,which is growing in importance in the field of education(Garca-Morales,Garrido-Moreno,&Martn-Rojas,2021;Diaz-Infante,Lazar,Ram,&Ray,2022).In other words,digital technologies are essential for blended learning,as they provide the tools and infrastructure necessary for creating a dynamic,flexible and effective learning environment that meets the diverse needs of modern learners and transcends the capabilities of traditional classroom instruction(Singh,2021;Driscoll,2002;Rasheed,Kamsin,&Abdullah,2020;Kumar,et al.,2021).Learning management systems(LMS),including such tools as Moodle or Blackboard,have facilitated the spread of blended learning by providing a platform for online content dissemination,fostering collaboration,and providing advanced assessment capabilities(Furqon,Sinaga,Liliasari,&Riza,2023).Importantly,LMS primarily facilitate digital learning and teaching practices,highlighting that the implementation of blended learning and teaching practices requires specific strategies,competences and skills(from educational content and technology providers,as well as from teachers and learners).The interactive features of LMS,like discussion boards and quizzes,engage students in meaningful online learning experiences,enhancing the digital aspect of courses.Teachers can track student progress easily,ensuring personalised support whether students are located in the physical classroom or online.Digital tools such as video conferencing software,interactive whiteboards,as well as more innovative digital opportunities,including cloud computing,artificial intelligence(AI),learning analytics and virtual reality,have created possibilities to provide a more versatile blended learning experience(Adebisi et al.,2023).These tools have broadened the scope of learner interactivity,immersion and engagement,thereby enhancing the overall quality of the learning experience.A summary of digital tools and their benefits are summarised in the table below.Table 2:Selected digital tools and their importance for blended learning Digital tool Definition and importance for blended learning Video conferencing software Computer programmes that enable two-way synchronous communication in real time.Video conferencing software can be used in education to allow teachers and students to exchange information in a virtual environment.During the COVID-19 pandemic,video conferencing tools such as Google Meet,Microsoft Teams and Zoom were key to allowing education institutions to adopt remote learning schemes(Camilleri&Camilleri,2022).Interactive whiteboards(IWB)These touchscreen interfaces can display the contents of a computer screen and be used as a whiteboard.Interactive whiteboards have been introduced progressively into blended education settings for multiple purposes:encouraging classroom dialogue,developing digital competences,learning through goal-oriented processes,and increasing student motivation(Mercer,Hennessy,&Warwick,2010;Bourbour,2023;Khl&Wohninsland,2022).Cloud computing Technology that enables users to access computing resources(e.g.storage,processing power and applications)over the internet.Cloud computing enables the implementation of distance and blended learning approaches by providing a virtual environment in which students can access diverse educational applications,educational games and collaborative e-learning opportunities(Agrawal,2021;Al-Malah,Aljazaery,Alrikabi,&Ali Mutar,2021).Adaptive learning technologies Adaptive learning employs technology to deliver customised learning experiences that are suited to the specific needs and progress of each student.It makes use of data-driven algorithms and AI to modify the content,delivery methods and pace of instruction(Gligorea et al.,2023).Adaptive learning in the context of blended learning therefore refers to the customisation of learning content and activities to meet learners BLENDED LEARNING FORMS 15 needs.Incorporating AI into adaptive learning systems enhances adaptive learning.Consequently,the field of artificial intelligence in Education(AIEd)has opened up new opportunities for the implementation of innovative learning approaches such as blended learning,through the use of educational applications for adaptive learning(Alamri,Watson,&Watson,2021;Chen,Zou,Xie,Cheng,&Liu,2022).Learning analytics(LA)The measurement,collection,analysis and reporting of data about learners and their contexts,in order to understand and optimise learning processes and the environments in which learning occurs(Siemens,et al.,2011).Learning analytics in education may be used for multiple purposes,such as predicting student performance and dropout,and for the detection of behavioural patterns(Du,Yang,Shelton,Hung,&Zhang,2021).In the context of blended learning,learning analytics can provide key information to teachers for classroom orchestration(Amarasinghe,Michos,Crespi,&Hernndez-Leo,2022).Importantly,current learning analytics standards are capable of creating learning records for both digital and non-digital learning experiences,in order to track individual(blended)learning journeys in-depth and detail.1 Virtual reality Computer-based applications“commonly associated with immersive,highly visual,3D characteristics that allow participants to see and navigate within a seemingly real or physical world”(Lopreiato,et al.,2016).Extended reality(XR)is a term that encompasses various immersive technologies,including virtual reality(VR),augmented reality(AR)and mixed reality(MR).In general,XR,which includes VR,is a useful tool for supporting blended learning approaches through open-ended social and collaborative interactions,cognitively challenging experiences,and by providing additional motivation to solve tasks(Mystakidis,Berki,&Valtanen,2021).Mobile technology Mobile technologies refer to portable devices such as smartphones and tablets.The incorporation of mobile technologies into a blended learning context has a substantial positive impact on students learning acquisition(Ustin,2019),and may be a way to address a shortage of computers for accessing online learning materials in a blended learning format(Mayisela,2013).Overall,within the educational setting,mobile technologies can facilitate learning,access to educational resources,and engagement in interactive and personalised educational experiences.In summary,with the rapid evolution of technology and the subsequent digital transformation of formal education,approaches to education have changed and blended learning became more widespread(Dakhi,et al.,2020).Consequently,modern educational institutions are increasingly embracing innovative digital technologies and online learning opportunities.These tools have broadened the scope of blended learning and led to a transformation in the organisation and delivery of teaching and learning processes(Picciano,2021).In general,technology is becoming necessary for any form of education(Toxirjonovich&Ogli,2022),and especially for blended learning.1.4.Emergency remote teaching during COVID-19 and its aftermath The COVID-19 pandemic provided a significant push that popularised both digital tools and blended learning.During the pandemic,the uptake of digital learning resources around the globe accelerated,as many educational institutions were pushed to embrace digital learning modalities and engage in emergency remote teaching.Indeed,a report by the European Commission entitled“Emergency remote schooling during COVID-19”(Cachia,Vuorikari,Velicu,Di Gioia,&Chaudron,2021)distinguishes between well-planned online learning and emergency remote teaching,which is a temporary shift in instructional delivery to an alternative delivery mode due to crisis circumstances.Emergency remote teaching typically involves a minimal amount of preparation time,and of professional development,quality assurance and evaluation,while online learning requires teachers to design,develop and deliver instruction that is aligned with the online environment,1 See,for example,“Blended Learning:Online and offline learning”,available at:https:/ LEARNING FORMS 16 learners needs,and the learning objectives concerned(Hodges,et al.,2020).In other words,emergency remote teaching is not a substitute for online learning,but rather a contingency plan that requires adaptation,flexibility and support from all stakeholders(Cachia,et al.,2021).The adaptation of blended learning in the EU MSs during the COVID-19 pandemic varied,reflecting the diverse conditions in different countries education systems.Some examples are presented in the figure below.Figure 3:Emergency measures during Covid-192 Source:(Lavonen&Salmela-Aro,2022;Lepp,Aaviku,Leijen,Pedaste,&Saks,2021;Taglietti,Landri,&Grimaldi,2021;Parczewska,2021;Mitescu-Manea,et al.,2021)A recent book on the digital education policy landscape argues that the pandemic led to a“digital renaissance”in education,prompting educational institutions to move to remote or blended learning(Cobo&Rivas,2023).The authors suggest that the pandemic not only profoundly disrupted education,but also pushed it towards a new,hybrid model of learning.In debating possible post-pandemic COVID-19 scenarios,Rubia,et al.(2022)also write:experience during the pandemic has provided progress in the implementation of virtual education,highlighting the importance of creating flexible and versatile learning environments.Therefore,future learning environments should combine traditional face-to-face teaching with technological tools and online learning(Gmez,2020;Kuklinski&Cobo,2020),with the appropriate institutional support to ensure a high-quality process.Blended Learning(BL)emerges as an appropriate model to address this challenge.Hence,the pandemic not only accelerated the use of digital and blended learning,but also broadened the recognition that flexibility is necessary for the future of education.Moreover,blended learning provided a solution to the issue of inequalities as well:as the pandemic exacerbated inequity and issues concerning equal access to education,blended learning proved an effective way to ensure inclusive access to education(Batac,Baquiran,&Agaton,2021).More specifically,evidence suggests that blended learning can make education more inclusive and should be mobilised in the post-pandemic 2 The websites mentioned in the figure are available through the following links:eKool:https:/www.ekool.eu/en/home La Scuola Digitale:https:/scuoladigitale.istruzione.it EDIA project:https:/cedec.intef.es/proyecto-edia/BLENDED LEARNING FORMS 17 provision of education in order to mitigate the digital divide(European Commission,2023).Blended learning methodologies provide students with flexibility and create opportunities for the development of more inclusive resources and activities(Pearson,et al.,2019).Such flexibility as to how and where teaching takes place may provide greater access to education for students from remote areas(Lim&Graham,2021),while the integration of advanced technologies with traditional teaching approaches is conducive to the inclusion of students with special educational needs(Zavaraki&Schneider,2019).In short,appropriate“blends”of teaching approaches,learning sites and pedagogical methods allow teachers to meet the diverse needs of students,thereby facilitating the inclusion of all learners(European Commission,2023).Blended learning has the potential to foster inclusivity in education by not only addressing various barriers faced by children in disadvantaged areas and those with special needs,but also by supporting the education of adult learners.For adults not in education nor in employment(NEETs),blended learning provides opportunities for skills development,career advancement and lifelong learning.It allows adults to balance their learning with work or other responsibilities,making education more accessible and feasible.For blended learning to be effective in adult education,however,an optimal delivery mode and appropriate balance of online and face-to-face education must be established(McKenna,et al.,2020).By offering online courses,virtual workshops or on-the-job training,blended learning enables individuals to acquire new skills,to remain relevant in the workforce,and to transition into new career paths.Importantly,if blended learning is implemented in any form of adult education,digital competences,personal computers and access to internet must be ensured,otherwise the blended approach can be demotivating(EPALE,2022).In summary,globally and across the EU,the COVID-19 pandemic acted as a catalyst for the digital transformation of education and generated considerable interest in blended learning.The pandemic led to the accelerated adoption of blended learning on an unprecedented scale(Schleicher,2020),especially at the level of higher education(Nikolopoulou,2023;Colreavy-Donelly,et al.,2022).This shift pushed blended learning into the spotlight for contemporary policymaking as a viable and resilient model,capable of ensuring continuity of education under conditions of disruption(Hodges,et al.,2020).The further evolution of blended learning is likely to remain intertwined with the ongoing digital transformation.BLENDED LEARNING FORMS 18 2.Blended learning in education policies As policymakers navigate the ever-changing educational landscape,blended learning can be seen as crucial to crafting effective policies that foster educational excellence and inclusivity.The establishment of comprehensive guidelines and policies for blended learning across the EU Member States holds significant importance in fostering a cohesive educational landscape.Clear and standardised guidelines contribute to the harmonisation of educational practices,ensuring consistency and quality in the implementation of blended learning methodologies.In addition,well-defined policies can address potential challenges,ensuring that the benefits of blended learning are accessible to diverse student populations.Ultimately,a unified approach to blended learning guidelines supports the EUs broader goals of fostering innovation,collaboration and the development of a skilled and adaptable workforce for the digital age.This chapter of the report delves into the multifaceted dimensions of blended learning within the context of education policy in the European Union and selected Member States,shedding light on its implications and the potential it holds for shaping the future of education.In particular,the chapter first looks into the available policy frameworks across Europe,by looking at the institutions fostering blended learning at European level and highlighting the role of Erasmus .It then goes on to explore national policies and perspectives on blended learning.2.1.Establishing blended learning guidelines across Europe The Council Recommendation of 29 November 2021 on blended learning approaches for high-quality and inclusive primary and secondary education(2021/C 504/03)established a unified European understanding of the concept of blended learning across the Member States.The document outlines the main motivations prompting the Council to advocate for Member States investment in blended learning,and presents a series of recommendations aimed at assisting learners,teachers and trainers in adapting to this approach.Furthermore,the Recommendation calls on Member States to support the implementation of the documents guidelines through the exchange of knowledge and collaboration at European level.The use of blended learning,as portrayed in the Recommendation,is considered a valuable approach to mitigate the negative impacts of the COVID-19 pandemic on education systems,and to address the resulting inequalities and educational gaps.In this sense,the provisions of the Recommendation align with the aims of the European Pillar of Social Rights by promoting the right to quality and inclusive education for everyone.In particular,blended learning is seen as a means to enhance the accessibility of education,especially in rural and remote areas,while also providing an opportunity to improve the physical,mental and emotional well-being of children and young people.Furthermore,the Recommendation emphasises the need for coherent and comprehensive collaboration schemes across the Member States.It encourages cooperation among local,regional and national authorities to create an education ecosystem that contributes positively to childrens development.The principles of subsidiarity and proportionality are respected,with guidelines being expected to be adapted to specific national circumstances,taking into account the level of autonomy given to teachers,trainers and educational institutions.The Recommendation also acknowledges the central role of digital technology in making blended learning approaches feasible.The Staff Working Document on Blended Learning for high-quality and inclusive primary and secondary education,designed to support the Council Recommendation on blended learning,provides valuable research evidence to support real and positive change in educational systems across Europe.This document outlines a vision of blended learning based on the main objectives of the Digital BLENDED LEARNING FORMS 19 Education Action Plan(DEAP)(2021-2027)3 and the European Education Area(EEA)4,expanding on how innovation and change in education can be fostered using blended learning approaches.In particular,the DEAP is a valuable framework for the use of digital technology to facilitate blended learning approaches:it elaborates on the potential of technology to make education more accessible,flexible and learner-centred,aligning with the key objectives of the use of blended learning presented within the Council Recommendation.In more detail,the DEAP 2021-2027 sets out a long-term approach and vision for high quality,inclusive and accessible digital education in Europe through two strategic priorities for digital education and skills in Europe,namely 1)fostering the development of a high-performing digital education ecosystem and 2)enhancing digital skills and competences for the digital transformation.Responding to the strategic priorities of the DEAP,two Council Recommendations were adopted on 23 November 2023:one on the key enabling factors for successful digital education and training(C/2024/1115),and one on improving the provision of digital skills and competences in education and training(C/2024/1030).The first Recommendation promotes the necessary structural reforms at national level in the EU countries to enable significant progress in the digital transformation of education and training.It outlines a modern framework of governance,capacity-building and investment for effective and inclusive digital education and training.The second Recommendation addresses the need to widen the provision of digital skills and articulates the steps needed to promote digital competence development from early on and at all stages of education and training.2.1.1 Institutions fostering blended learning at the European level Building on the provisions of the Council Recommendation and its guidelines,various institutions at European level have already developed initiatives for the promotion of blended learning at the primary,secondary and tertiary levels of education across the EU Member States.One of the key initiatives at European level fostering research into blended learning is the Working Group on Schools,Pathways to School Success strand of the EEA(EEA,n.d.).As part of its mandate to support the implementation of the EEA(2021-2030),in 2022 the Working Group drafted the seminal report“Blended learning for inclusion:exploring challenges and enabling factors:key messages and illustrative examples”(European Commission,2023).The report assesses the policy conditions and opportunities available to support schools and teachers in implementing blended learning in their daily practices,with a focus on educational inclusion.The report covers five main topics:the pedagogical value of blended learning for inclusion;effective pedagogical practices in blended learning;the required professional competencies of teachers;the role of school leadership in relation to blended learning for inclusion;the role of community and school partnerships;cooperation networks and partnerships with parents and carers;and system support at national,regional and local levels.The report summarises the main findings and conclusions from three different types of activities held in conjunction with relevant stakeholders and experts.These activities include plenary meetings,an online seminar,and a peer-learning activity(PLA)held in Dubrovnik called“Blended learning for inclusion:exploring challenges and enabling factors”(European Commission,2022d).The PLA focused on discussions about blended learning policies,the support needed to deploy them,and a reflection on the policies implemented by participants.It brought together representatives from education ministries in Croatia,Estonia,Malta,Italy and Portugal,along with representatives from the European Training Foundation(ETF),as well as the European Council for Steiner Waldorf Education 3 Communication accompanying the Digital Education Action Plan 2021-2027,Resetting education and training for the digital age,COM(2020)624.Available at:https:/eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52020DC0624 4 Available at:https:/education.ec.europa.eu/about-eea/the-eea-explained?BLENDED LEARNING FORMS 20 and the European Agency for Special Needs and Inclusive Education(EASNIE)(EASNIE,2022).These and similar European organisations contribute significantly to the development of blended learning by conducting research and disseminating knowledge about blended learning practices.For instance,the Association for Teacher Education in Europe(ATEE)supports teachers in implementing blended learning by capitalising on the opportunities found in the school community and beyond.The active engagement of parents to act as co-teachers in hybrid lessons,and collaboration between pre-service and in-service teachers to provide direct experience of blended learning approaches,are two examples of the types of opportunities the ATEE encourages schools to seize(European Commission,2023,p.17).The European Trade Union Committee for Education(ETUCE),which represents 11 million members in 127 education trade unions across 51 different countries,released a statement outlining the necessary conditions for effective blended learning.These include meaningful social dialogue and consultation with teachers to understand their needs;the use of blended learning as complementary to face-to-face interactions;and ensuring adequate working conditions to promote blended learning.The organisation also emphasises the importance of investing in initial and continuing teacher education to provide teachers with opportunities for professional learning(European Commission,2023,p.17).EASNIE has conducted relevant research into the development of blended learning primarily through two projects:Building Resilience through Inclusive Education Systems(BRIES),and a project on Inclusive Digital Education.The BRIES project analysed the impact of the COVID-19 on the inclusiveness of education systems in Europe,and explored how the lessons learned can be used to improve resilience.The report,entitled“Building Resilience through Inclusive Education Systems:Mid-Term Report;Peer-learning activities to develop a tool to support educational resilience”highlighted the need to train parents and teachers on how to support learners during online or blended learning phases(European Commission,2023,p.28).The Inclusive Digital Education activity examined the main priorities in relation to inclusive digital education and blended learning,promoting examples of effective blended learning projects funded through Erasmus .For example,the“Blended Learning for Inclusion”project seeks to empower teachers to use blended learning in schools to fight social and educational exclusion.Meanwhile,the project“Inclusive University Digital Education”emphasises that as blended learning becomes more prevalent,learners need some level of support to be fully included in education,ensuring they are not left behind(European Commission,2023,p.12).2.1.2 Erasmus :funding research and pilot projects in blended learning In addition to international stakeholder organisations,various universities and research centres have developed research programmes promoting the use of blended learning across different educational levels.Many of these projects are supported financially by Erasmus .Erasmus funds are used for mobility projects for higher education students and staff,promoting the blended mobility of higher education students in any field of study.One example of a project co-funded by the Erasmus Programme is“European Maturity Model in Blended Learning”(EMBED)(2017-2020),coordinated by the European Association of Distance Teaching Universities(EADTU).EMBED was a partnership bringing“internal”stakeholders(teaching staff,teaching and learning departments and university leaders)together with“external”stakeholders(governments and European University networks).This model provides a conceptual framework and guidelines to create a reference model for the development and implementation of blended learning,in particular informing the design of blended learning courses,support for and training of staff,and the development of policies and strategies to facilitate continuous innovation in educational practices.Moreover,the project has identified good practices in adopting blended learning and identified the responsibilities of different educational stakeholders in this process.BLENDED LEARNING FORMS 21 Erasmus funds are also invested in projects fostering the collaboration of diverse educational stakeholders aimed at advancing the implementation of blended learning.Some examples of these projects are described in the table below.Table 3:Erasmus funded projects facilitating blended learning Project Description Blended Learning for Inclusion(BLENDI)This project aims to promote social inclusion for all students by improving teachers digital skills,increasing students participation in digital environments,and offering training courses and practical tools for blended learning.The project has been implemented simultaneously in Cyprus,Finland,Greece,Ireland,and Spain.It is coordinated by Diaconia University of Applied Sciences in Finland,and involves four collaborative partners:Athens Lifelong Learning Institute in Greece;the I&F Education and Development Ltd in Ireland;Universitat Pomepu Fabra in Spain;and European University Cyprus.BLENDI aims to combine digital educational materials with traditional classroom methods to support learning environments that foster inclusion.Join-Rise This project aims to develop an innovative blended virtual learning environment to promote Sustainable Development Goals(SDGs)in STEM higher education.The project has two main functions,relevant to teachers and to students.Join-Rise is aimed at creating courses,electives and content for different subjects to support professors and coordinators of Bachelors and Masters degree programmes to adapt the current curricula to the 2030 Agenda.The ultimate goal of the project is to enable students to capitalise on their knowledge in order to contribute to the achievement of the SDGs through an inclusive and digital approach.The Consortium includes the University of Burgos(Spain),Bjland Technologies(Spain),the Delft University of Technology(Netherlands),Trinity College Dublin(Ireland),and the University of Pcs(Hungary).The project has already drafted two reports,one presenting best practice in encouraging education for sustainable development,and one exploring possibilities for integrating the SDGs into Bachelors and Masters degrees.Fertile This projects goal is to promote the digital transformation of education.It aims to encourage educators to design“Artful Educational Robotics”(ER)for blended learning projects,synthesising arts with robotics to promote computational thinking.The project explores the potential for integrating ER into blended learning through the use of ER simulators.The project partners include the University of West Attica(UniWA)(Greece);Universidad de Valladolid(Spain)and Universidad Rey Juan Carlos(Spain);Charles University(Czech Republic);Comenius University Bratislava(Slovakia)and numerous associated partners in participant countries,such as primary and secondary schools and NGOs.A New Approach in Education,“Blended Learning”This project aims to prepare educational and e-learning activities that adapt to the individual pace of students through the us of blended learning.It also seeks to enhance the personal and professional development of teachers by cooperating with schools and institutions across the European Union,and to enable students to discover online information that can be used for personalised learning,to boost students motivation and success.The project partners include the Instituto de educacin secundaria Rodolfo Llopis(coordinator),ehit Astsubay Cemil Erkek Ortaokulu(Turkey),Instituto Comprensivo Statale“Caponnetto”(Italy),and Anaptixiako Kentro Thessalia(Greece).2.2.National policies and perspectives on blended learning The Council Recommendation of 29 November 2021 on blended learning approaches for high-quality and inclusive primary and secondary education(2021/C 504/03)emphasises the relevance of respecting the principles of subsidiarity and proportionality across the EUs Member States.The Recommendation encourages each country to voluntarily implement the suggested recommendations and support the provisions outlined.After a thorough examination of national policies relating to blended learning across Member States,it is notable that initiatives which focused solely on the BLENDED LEARNING FORMS 22 implementation of blended learning are non-existent.Nonetheless,various examples of policies and national plans are in place,concentrating on the development of each Member States capacity to adopt digital education.This aligns with the Recommendation and the DEAP,stressing the foundational role of digital education for the effective implementation of blended learning approaches.Relevant policies and initiatives are geared towards the achievement of two separate goals:1)ensuring access to digital education by providing adequate infrastructure,connectivity and digital skills for students;and 2)training teachers how to make effective use of digital educational technology.To illustrate such policies,the figures below showcase some examples of national strategies with different of areas focus.Figure 4:National strategies prioritising access to digital infrastructure and skills Figure 5:National strategies focusing on teacher training in digital technology BLENDED LEARNING FORMS 23 2.3.Blended learning practices in primary,secondary and tertiary education In line with the provisions of the Council Recommendation,as well as in reliance on research evidence and projects developed by various educational institutions and stakeholders,some primary,secondary and tertiary education institutions have begun implementing blended learning approaches.However,given the limited information available as yet about educational institutions currently using such blended learning approaches particularly with regard to the experiences of secondary schools mapping out these initiatives has presented a considerable challenge.This knowledge gap could be addressed in the future at European level through additional research.Consequently,this chapter relies on available research on the effects of blended learning across different levels of education.Studies conducted among primary and secondary school students have revealed that blended learning is beneficial for improving reading comprehension(AlManafi,et al.,2023;Pham&Nguyen,2023)and for fostering learner motivation,autonomy and greater self-regulation(Topping,et al.,2022;Kung-Teck,et al.,2018;Zhihong,et al.,2023).Another study has found that blended learning improved the performance of secondary school students,particularly in the cognitive domain(Li&Wang,2022).The same study also demonstrated the role of teachers as mediators in blended learning to improve academic performance.Research conducted at national level has also shown the advantages of blended learning.For instance,a study in Ireland revealed that clearly defined quality standards and frameworks are key conditions that must be met in order to carry out effective blended learning in schools(Brown,Skerritt,Shevlin,McNamara,&OHara,2022).The case of Latvia suggests that blended learning in schools at an institutional level involves social,operational and technological adjustments,but that it can also be used as an individual practice by individual teachers(Kokare&Strautins,2018).The experience of Iceland prompts the conclusion that,broadly speaking,there is a“need for stronger policies and support from authorities regarding the development of distance,online learning and blended learning at the primary and secondary level”(Jakobsdttir&Jhannsdttir,2018).Below are some examples from various EU Member States of primary and secondary schools using blended learning approaches:BLENDED LEARNING FORMS 24 Figure 6:EU MS primary and secondary schools using blended learning approaches Higher education institutions(HEIs)have implemented blended learning in various forms,from hybrid courses to comprehensive programmes that offer a combination of collaborative projects,campus-based interactions and online assessments.The emphasis is placed on fostering critical thinking,collaborative skills and self-directed learning among students,ensuring that they are prepared to navigate the complexities of the contemporary world.However,while there has been considerable research on blended learning practices in higher education from an institutional perspective,relatively few researchers have enquired into university students learning behaviour in blended learning environments(Nikolopoulou&Zacharis,2023).Prior to the pandemic,universities played a pivotal role in transitioning to blended learning,driven by a commitment to offering more adaptable learning options for their diverse student bodies and preparing them for the demands of a digitised workforce(Bower,et al.,2015).Subsequently,blended learning practices have consistently gained significance within HEIs(Bozkurt,2022).Some examples of universities that have adopted blended learning are illustrated in the figure below.A thorough review of state-of-the-art literature enquiring into the future of blended learning in European HEIs has concluded that in the post-pandemic educational landscape,there is an ongoing struggle to“understand and leverage the advantages and mitigate the drawbacks of e-learning”.Simultaneously,a common lesson has been learned that“hybrid/blended learning formats seem to be the way forward”(Huth,et al.,2021).BLENDED LEARNING FORMS 25 Figure 7:Selected European universities that adopted blended learning In summary,this chapter has shown that numerous institutions,especially at the level of the EU,foster blended learning practices and provide platforms for engagement on which policymakers and practitioners alike can exchange knowledge and experience.With only limited information available,we can conclude that the systematic integration of blended learning into educational practices is still in its infancy,although research testifies to the beneficial outcomes of blended learning on academic achievement.Even so,there are multiple examples of practices and initiatives at national and institutional levels that promote blended learning in EU countries.BLENDED LEARNING FORMS 26 3.Professional development of teachers to support blended learning Formal teacher education and the continuous learning of teachers represent key avenues through which training in blended learning strategies can facilitate a successful transition towards more flexible and effective teaching.Hence,this chapter explores the role of teachers professional development in supporting blended learning,in the context of the digitalisation of educational systems across the countries of the EU.The chapter considers various approaches and initiatives that have been implemented to support teachers during the transition to blended education,and examines their impact on teaching practices and student outcomes.Importantly,recent research into the benefits of blended learning in teacher education has demonstrated that blended learning is useful due to its flexibility,cost efficiency and ability to create a collaborative teacher learning community(Kennedy,2021).In addition,blended learning in teacher education programmes is conducive to creating a sense of community among teachers(ibid.).To achieve these benefits,however,the design of the implementation of blended learning in teacher education must be planned carefully.3.1.Blended learning in teaching practices and professional training A recent EU working group examined the extent to which blended learning is integrated into both initial and ongoing teacher education(European Commission,2022a).It illuminated the necessity of fostering a culture of continuous learning by incentivising professional development.There is evidence to suggest that teacher training and professional development programmes in digital skills and blended learning can significantly enhance pedagogical practices,by equipping teachers with a diverse range of teaching strategies,assessment methods and classroom management techniques(Mishra&Koehler,2006;Archambault,et al.,2010;Moore,et al.,2017).More specifically,by incorporating technology effectively,teachers can better engage students,personalise learning experiences,promote active participation,and facilitate collaboration among learners(Harris&Hofer,2009;Johnson,et al.,2016;Michelle,2023).Teachers who are equipped with the skills and knowledge necessary to integrate technology into their instruction can create interactive and immersive learning experiences and use multimedia,simulations,virtual reality gamification and collaborative online activities(Dede,2010;Marougkas,et al.,2023).Moreover,teacher training and professional development programmes in digital skills and blended learning allow educators to improve their classroom management and assessment strategies.Adaptive learning platforms,data analytics and learning management systems support teachers in gathering and analysing student data,and enable them to undertake appropriate interventions and more accurate assessment(Swiecki,et al.,2022).Furthermore,digital tools can equip teachers with the skills to design authentic and performance-based assessments that align with learning objectives,provide timely feedback,track student progress,and evaluate learning outcomes effectively(Garrison&Kanuka,2004;Ng,et al.,2023).This,in turn,enhances the learning experiences of students(Attard&Holmes,2022),while also improving behavioural and emotional engagement(Heilporn,Lakhal,&Blisle,2021).As schools increasingly shift towards blended learning,the significance in the digital pedagogical landscape of sustained growth among teachers is amplified(Kennedy,2021),making it“critically important for both incoming and current educators to learn how to engage productively in distance learning as well as blended and hybrid learning models”(Darling-Hammond&Hyler,2020).To facilitate this transition,an array of tailored learning avenues are available to educators,including dynamic mechanisms such as peer support,engaging in action-research,collaborative lesson study,massive open online courses(MOOCs),and structured professional training.The cases of some individual countries are discussed in the figure below,illustrating examples of projects and initiatives that target BLENDED LEARNING FORMS 27 teachers professional development in digital skills and blended educational techniques.Similar trends can be observed in other EU countries,demonstrating a concentrated effort to leverage blended learning in teachers professional development.Many of the examples below show a forward-thinking approach to education by actively preparing teachers for a digitally driven future.Figure 8:Reforms and initiatives that support teacher training in digital skills and blended learning Blended learning has been featured as a learning approach in initial and continued teacher education as well.The relevance of blended learning to the professional development of teachers is illustrated well in the 2022 seminar on blended learning organised by the EEA;at this event,education ministries and stakeholder organisations from EU Member States discussed the significance of promoting ongoing education and professional development,thereby fostering the adoption of blended learning practices among teachers(European Commission,2022c).While research on blended learning in teacher professional development is still in infancy,the meaningful integration of blended learning into teacher professional development is already underway,some best practices have been identified by a recent study(Kennedy,2021).These examples are summarised in the figure below.BLENDED LEARNING FORMS 28 Figure 9:Examples of projects in blended learning in teacher education and training in Europe Source:(Kennedy,2021)Another example of a project that has used blended learning in teacher education,is a pilot run by the former School Education Gateways Teacher Academy(now integrated into the European School Education Platform).5 In this project,study groups were created in eight countries across Europe(Croatia,Germany,Italy,Malta,the Netherlands,Portugal,Romania and Spain),following a blended learning approach.The teachers taking part in this project formed weekly study groups at school and regional levels to participate in a MOOC,integrating international professional communities for mutual support within their daily school environment.These groups fostered collaboration,discussed MOOC topics,planned new ideas,and provided language and technical assistance under experienced lead teachers(Kennedy,2021).The project produced a video on blended learning implementation and e-books tailored to national contexts.This pilot project demonstrated how blended learning can benefit teachers with limited language knowledge and digital skills by promoting online and face-to-face interdisciplinary collaboration and providing practical,peer-supported professional development.It highlights the value of professional development resources,offering a model for other teachers considering blended learning to enhance their teaching practices and use this approach with students in the classroom.Based on the scarce information available,one preliminary conclusion that can be reached is that currently,there is a growing need to incorporate blended learning into teacher education,but no systematic strategy has yet been implemented to that end.Given the examples presented above,it appears that current initiatives focus on digital skills and the sharing of best practices to facilitate the use of blended learning among teachers.In a diverse classroom,the importance of teachers skills in blended learning are amplified,given that blended learning can make education more inclusive.To facilitate blended learning,school administrators,staff and teachers can foster a culture of shared engagement and accountability within their educational institution,and promote active participation in various networks(European Commission,2023).Particularly significant is the role of headteachers.One report has suggested that in order to facilitate blended learning,headteachers could make strategic use of supplementary funding to enhance capacity and allocate resources to improve blended learning practices(Edwards,Froggett,&Borthwick,2020).Headteachers and school principals are also key to promoting the use of ICT during teaching,thus creating a digitally 5 Available at:https:/school-education.ec.europa.eu/en/insights/news/using-moocs-schools-how-ten-teachers-piloted-study-groups-learn-their-colleagues BLENDED LEARNING FORMS 29 supportive school environment conducive to blended learning(Wastiau,et al.,2013).Given the authority they possess,headteachers and school principals would benefit from“additional leadership enhancement activities such as Blended Learning Competence training and assessments for them to explore their potential as leaders”(Dinampo&Balones,2023,p.192).Lastly,teachers leadership role and their ability to act as agents of change are only made possible through institutional autonomy.Indeed,experts agree that greater school autonomy is key to placing greater responsibility and flexibility in the hands of teachers to choose the appropriate mode of instruction and to engage in blended learning while responding more effectively to students needs(Patrick&Sturgis,2015).Greater autonomy would also open up space for innovation and promoting change(ibid.).3.3.Non-state programmes and initiatives for teachers Given the shortage of formal training options,alternatives to traditional education(such as non-formal education)have the potential to equip teachers with the skills and knowledge needed to address existing challenges and take advantage of the opportunities generated by blended learning.It is worth looking,then,at what non-state and supranational professional development programmes have been implemented to enhance blended learning competencies of teachers.The table below summarises various initiatives designed for teachers that promote blended learning.Table 4:Programmes and initiatives in blended learning that are designed for teachers Programme type Professional development programmes and initiatives that promote blended learning Online Courses Online courses have become a popular mode of professional development for teachers.Using these,teachers can enhance their skills to support blended learning.Online courses offer flexible and accessible learning opportunities,allowing educators to engage in self-paced learning.Platforms such as Coursera,edX,Udemy,or FutureLearn have provided online courses suitable for teachers to upgrade their skills.These courses promote blended education by focusing on topics such as the integration of technology into the curriculum,designing effective online learning experiences,and making use of digital tools for assessment and feedback.The Microsoft Educator Centre provides free online courses designed specifically for teachers,covering topics such as integrating technology into the classroom,using digital tools for collaboration and creativity,and using data for personalised learning.Google for Education Teacher Centre provides a variety of free online courses to develop skills in teaching using various Google tools for the purposes of teaching and learning,covering topics such as Google Classroom,Google Drive and Google Forms.6 These examples show how online courses can build up the skills of teachers to provide high-quality digital and blended teaching.Accessible online courses are especially important in the absence of nationally provided professional training opportunities for teachers.The European Schoolnet Academy serves as a provider of free online courses catering to educators of various subjects and levels.These offerings cover domains such as digital citizenship,STEM education,innovative pedagogies and virtual collaboration.The courses are designed carefully by experts from the European Schoolnet network,an alliance encompassing European countries ministries of education and collaborating organisations.In essence,the platform develops digital skills and competences among educators,while fostering the dynamic exchange of ideas and best practices among peers across Europe(European Schoolnet Academy,n.d.).6 Based on our preliminary assessment,the providers of MOOCs primarily focus on delivering online education and course content,whereas big tech companies have a broader focus that encompasses a variety of technology products and services beyond education.While they may offer educational initiatives and platforms,their core business revolves around technology products,services and platforms,including software,hardware,cloud computing and various other tech-related ventures.BLENDED LEARNING FORMS 30 The Blended Education Digitel Pro programme has emerged as a result of strategic collaboration between European universities,national regulatory bodies and research institutes.This educational initiative is dedicated to equipping educators and professionals with essential proficiencies through online courses on implementing blended learning within higher education.Comprising a sequence of modules,the programme provides a comprehensive overview of vital domains including blended learning frameworks,pedagogical paradigms,quality assurance,evaluation techniques,and the integration of digital resources.The course is available through various platforms and utilities such as Moodle,Zoom,Padlet,H5P,and Mahara(Digitel Pro,n.d.).The European School Education Platform,run by the European Commission,offers online professional development courses which focus on,among other things:improving teachers digital competencies in order to empower learners,facilitating assessment in the digital age,and supporting teaching effectiveness.In addition,some courses facilitate professional engagement in digital education and promote innovative teaching and learning strategies(European Commission,n.d.d.)Workshops and training programmes Workshops and training programmes provide hands-on experiences and practical guidance to teachers in the adoption of blended learning and digital education approaches.These programmes are often conducted by educational institutions,government bodies or professional organisations with expertise in educational technology.Workshops may focus on specific tools,software or teaching strategies.Training programmes offer more extensive professional development opportunities,comprising multiple sessions or modules and covering various aspects of blended learning and digital education methodologies.For example,Apple Teacher is a professional learning programme that offers free online workshops and resources to help teachers to integrate Apple products and apps into their teaching practices.The Intel Teach programme provides professional development opportunities for educators to enhance their skills in integrating technology effectively into their classes.This programme provides face-to-face and online training courses that cover such topics as problem solving,critical thinking and collaboration skills.Intel Teach equips teachers with the knowledge and skills to leverage technology to engage and empower their students.Mentoring and peer support programmes Mentoring and peer support programmes have proved to be effective mechanisms for enabling teachers professional growth and the exchange of best practices in blended learning.Mentoring initiatives pair experienced educators with those seeking guidance,and support them in integrating technology into their practice.Mentors can provide one-on-one guidance,share their expertise,and help novice teachers navigate the complexities of digital tools and blended learning.Peer support networks such as professional learning communities and online forums also offer good potential to foster collaboration and knowledge-sharing among teachers,enabling them to learn from each others experiences and gain valuable insights into effective digital and blended learning practices.For example,eTwinning is an online platform run by the European Commission that connects schools and teachers from different countries,encouraging them to collaborate,share resources and engage in joint projects.Via eTwinning,teachers can find mentors,participate in professional development courses and collaborate with peers to enhance their digital and blended learning practices(European Commission,n.d.b.).Collaborative partnerships Collaborative partnerships between educational institutions,schools and industry stakeholders should also be seen as tools for teacher training and professional development that can promote blended learning.Such partnerships bring together expertise from various sectors to design and deliver comprehensive programmes that address the needs of teachers.For example,universities and teacher education institutions can collaborate with schools to provide practical training experience that integrates digital technologies into the curriculum.Industry partnerships can offer valuable insights into the latest technological advances and their application in educational settings,enabling teachers to understand emerging trends and incorporate them effectively into their teaching practices.For instance,the Cisco Networking Academy provides training programmes for teachers aimed at developing their digital and information technology skills.International exchange programmes International exchange programmes provide teachers with unique opportunities to explore innovative blended learning practices in different educational contexts.Such programmes facilitate cross-cultural learning and the exchange of ideas among educators from different BLENDED LEARNING FORMS 31 countries.Through study visits,conferences and workshops organised in collaboration with international partners,teachers can gain exposure to diverse pedagogical approaches and discover new strategies for integrating technology into their classrooms.These experiences not only broaden teachers perspectives,but also contribute to the internationalisation of education and the exchange of best practices.For example,Erasmus Teacher Mobility supports teacher mobility and professional development.Through this programme,teachers can participate in job shadowing,teaching assignments or training courses in other European countries.Collaboration The eTwinning initiative is renowned as being Europes most extensive schools community.The platform is run by the European Commission to facilitate teacher collaboration,resource-sharing and participation in professional development.It fortifies educators adeptness in the use of digital tools,as well as augmenting teaching and learning practices,and fosters cross-cultural dialogues and student cooperation(European Commission,n.d.b.).Source:desk research by the authors.Two important conclusions can be drawn from the table above:on the one hand,the cross-border aspect of these initiatives is evident through collaboration between public and European institutions;on the other,private sector and non-governmental organisations,in partnership with educational institutions,are also significant contributors to the advancement of blended learning,in particular,by providing educational opportunities for teachers.Hence,global collaboration and private-sector involvement are drivers for the integration of blended learning into teaching methodologies.7 Together,such collaborations play a vital role in providing essential resources,expertise and support for teachers development in digital and blended learning.Furthermore,these partnerships can foster knowledge exchange,innovation and the implementation of best practices in facilitating blended learning practices,for the benefit of both teachers and students.Examples of such initiatives are mentioned in the table above,and include Microsofts Partners in Learning programme,Googles Educator Professional Development programme,and the Future Classroom Lab.Research has also demonstrated the positive impact partnerships have on teachers professional development and on the integration of technology.One study focusing on multiple aspects of championing the infusion of technology into teacher preparation suggested that the“private and non-profit sectors can collaboratively engage to systematically and sustainably improve teacher preparation and ensure that all teachers are prepared to use technology effectively”(Borthwick,Foulger,&Graziano,2020,p.216).In particular,there is evidence to suggest that online professional development programmes that are facilitated through partnerships positively influence teachers beliefs and intentions toward the facilitation of learning and the adoption of technology(Rienties,Brouwer,&Lygo-Baker,2013).Partnerships such as these are beneficial,as NGOs and the private sector can lend their expertise in the development and delivery of educational technologies to educational institutions.To promote such collaborations,the Council of Europe issued its“Guidelines to support equitable partnerships of education institutions and the private sector”in 2021(Council of Europe,2021).In particular,the Guidelines support“Blending and integrating digital technologies into as many existing teaching and learning practices as possible”,as a result of the good practices arising from cross-sectoral collaboration in the field of education.7 Here,the authors wish to highlight some potential drawbacks of global collaboration and private-sector involvement being the main drivers of blended learning,based on their assessment:1)private-sector involvement may raise the issue of prioritising profit motives rather than best interests of educators and learners;2)global collaboration can potentially lead to the standardisation and homogenisation of educational content and methodologies;3)reliance on external entities for educational resources and technology may diminish educators autonomy and flexibility,and,as a corollary to that,potentially marginalise local knowledge and cultural context in educational content and delivery;and 4)reliance on private-sector involvement could lead to the commercialisation of education,and consequently,exacerbate existing inequalities in access to educational resources and technologies.BLENDED LEARNING FORMS 32 In particular,the private sector can provide tailored solutions,technical assistance and ongoing mentorship to assist teachers in effectively integrating technology into their classrooms and adapting blended learning in their pedagogical approaches.In addition,partnerships with NGOs and the private sector can facilitate the provision of support services and professional development opportunities for teachers.Indeed,NGOs often organise training programmes,workshops and webinars to enhance teachers digital literacy and proficiency in blended learning methodologies.These collaborations also promote the exchange of best practices and success stories across diverse educational settings.3.4.Challenges and future directions for teacher development Teacher development in supporting blended learning is not without its challenges.This sub-section of the report explores various obstacles that teachers face in their journey towards digital and blended learning competency.These challenges are discussed,together with potential strategies for more informed policymaking.Rapid technological change and the need for ongoing professional development One of the key challenges for teachers is to keep up with the rapid pace of technological change.New tools,platforms and applications are being developed regularly,requiring teachers to continuously update their digital skills and knowledge.Indeed,a recent study concludes,“both teachers pedagogical and basic ICT competence beliefs are antecedents of ICT implementation in class,”(Rubach&Lazarides,2021).To address this challenge,ongoing professional development should be provided to teachers to allow them to become familiar with the development of technology and teaching approaches(Kampylis,Bocconi,&Punie,2012).Collaboration with experts and organisations involved in educational technology can also serve as a source of external expertise to support teachers development.The European Framework for the Digital Competence of Educators(DigCompEdu)is a prime example of EU-level guidance on teachers continuous professional development(Caena&Redecker,2019).A recent study developed a strategic direction for the incorporation of blended teaching skills into professional development(Philipsen,et al.,2019),identifying important components,which are presented in the figure below.BLENDED LEARNING FORMS 33 Figure 10:Important components of teacher professional development(TPD)for online and blended learning(OBL)Digital divide among teachers Differences in the level of digital competences between teachers,as well as in the infrastructure available to them,represent a significant challenge that can affect the digital and blended learning development.Factors such as age,location and access to resources can create disparities in teachers digital competencies and hinder their ability to integrate technology effectively into their teaching practices(Al-Nuaimi&Al-Emran,2021).For instance,a recent report showed that despite the global shift towards digital learning during the pandemic,in Europe 20%of teachers surveyed(across 11 European countries)had little or no experience in using digital technology for teaching(IPSOS,2022).It is essential to ensure equitable access to technological infrastructure,as well as digital resources for all teachers,and to provide targeted support and especially training to all.Resistance to change Resistance to change,which is not uncommon in dynamic environments,is another obstacle to teacher development in relation to digital and blended learning.Some teachers may be reluctant to adopt new technologies or to modify their teaching practices due to a lack of confidence,fear of failure,inadequate digital skills,absence of time for online content preparation,or concerns about the impact that change might have on their teaching methods(Gratz&Looney,2020).To overcome such resistance,it is important to provide teachers with a supportive and collaborative environment.They should be able to explore,experiment and reflect on the integration of digital and blended learning into their teaching practice.Mentorship,coaching and peer support can also help to alleviate resistance and build confidence.Change management is especially important in the adoption blended learning in educational institutions(Dion,et al.,2018).Online and blended learningDesign and development of a supportive TPD for OBL programme and environmentAcknowledgement of the existing context with regard to OBLAddressing challenges associated with the transition to OBLDetermination of the overall goals and relevance of TPD in relation to OBLAcknowledgement of TPD strategies associated with OBLEvaluation of TPD to assure proper dissemination of knowledge,skills,and attitudes BLENDED LEARNING FORMS 34 Integration of technology with pedagogy The effective integration of technology with pedagogy is challenging:it requires a profound understanding of how technology can enhance the teaching and learning experience,promote critical thinking and collaboration,and align with curriculum goals(Graham,Borup,&Smith,2012).Yet,professional development opportunities for teachers may still lack instructions on how to incorporate novel pedagogical methods that involve technological advances(Foster&Shah,2020).Providing teachers with professional training on pedagogical approaches that leverage technology,such as project-based learning and flipped classrooms,supports their ability to integrate technology smoothly into their instructional practices(Koh,Chai,&Tay,2014).Challenge of assessing and evaluating the integration of technology Determining the effectiveness of efforts to integrate technology and measuring their impact on teaching practices and student outcomes can be a complex problem.This issue was particularly pertinent during the pandemic,when an urgent need arose to understand the effectiveness of blended and online learning practices in terms of academic success(Tartavulea,et al.,2020).To this end,it is crucial to establish clear evaluation frameworks and assessment methods that capture the diverse aspects of technology integration,including student engagement and learning outcomes.This requires a combination of qualitative and quantitative measures,such as classroom observations,surveys,interviews and analysis of student work(Ylmaz,2021).The scalability and sustainability of state-led initiatives Although successful programmes may exist on a smaller scale,it can be demanding to replicate these and scale them across different contexts and educational systems.To address this challenge,a supportive policy framework is needed that can encourage innovation,collaboration and the sharing of resources.Investing in infrastructure,providing adequate funding and establishing partnerships with stakeholders can contribute to the long-term sustainability of initiatives(OECD,2020).In addition,fostering communities of practice,wherein educators can exchange ideas,share experiences and collaborate,can facilitate the dissemination and adaptation of successful practices on a broader scale(Rodrguez-Triana,Prieto,Ley,de Jong,&Gillet,2020)and integrate technology into pedagogical practices in particular(Yurtseven Avci,ODwyer,&Lawson,2020).By actively confronting these challenges and deploying appropriate strategies,an environment can be created that is conducive to fostering the effective development of teachers in digital and blended learning.Such a concerted effort could facilitate an educational environment in which technology is seamlessly integrated,enhancing teaching practices and ultimately contributing to improved student outcomes.BLENDED LEARNING FORMS 35 4.Limitations and future directions of blended learning The attractiveness of blended learning lies predominantly in its flexibility and adaptability,which can contribute to a more inclusive and equitable educational environment,reducing geographical and time constraints by allowing students to access educational materials at any time and in any place.This flexibility makes learning accessible to groups who might otherwise be marginalised.In addition to this,the positive impacts of blended learning for students have been discussed and analysed in Chapter 1.2,and for teachers in Chapter 3.2.Investing in blended learning is not merely a pedagogical decision it also carries substantial economic implications.The economic costs and benefits of such investments involve considerations about infrastructure development,teacher training,maintenance and the updating of digital tools,and the direct and indirect returns on these investments.Alongside the numerous benefits of blended learning,there are also challenges which require careful consideration and strategic management.Educational institutions,which represent the initial interface for educational transformations,often encounter various hurdles when undertaking the transition towards blended learning(Hmlinen,et al.,2015).These include,but are not limited to,limitations in digital infrastructure,unequal access to digital devices and reliable internet connections,the digital skills and competencies of teachers,and the redefinition of the teaching and learning processes(Borba,et al.,2016).This chapter of the report is concerned with evaluating the strengths and limitations of blended learning,as well as assessing the road ahead,to provide some foresights in terms of future directions for blended learning.To this end,the chapter first analyses the accessibility of blended learning,before moving on to an assessment of blended learning,and concluding with a discussion of future perspectives on blended learning.4.1 Accessibility of blended learning Various factors influence access to blended learning.These can be divided to four broad categories:IT-related factors,social factors,institutional factors,and skills.These factors are summarised in Figure 10,and described in further detail below.In this sub-section,close attention is paid to equal access to blended education and issues of equity.Addressing some of the factors mentioned above especially those relating to IT infrastructure and institutional factors,among others might necessitate investment and financial resources being dedicated to developing blended learning.The costs associated with digital education relate to electricity,internet connectivity,data usage and the delivery of digital learning(UNICEF,2021).Information is scarce regarding the precise costs of blended learning,although one study suggests that despite the general perception that online learning is cost-efficient,good-quality and well-managed blended learning does indeed require investment and,at times high investment(in relation to recurring costs such as tutoring,student support and the like)(Soncin,et al.,2022).To effectively plan and implement strategies towards blended learning and ensure it is accessible to everyone,it is essential to understand the costs that are associated with transitioning to blended learning.The cost to educational institutions of a specific blended learning approach,according to blended learning experts Michael B.Horn and Heather Staker,is contingent not only on the model adopted but also on the education policies of the country concerned,as well as other factors such as pay scales(Horn&Staker,2012).These experts ultimately believe that accessible blended learning is not only beneficial for students,but also has the potential to reduce the overall costs of education(ibid).BLENDED LEARNING FORMS 36 Figure 11:Factors influencing access to blended learning opportunities Source:desk research by the author.4.1.1.IT-related factors As shown in the earlier chapters of this report,investing in digital and blended learning can lead to more equitable access to education.For example,HEIs that channel investments into cloud infrastructure,data integration and advanced analytics can experience notable improvements across multiple spheres including student success,operational efficiency and breakthroughs in both research and learning innovation,while also enhancing diverse dimensions of education(Puckett,et al.,2021).However,to harness technologys transformative potential in education,it is a pivotal requirement to bridge existing gaps in digital infrastructure,human resource capacities,and the availability of digital content(World Bank,2022).Investments in educational technology propel institutional innovation and enhance student accomplishments by enabling multiple modes of learning,while the integration of technology into educational institutions opens up opportunities for blended learning(Morris,2014).Digital infrastructure makes blended learning possible,and promotes wider access to and inclusion in high-quality education,benefitting marginalised and underprivileged communities in particular(Vora&Dolan,2022).By using blended learning,schools can provide quality education to students who might otherwise not be able to access it due to geographical,physical or socio-economic constraints(Picciano,Dziuban,&Graham,2013).Access to reliable internet connectivity is a crucial factor affecting students ability to engage in blended learning.Unequal access to high-speed internet connections can limit the opportunities of students from disadvantaged backgrounds or those residing in remote or rural areas(OECD,2019).Efforts to improve infrastructure and expand internet coverage are thus essential to ensure equitable access to blended learning opportunities.Reflecting on the period of the pandemic,one piece of research highlighted that internet connection and the availability of learning devices provide the basis for institutionalising flexible(blended)learning(Asio,Gadia,Abarintos,Paguio,&Balce,2021).Similar conclusions were reached by other reports,with the implementation of blended learning being conditional on“ensuring a robust technical infrastructure”that consists of“reliable internet connectivity,access to devices,and technical support”(The Education View,n.d.).Furthermore,the availability and provision of digital devices such as laptops,tablets or smartphones,also plays a significant role in enabling participation in blended learning.Students who lack access to personal devices may require school-provided devices or shared resources,which can limit their autonomy in engaging with online learning materials.Strategies such as device loan programmes or partnerships with the private sector can help to address this problem.Several EU member countries have implemented programmes providing laptops,tablets or other digital devices to students from disadvantaged backgrounds(OECD,2019).These programmes aim to ensure that all Access to blended learningIT-related factorsReliable internet connectivity Availability of digital devicesQuality of digital infrastructure Social factorsSocio-economic status of studentsInvolvement of parentsCultural and linguistic factorsInstitutional factorsAdequate fundingCollab
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IN THEAND BEST PRACTICESADVERTISINGTRAVEL INDUSTRYTRENDSHow Strategy and Digital Transformation Can Combine to Generate Targeted Campaigns Across ChannelsCopyright 2024 WBR Insights|All Rights ReservedThe non-branded editorial content that appears in this report is owned and distributed by WBR Insights.Distribution of this content is restricted to only WBR Insights and any sponsors of this report represented herein.Advertising Trends&Best Practices in the Travel IndustryHow Strategy and Digital Transformation Can Combine to Generate Targeted Campaigns Across ChannelsResearch Contact:Chris Rand Research Manager,WBR Insights Chris.RWritten by:Mike Rand Content Director,rand&rand03EXECUTIVESUMMARYThis report provides a comprehensive analysis of the current state and future trends of digital ad campaigns in the travel industry.It highlights the industrys growing inclination towards using integrated platforms for managing ad campaigns across multiple channels,emphasizes the importance of machine learning and targeted advertising for future growth,and points out the need for sophisticated attribution models to assess marketing performance accurately.The findings suggest that investment in technology and analytics capabilities is critical for travel companies aiming to enhance personalization,efficiency,and return on investment in their marketing efforts.Overall,the report underscores the shift towards more strategic,data-driven marketing approaches in the travel sector.03 Executive Summary04 About the Respondents06 Key Insights09 Travel Companies Struggle to Keep Up with Changing Technologies Amid Digital Transformation13 Analytics,Mobile Apps,and AI Will Have the Biggest Impact on Travel Businesses16 Travel Organizations Need Targeted Ads and Complete Transparency in Their Campaigns20 Conclusion:Digital Transformation Strategies Over the Next 12 Months21 Key Suggestions22 About the Authors23 About the SponsorTABLE OFCONTENTSInvestment in technology and analytics capabilities is critical for travel companies.04ABOUT THEThe WBR Insights research team surveyed 100 leaders from travel and hospitality organizations across the U.S.and Canada to generate the results featured in this report.At 49%,almost half of the respondents are from organizations that operate globally.Most of the respondents(55%)are from companies that make$1 billion or more in annual revenue.The respondents represent airlines(13%),cruise lines(13%),resorts(13%),travel aggregators(11%),travel agencies(10%),auto rental services(10%),tour operators(10%),lodging organizations(10%),and entertainment venues(10%).What is your organizations area of service?28#I%NationalInternationalGlobal/IntercontinentalWhat is your companys annual revenue?23A%$250 million to$500 million$500 million to$1 billion$1 billion to$10 billionMore than$10 billionWhat type of company do you represent?13%Airline 13%Cruise Line 13%Resort 11%Travel Aggregator 10%Travel Agency 10%Auto Rental/Service 10%Tour Operator 10%Lodging 10%Entertainment (casino,theme park,etc.)RESPONDENTS05What is your seniority?66%Director 16%VP/Executive 15partment Head 3%C-SuiteThe respondents occupy roles in strategy(22%),sales(21%),IT(15%),eCommerce(13%),data and analytics(9%),and customer loyalty(9%).At 66%,most of the respondents are directors.The remaining respondents are vice presidents(16%),department heads(15%),or C-suite executives(3%).What is your role?22%Strategy 21%Sales 15%IT 13ommerce 11%Marketing 9ta&Analytics 9%LoyaltyAt 49%,almost half of the respondents are from travel and hospitality organizations that operate globally.06KEYINSIGHTS Their primary goals for digital transformation are increasing sales and bookings(34%)and enhancing the customer experience(22%).Their biggest digital transformation challenges are keeping up with changing technologies(35%)and managing cybersecurity threats(32%).The two technologies that will have the biggest impact on their business are big data analytics(30%)and mobile application development(22%).68%say their investments in AI will increase somewhat over the next 12 months,while 20%say they will increase substantially.79%will change or augment their CRM over the next 12 months.60%will change or augment their data analytics and reporting platforms over the next 12 months.58%will change or augment their marketing automation and advertising platforms over the next 12 months.Among the respondents:06 Their top three best practices for managing change during digital transformation are:Training and upskilling employees on new technologies(55%)Partnering with external experts or consultants for guidance(50%)Seeking feedback from customers throughout the process(50%)07 82n currently run their digital ad campaigns across millions of websites and mobile apps,launching each campaign from a single location or platform.71%say content creation challenges will significantly affect their ability to scale and grow topline revenue;69%say the same about adjusting strategies to meet fluctuating demand.In each case,33%say web display and native ads are most utilized for increasing brand awareness and encouraging new site visitors.39%still compare campaign performance metrics manually,while 30nnot compare metrics across channels.KEY INSIGHTSContinued07 The following advertising capabilities will be very important for growth and brand loyalty:Making fast targeting predictions using machine learning(85%)Contextual,demographic,and traveler interest targeting capabilities(68%)The ability to launch,pause,and edit ad campaigns across all channels from a single location(52%)08LEARN MORE TODAYdestinationdestinationdestinationhigh-performinghigh-performinghigh-performingadvertisingadvertisingadvertisingYourYourforforReach the right travelers,in the right place,at the right time time.AdRoll helps travel and tourism companies deliver ROIat every stage of the marketing funnel.Reach the right travelers,in the right place,at the right time time.AdRoll helps travel and tourism companies deliver ROIat every stage of the marketing funnel.09TRAVEL COMPANIES STRUGGLE TO KEEP UP WITH CHANGING TECHNOLOGIES AMIDDIGITAL TRANSFORMATIONDigital transformation in the travel industry is not just a trend,but a fundamental shift that is reshaping the way travel companies operate and engage with customers.Amidst this transformation,companies are navigating through a wide range of challenges and opportunities to enhance their competitiveness,improve the customer experience,and achieve their revenue goals.A significant portion of the studys participants,34%,say that their main objective for digital transformation in the upcoming two years is to boost sales and bookings.Another 22%prioritize improving the customer experience as their chief aim.This emphasis on increasing sales and bookings highlights how crucial revenue growth remains for digital travel companies in an increasingly competitive market.Companies are continuously seeking innovative ways to attract more customers and close sales more effectively.What is your organizations primary goal for digital transformation over the next two years?34%2%Increasing sales and bookingsEnhancing the customer experienceStreamlining internal operationsExpanding our market reachIntegrating new technologies(e.g.,AI,VR)Reducing costs10To reach these goals,travel companies must overcome significant challenges.A notable portion of companies,35%,reported their primary challenge as staying ahead of rapidly evolving technologies.Furthermore,32%identified cybersecurity threats as their chief hurdle.These findings are demonstrative of the dynamic nature of the digital travel landscape.Companies in this sector must continually adapt their strategies and operations.Marketing and booking technologies are constantly changing,so travel companies must engage in continuous learning and innovation to stay competitive.Cybersecurity threats are a ubiquitous challenge among organizations.The fact that the respondents emphasize them here touches on the importance of robust security measures to protect both company and customer data.For digital travel companies,addressing these issues head-on will be crucial for maintaining competitiveness,fostering trust among consumers,and creating a state-of-the-art customer experience.On the other hand,the focus on enhancing the customer experience underscores the importance of customer satisfaction and loyalty in the travel industry.A superior customer experience not only fosters repeat business but also leverages positive word-of-mouth,essential for sustaining and growing a customer base when consumers are bombarded every day with digital ads.352%8%7%7%Keeping up with changing technologiesCybersecurity threatsLegacy systems integrationBudget constraintsTalent acquisition and trainingRegulatory complianceWhich of the following is the biggest challenge your company has faced during digital transformation?Marketing and booking technologies are constantly changing,so travel companies must engage in continuous learning and innovation to stay competitive.11Travel companies also face specific challenges in their efforts to scale and grow top-line revenue.The survey reveals that 71%of the respondents identify content creationproducing a large quantity of high-quality,visually engaging contentas a very significant challenge.Similarly,69%consider seasonalitythe need to continually adapt strategies to changing demandsas very significant in impacting their ability to grow.The capability to generate appealing,personalized content consistently will be key in winning attention and business from travel customers moving forward.Most consumers now expect some level of personalization in the booking experience,and they are more inclined to take advantage of personalized travel experiences.Given the importance of captivating visuals and information in attracting customers,investing in content creation can significantly enhance a companys competitive edge.Meanwhile,understanding and anticipating seasonal trends can help in planning and resource allocation,ensuring steady growth despite fluctuating market conditions.To what extent do the following challenges affect your businesss ability to scale and grow top-line revenue?Very much Somewhat Not very much Not at allContent Creation:Need for a large volume of high-quality,visually appealing contentSeasonality:Continually adjusting strategies to meet fluctuating demandPricing:Challenges keeping up with dynamic and complex pricing strategiesCompetition:Difficulty gaining a competitive edge in a crowded marketGlobalization:Adapting campaigns to diverse,global audiences71!%8%0i%6%9%0)%06%5#aU%Most consumers now expect some level of personalization in the booking experience,and they are more inclined to take advantage of personalized travel experiences.12Addressing these challenges will require changes and transformations within these companies.However,travel organizations must also be able to maintain operations,even during times of change.More than half of the respondents(55%)emphasize the importance of training and upskilling employees on new technologies during times of digital transformation.This suggests that a skilled workforce is crucial for navigating digital transformations successfully.Integrating new technologies isnt merely about adoption;its also about ensuring that employees can effectively use new tools to enhance operations and customer experiences.Similarly,half of the respondents highlight the value of partnering with external experts or consultants for guidance and seeking feedback from customers throughout the process,both recorded at 50%.This indicates a strategic approach to digital transformation that involves not just internal adjustments but also external collaboration.Leveraging the expertise of external consultants can provide fresh insights and strategies that internal teams may overlook,while customer feedback ensures that digital initiatives remain aligned with customer needs and expectations.For travel companies,this signifies the importance of fostering an ecosystem that supports continuous learning,external collaboration,and customer-centric innovation.Change management during a digital transformation effort can be difficult,both for the company and its customers.From the following options,please select your top three best practices for managing internal changes during a digital transformation.Training and upskilling employees on new technologiesSeeking feedback from customers throughout the processPartnering with external experts or consultants for guidanceRegular communication and transparency with employeesPilot testing changes before implementing them company-wideCreating a dedicated team to manage the transformation processOffering incentives for embracing change(e.g.,bonuses,recognition)55PPC732ANALYTICS,MOBILE APPS,AND AI WILL HAVE THE BIGGEST IMPACT ON TRAVEL BUSINESSESTravel organizations now use a wide range of technologies to analyze data,automate internal processes,and personalize the customer experience.However,some technologies will be more critical than others as these organizations continue to transform.The study shows that 30%of the respondents believe big data analytics will be one of the most crucial technologies for their businesses in the coming year.This technology is closely followed by mobile application development,as indicated by 22%of participants.Big data analytics is recognized for its ability to process vast amounts of information to identify patterns,trends,and insights,which can significantly improve decision-making and strategic planning.For digital travel companies,this capability presents a unique opportunity to understand consumer behavior more deeply,personalize their offerings,and optimize operational efficiencies.Mobile app development is deemed crucial because of the growing importance of engaging,user-friendly platforms in the customer experience.Given consumers increasing reliance on smartphones for planning and booking travel,companies focusing on enhancing their mobile experiences are likely to see greater customer engagement and satisfaction.Most travel organizations can now create affordable proprietary apps by partnering with third-party developers.Which of the following technologies do you believe will have the most significant impact on your business over the next 12 months?30%7%5%5%Big Data AnalyticsMobile Application DevelopmentVirtual Reality/Augmented RealityArtificial IntelligenceInternet of Things(IoT)BlockchainCloud Computing14Artificial intelligence(AI)will also play an important role in how travel companies analyze data,market to customers,and generate insights.A significant majority of organizations plan to increase their investment in artificial intelligence,with 68%expecting to somewhat increase their spend and 20%anticipating a substantial boost in AI investments over the coming year.For travel companies,this trend signifies a crucial pivot towards more innovative,AI-driven strategies.The respondents commitments to ramp up AI investments reflects the industrys acknowledgment of AIs potential to unlock unprecedented efficiencies,personalize customer interactions,and foster competitive advantage in a rapidly evolving digital landscape.Incorporating new technologies like AI into the business can be challenging,especially when the organization must integrate new solutions with existing software or legacy systems.However,travel companies can achieve their technology goals by strategically augmenting or replacing specific solutions.How will your organizations investments in artificial intelligence change over the next 12 months?20%Increase substantially 68%Increase somewhat 12%Stay about the sameIs your organization planning to change or replace any of the following technology types over the next 12 months?Customer relationship management(CRM)software We plan to augment this technology We plan to replace this technology We will leave this technology alone for nowData analytics and reporting platformsMarketing automation and advertising platformsReservation and booking automation toolsRevenue management solutions79%72%8%9X2EF4&A significant percentage of the organizations surveyed intend to enhance their existing technology infrastructure rather than opting for a complete overhaul.Specifically,79%plan to improve their Customer Relationship Management(CRM)software,60%plan to improve their data analytics and reporting capabilities,and 58%plan to improve their marketing automation and advertising platforms.Notably,almost half of the respondents(46%)plan to replace their existing reservation and booking automation tools as well.The trend toward augmentation rather than replacement is a strategic move by companies to leverage existing investments while integrating new functionalities to stay competitive.For digital travel companies,this approach can mean higher efficiency in managing customer relationships,improved insights from data analytics for tailored experiences,and more effective marketing strategies,without the need to invest in an entire new system.Enhancing CRM systems can lead to better understanding and engagement with customers,fostering loyalty and repeat business.Many CRM solutions are designed to be integrated with other popular tools,so travel companies could achieve fast results by shopping for auxiliary solutions through their existing partners marketplace.Similarly,data analytics and reporting solutions are often sold as secondary solutions that can augment existing platforms,such as CRMs or ERPs.These tools can enable these companies to make data-driven decisions,optimizing their services and offerings based on consumer behavior and preferences.The fact that almost half of the respondents plan to replace their reservation and booking automation tools is noteworthy.These companies are likely struggling with outdated or inadequate tools and are now seeking more robust solutions to improve their booking processes.As the travel industry increasingly shifts towards digital channels,having a reliable and efficient reservation and booking system is crucial for maintaining customer satisfaction and driving revenue.A significant percentage of the organizations surveyed intend to enhance their existing technology infrastructure rather than opting for a complete overhaul.16TRAVEL ORGANIZATIONS NEED TARGETED ADS AND COMPLETE TRANSPARENCY IN THEIR CAMPAIGNSTargeted ads and a comprehensive overview of advertising campaigns are vital for travel companies to remain competitive in a saturated market.They enable businesses to tailor messaging to specific customer profiles,leading to higher engagement rates and ultimately,increased bookings.Travel organizations also need the ability to advertise to potential customers across touchpoints,as well as the ability to manage these ads from a single location.The study shows that a significant majority of participants(82%)can manage their digital ad campaigns across a wide network of websites and apps from a singular platform.In contrast,17%do not have this capability and 1%are uncertain about their capabilities.Among those who lack this ability,88%are somewhat interested,while 12%are very interested in gaining the ability to launch ad campaigns across multiple platforms from one location.Can you currently run your digital ad campaigns across millions of websites and mobile apps,launching each campaign from a single location or platform?82%Yes 17%No 1%Im not sureSince you said,“No,”how interested are you in acquiring the ability to run your digital ad campaigns across millions of websites and mobile apps,launching each campaign from a single location or platform?12%Very interested 88%Somewhat interested17Travel organizations are also prioritizing some advertising capabilities over others.For example,85%of the respondents believe that leveraging machine learning to make quick targeting predictions will be very important for future growth and customer loyalty.This is evident of a rapidly growing trend towards personalization and the need for technology that can analyze and anticipate customer behaviors swiftly.Travel companies that invest in machine learning capabilities will be able to deliver personalized experiences at scale.Furthermore,68%of the respondents deem contextual,demographic,and traveler interest targeting very important.This highlights the significance of delivering highly targeted and consistently relevant content to consumers at just the right moment.Companies focusing on these targeting capabilities are better positioned to engage potential customers by tailoring their marketing efforts to specific interests and demographics,thus increasing the effectiveness of their advertising.This high level of interest in streamlined digital ad campaign management signals the travel industrys shift toward mobile and omnichannel marketing.These companies are ready to leverage tools that provide transparency in their ad campaigns,as well as an intuitive interface that gives them a clear view of their strategy across platforms.Travel companies need this capability now more than ever because travelers are bombarded with online ads from a wide range of sources,and it is essential to reach them with personalized messaging at every touchpoint.With the ability to launch campaigns across millions of websites,apps,and other channels,companies can effectively target their audience and increase their brand visibility.Moving forward,this will become a standard by which travel companies compete.How important will the following advertising capabilities be in the future for your companys growth and brand loyalty efforts?Very important Somewhat important Not importantMaking fast targeting predictions using machine learningContextual,demographic,and traveler interest targeting capabilitiesThe ability to launch,pause,and edit ad campaigns across all channels from a single locationLeveraging data from billions of shoppers to inform ad campaignsThe ability to create defined audience segments based on contacts attributes and behaviorsPartnering with a dedicated,third-party expert to maximize ROAS85%0h1%1%0%0%1RHPPAEX9Leveraging these capabilities will enable travel companies to launch a variety of campaign types,from email campaigns to social media marketing campaigns.However,the travel industry has always been a significant purchaser of web display ads and native ads,and these formats will continue to be important to their business in the coming years.Specifically,33%of the respondents say they use these ad types primarily to increase brand awareness.However,another 33%say they use them to encourage new site visitors,while 29%use display and native retargeting ads to drive returning visitors to their websites.Enhancing display ads and native ads with tools like artificial intelligence for personalized content creation,as well as data analytics for targeting,will be key to making them more effective.Lastly,52%of respondents emphasize the importance of launching,pausing,and editing ad campaigns from a single interface.This capability allows for quicker response to market trends and consumer behavior,enhancing agility and responsiveness in a fast-paced digital environment.This finding suggests that travel companies should prioritize the adoption of integrated marketing platforms to improve their operational efficiency and campaign performance.In what way are web display and/or native ads most utilized in your marketing strategy?33%Increasing brand awareness 33%Encouraging new site visitors 29%Driving returning visitors to your site 5%Purchase/form-fill/account sign-up85%of the respondents believe that leveraging machine learning to make quick targeting predictions will be very important for future growth and customer loyalty.19Finally,travel companies must be able to attribute their campaign performance across channels,campaigns,and ad types if they hope to continuously improve and identify areas of marketing opportunity.Unfortunately,a significant portion of the travel companies surveyed are still relying on manual processes or individual channel metrics to assess their marketing campaigns performance.Specifically,39%of respondents compare metrics across channels manually using tools like spreadsheets,while 30%look at channel-specific metrics without making cross-channel comparisons.Furthermore,only 22%utilize tools like Google Analytics or AdRoll for UTM-based cross-channel attribution.This reliance on manual processes and the absence of holistic,cross-channel attribution points to a significant gap in how travel companies are leveraging digital marketing analytics.Manual comparison is not only time-intensive but also prone to errors,potentially leading to misinformed decisions.Those using automated tools will more effectively understand their marketing performance across channels.For digital travel companies to thrive,theres a clear need to move towards more sophisticated attribution models.This transition will allow for a better understanding of marketing performance and identification of optimization opportunities,ultimately leading to more efficient allocation of marketing resources and improved ROI.How do you currently attribute campaign performance across channels?39%I export the data from each channel and compare the metrics across channels manually(e.g.using spreadsheets).30%I use the metrics reported from each channel individually and do not compare them across channels.22%I use Google Analytics,AdRoll,or a similar tool to perform UTM based c ross-channel attribution.9%I use other specialized cross-channel attribution software.Only 22%utilize tools like Google Analytics or AdRoll for UTM-based cross-channel attribution.20CONCLUSION:DIGITAL TRANSFORMATION STRATEGIES OVER THE NEXT 12 MONTHSResearchers asked the respondents to describe how their companies plan to transform over the next 12 months.They also asked the respondents to describe their strategies for achieving transformation.A common theme among the responses is the integration of advanced technologies such as AI,AR,VR,and IoT-enabled tools.This strategic focus demonstrates an industry-wide recognition of digital technologys potential to revolutionize traveler engagement by creating more immersive and personalized experiences.It also highlights the sectors dedication to innovating its approach to traditional challenges.By adopting technologies like generative AI for content generation,AR/VR for immersive user experiences,and AI for dynamic pricing strategies,companies are poised to significantly elevate how customers interact with travel services.This will make consumer experiences more engaging and tailored to individual preferences.Operationally,the respondents say their focus will be on automating processes,from customer support to baggage handling.They will also focus on streamlining operations by automating tasks like customer support and the booking process.Through the integration of automation technologies and AI,travel companies aim to not only reduce costs but also enhance service delivery.Finally,the respondents suggest that they will take a gradual,thoughtful approach to change management.They hope to minimize disruption while maximizing the effectiveness of each digital integration.This way,they can quickly demonstrate the value of their technology investments.These transformations,guided by a clear strategy and investments in suitable technologies,indicates a promising direction for the travel industry.Moving forward,companies will use technology to improve customer engagement and achieve operational excellence.Respondents hope to minimize disruption while maximizing the effectiveness of digital integration.21KEYSUGGESTIONS21 Invest in integrated marketing platforms to manage digital ad campaigns from a single interface.This simplifies campaign management,making it easier to launch,pause,and edit ads in response to market demand.Leverage machine learning for targeting predictions to provide personalized experiences to travelers.Personalization is key to building customer loyalty and machine learning can help predict customer behaviors more accurately.Prioritize contextual,demographic,and traveler interest targeting in your advertising efforts.This ensures that your marketing messages reach the right audience at the right time,increasing the relevance and effectiveness of your campaigns.Enhance your digital ads with artificial intelligence and data analytics.AI can help create more personalized content,while data analytics improves targeting,making your ads more effective in reaching and engaging potential customers.Move away from manual processes in favor of automated tools and platforms for campaign management and performance assessment.Automation not only saves time but also reduces the risk of errors,leading to more accurate and effective marketing strategies.22ABOUT THEAUTHORSWBR Insights is the custom research division of Worldwide Business Research(WBR),the world leader in industry-driven thought-leadership conferences.Our mission is to help inform and educate key stakeholders with research-based whitepapers,webinars,digital summits,and other thought-leadership assets while achieving our clients strategic goals.For more information,please visit .Digital Travel is the premier interactive conference for travel executives who are looking to re-imagine the customer journey.Join the top minds from hotels,OTAs,airlines,transportation companies,and everything in between,to share practical insight on how to enhance personalization and improve their online strategies for better cross-channel experiences.With 300 travel leaders exclusively in one place focused on shaping the future of the industry,youll get the tools you need to WIN THE BOOKING every time.For more information,please visit https:/.23ABOUT THESPONSORAdRoll is a marketing and advertising platform that helps B2C businesses grow revenue and save time on one streamlined platform.Make web ads,social ads,and email work together and more effectively run,measure,and optimize your marketing efforts.Powered by industry-leading automation and personalization,the AdRoll platforms machine learning analyzes real-time advertising data to drive traffic and sales.AdRoll helps customers generate more than$246 billion in sales annually and has been used by over 140,000 brands since 2006.AdRoll is a division of NextRoll,Inc.and is a remote-friendly company headquartered in San Francisco,CA.Get started today at .
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PRODUCT DEVELOPMENT STRATEGY GUIDE6-Step Process to Evaluate and Enhance Your Product Offerings 2 2024 Hanover ResearchCORWP0523Product development is a key business practice for companies to strengthen their competitive advantage,gain market share in their current markets,and open the path to new ones.This is especially critical as market forces(market trends,new and emerging competitors,shifting customer needs,etc.,)continue to be unpredictable.Investing in a product development strategy allows companies to be responsive to evolving market dynamics and,if done properly,a good strategy will help companies balance the profit and growth they seek.Though,product development involves a certain level of risk typically in the form of significant upfront investments by building a product strategy backed by data and insights,companies can ensure theyre prioritizing the right opportunities to protect their investments.A well-executed product development strategy will ensure your products evolve to align with current market demands whether thats improving existing products or creating new panies use market research to inform product development2 out of 374%of organizations prioritize research when developing and refining a productINTRODUCTIONSource:Hanover ResearchRead this guide for tips on how to optimize your product development strategy including:How to identify and build your ideal growth strategy What research and data inputs to have at each stage of the product development process The critical questions to answer in order to build effective productsof executives say comprehensive product development is necessary to the success of a product83%3 2024 Hanover ResearchCORWP0523BUILDING A PRODUCT DEVELOPMENT STRATEGYA product development strategy,where companies set the direction and focus of new or existing products according to business goals,allows businesses to evolve and align with current market demand,stay competitive in their existing market,and expand into new markets.IDENTIFYING THE RIGHT PRODUCT STRATEGYThe key questions businesses need to answer when developing their product strategy are:What are you selling?Is it a new product?Or an existing one(as is or with updates)?And,Who are you selling it to?Is it your current customers or new ones?The Ansoff matrix is a useful tool for many companies to map out their product efforts along these categories.The specific mix will vary depending on the company,its current portfolio,available resources,business goals,and other market factors.Existing Products in Existing Markets(Market Penetration)Companies that have room to grow within their current market product will focus on optimizing sales and marketing strategies.To increase market share,companies will need to understand the size of the market,current market penetration,and the markets demand for the offering.Product investment will be minimal,focused on minor product enhancements or changes(e.g.,price)with the goal of protecting existing market share and expanding within the current market.Improving existing products over building new products costs less,takes less time,and is more likely to succeed.Another benefit of product improvement is reduced uncertainty.Companies more often know the price,demand,and margin of existing products.For many companies,relying on revenue from existing products in the short term provides latitude for product and market expansion,ensuring long-term growth.Existing Products in New Markets(Market Development)Companies currently operating in a saturated market will look towards new and adjacent markets that need their current product.Product investment will focus on researching the new markets dynamics and alterations to meet customers needs and expectations.This approach doesnt require significant investment in product development,but it does carry risks as market,customer,regulatory,or other forces in the new market could impact product adoption and success.Companies should be careful not to make too many assumptions that the new market will behave the same as their current market.Instead,they should pressure test marketing and sales tactics to ensure these will resonate with the new audience.FINDING YOUR PRODUCT STRATEGY WITH THE ANSOFF MATRIXExisting ProductsNew ProductsExisting MarketsMarket PenetrationProduct DevelopmentNew MarketsMarket DevelopmentDiversification4 2024 Hanover ResearchCORWP0523Three Questions to Determine the Right Product Strategy for You:1.Do your current products have the potential for improvement or expansion?Before investing time and money in building a new product,look first at your existing products.Can they be updated to leverage new technology or enhanced to offer additional benefits or align with the needs of a new market?Are you losing market share to competitors that offer new features that you do not?2.What is the best way to address gaps or opportunities?One of the key considerations for product development is building a product that addresses customer needs.Can an existing product be updated to address current gaps in customer expectations or will customers be better served by a new product?In addition,would one product that does everything be better than an extended portfolio with multiple product options to choose from?Companies should also look at adjacent markets where there may be a latent need for their existing products that they can capitalize on.3.Will your current products and potential enhancements be profitable for the future?While updating products costs less time and money in the short run,it may not be the best long-term investment.If market dynamics(customer demand,market trends,technology,etc.,)mean that the potential enhancements to your products will have short-term profitability,your company could be better served by investing in a long-term solution by building a new product.BUILDING A PRODUCT DEVELOPMENT STRATEGYNew Products in Existing Markets (Product Development)Companies that want to expand their offerings into an existing market will focus on building new products to expand their portfolio and competitive advantage.There will be extensive product investment to research and design new products or features to ensure a successful product launch.Serving a new offering to existing customers has several advantages.Companies benefit from a historical knowledge of customer needs and behaviors.They will also likely have some level of market awareness and brand equity to leverage when bringing a new product to market.However,companies should ensure the product makes sense in their current portfolio and that there is an appetite from the market to purchase that product.Companies should also identify if they are selling to the same buyer or a different seniority level,function,or role within the company and that they understand this groups needs and priorities.New Products in New Markets(Diversification)Companies that are looking to expand will invest in building products for new markets.This strategy has the highest risk and will require extensive product investment in the form of market and product development research.It can also involve mergers and acquisitions or hiring new talent to increase the success of entering the new market.The companies that choose this strategy either have significant resources they can invest to fund an expansion play or are struggling with products in their current market and need to identify a new path to growth.5 2024 Hanover ResearchCORWP0523BENEFITS OF AN EFFECTIVE PRODUCT DEVELOPMENT STRATEGY in average revenue generated from product development$1.55MROI on average from product development investment15XTime saved due to product development insights1.5 MonthsSource:Hanover ResearchCapitalize on untapped opportunities:Product development research can uncover the untapped potential of your products,including gaps,hidden use cases,or viable markets.With this data,companies can develop and enhance their products to build a more competitive offering that aligns with customer needs.Reduce risk of a failed launch:At least 1/3 of product ideas are dropped at each stage of a structured product development process.Organizations can reduce the risk of a failed product release and wasted resources by following a set process,conducting research throughout,and incorporating best practices.Stay competitive in the market:Not investing in product enhancements can cause a company to miss out on leveraging new technology,pivoting to match shifting customer needs,and enhancing products to meet or exceed new developments from competitors.By moving too slowly(or not at all)companies will not only lose out on new sales but will find their customers migrating to the competition.Position Your Product Strategy for SuccessGet the research and insights you need to develop and implement your product strategy.LEARN HOW6 2024 Hanover ResearchCORWP0523THE 6-STEP PRODUCT DEVELOPMENT PROCESSBuilding or updating products is a risky endeavor.Nearly 70%of executives are risk averse when making changes to existing products and two-thirds need to feel very confident a product will be successful before agreeing to a launch.To protect their product investment and ensure a successful launch,many companies follow a rigorous product development process.An effective product development process contains multiple steps,each with critical questions and checkpoints to ensure the product is still viable,identify signs of potential failure early,or pivot the product to a more promising concept.On average,companies can expect about a third of product ideas to be terminated at any stage in the development process.Following strict product development protocol can be challenging,but the rewards of a rigorous product development process is that companies can be more confident that the product iteration that does make it to market will be a successful one.THE PRODUCT DEVELOPMENT PROCESSStep One:Assess Current Market Position Step Two:Idea GenerationStep Three:Start DevelopmentStep Five:Launch Preparation and Product Launch Step Six:Product Review and Additional RefinementStep Four:Product Refinement 7 2024 Hanover ResearchCORWP0523STEP ONE:ASSESS CURRENT MARKET POSITION HOW TO GATHER INSIGHTSBefore you start building,its critical to evaluate your current market position.This includes analyzing your target market,assessing your competitors,and evaluating your companys health and market position.Building or altering without a solid foundation and understanding of your market can cause many problems down the line.In fact,failure to research and evaluate current and emerging competitors are two of the biggest challenges companies face post-product launch,putting their strategy and product investment at risk.Brand EquityMeasures the strength of your brand and competing brands while identifying how much the role of branding leads customers to use products or services.This provides insights into a brands health and influence,highlighting strengths and uncovering weaknesses that need to be addressed prior to building something new.Key Questions:How aware are customers of our brand?How is our company perceived in the market?How influential is our brand name?Market Analysis Market analysis evaluates market dynamics and evolving and emerging trends to understand the health and trajectory of the market.It allows companies to uncover hidden gaps,untapped opportunities,as well as potential risks.Key Questions:What is the size of our target market?What is our share of the market?Who is our target audience?What need do our current products serve?What ongoing and evolving trends can affect future performance?Competitor AnalysisThrough competitor analysis,companies can create profiles for each of their competitors,focusing on their overall business health,product portfolios,and additional company-specific information.This provides companies with an understanding of potential opportunities and risks of competing for market share.Key Questions:Who are our current competitors?Are there any new or emerging competitors we need to watch?How do our products and services compare to competitors?8 2024 Hanover ResearchCORWP0523STEP TWO:IDEA GENERATIONHOW TO GATHER INSIGHTSWith an understanding of your market position and opportunities for growth,you can begin brainstorming new ideas for your products.While you may have begun this process with an idea in mind for elevating your product offerings,its important to do thorough research on potential products or enhancements.The research below can help uncover missing features that your customers want most and the additions that will be most profitable.Product Portfolio ReviewA product portfolio review assesses the level of success,gaps,and any feature overlap of all the products a company offers.This provides insight into untapped opportunities,potential risks,as well as the most needed enhancements customers are searching for.Key Questions:What is the ideal product mix for our target market?Would a new product strengthen or cannibalize an existing offering?Does our current product portfolio meet our customers changing needs?Would a new product overtax our resources?Product Attitudes And Usage SurveyThis research assesses how customers use a companys products and how they evaluate them.Sometimes,customers find new ways to leverage products for their needs that differ from the original intent.At other times,customers find that products are not sufficient to meet their original needs.Its important to analyze how customers use and evaluate products to identify gaps and unknown benefits that can be further enhanced.Key Questions:How do customers use our products?Does their use align with our assumptions and our marketing?Are they getting additional use we are not tracking?Does the product not address the need that led them to buy?Key Market Drivers AnalysisThis research evaluates what factors influence business success and customer behavior by analyzing market demand,size,trends,and competitor strength.These insights help companies understand what elements are the most important and the potential risks that can harm business success.Key Questions:What is driving demand for our products?What is the most important feature for customers buying our products?What trends might impact the viability of our products in the future?9 2024 Hanover ResearchCORWP0523Customer Needs AssessmentIdentifies key elements of customers experience with a brand,product,and service,including needs,pain points,challenges,purchasing behaviors,and what attributes are essential.This allows companies to identify gaps in their customer service as well as opportunities to build products customers need.Key Questions:What are our customers needs?Have customers needs changed,and how will they continue to evolve?Are our products meeting customers current and future needs?How can our products improve to address customers needs?of executives say customer needs is the most important stage of product development90jacent Market AnalysisThis research analyzes adjacent markets to identify if there is potential need and demand for existing products.Though these markets might not readily accept a product as is,with some targeted product enhancements,a product may be able to access a whole new consumer base.Key Questions:Are there new audiences or markets that would be a potential fit for our products?What is the size of these markets?What are their needs?Who are the competitors in this market and what is their offering?STEP TWO:IDEA GENERATIONof businesses say market research helps them enter a new or adjacent market85 2024 Hanover ResearchCORWP0523STEP THREE:START DEVELOPMENTNow that you have a wealth of data and insights into potential product ideas,its time to identify which to focus on.At this stage,you can compare viability and desire for certain features by evaluating criteria such as ROI,affordability,and customer demand to find the features with the greatest potential.Qualitative Interviews or Focus Groups Conducting in-depth interviews or focus groups offers detailed insights by gathering direct feedback from clients.These qualitative research methods allow participants to answer in their own words giving unsolicited feedback which can be lost from the more structured survey format.It also allows those facilitating the conversations to ask follow-up questions to clarify the context of their response and collect additional insights that can be used to enhance new features.Key Questions:Will the new features address customer needs?How will customers use the new features?Are there other features customers want more?Are there other product gaps that need to be addressed?Concept Testing SurveysProduct concept testing gathers feedback from a target audience to test company assumptions and identify the viability of product enhancements.Insights from this survey can be used to inform further concept refinement.Key Questions:Are the new features of interest?Will the new features address customer needs?Will these new features increase the perceived value of the product?HOW TO GATHER INSIGHTSCustomer Satisfaction SurveyCustomer satisfaction surveys evaluate how happy customers are with a companys current products,services,and overall experience.This research helps identify the weaknesses in customer experience and evaluate if the planned product enhancements will be able to address these gaps.Key Questions:Overall,how satisfied are customers with our current product?What is customers satisfaction with the different elements and features of our product?Will customers repurchase our products?Why or why not?11 2024 Hanover ResearchCORWP0523STEP FOUR:PRODUCT REFINEMENT Product TestingCollect data on customers potential usage behavior,preferences,and reactions to the updated product by allowing them to use the product before it launches.Testing products early allows companies to quickly identify any problems and conduct further enhancements to the product to ensure it will have a successful launch.Key Questions:Does the product match its intended use?How do the new features enhance the product offering?What additional elements or enhancements are needed to make this a viable product?Product development is a feedback loop that cycles through development,testing,and review,repeating the cycle as necessary till your initial concept is refined into a working prototype.At this stage,your company can investigate the design specifications to pursue,beta test the new features,and begin to specify manufacturing and selling strategies.Price AnalysisIdentifying the right price is critical to product success.If a product cant generate revenue or fit into the price range of an existing portfolio,it is considered unviable.In fact,21%of products are found not viable at the pricing analysis stage,regardless of how well the product had performed.To minimize wasted investment and avoid building and launching a product with poor ROI,you need to ensure your product will generate sufficient revenue.Key Questions:How does price influence customers willingness to buy?What is the value added from these product enhancements?What is the price our competitors are selling for similar products and features?Can we profitably produce this product?HOW TO GATHER INSIGHTSFeature and Concept Conjoint AnalysisThis survey mimics real-life choices by measuring stakeholder preferences and tradeoffs on features,attributes,products,or services to infer preferences.This research can help identify the most desirable product enhancements while also identifying potential risks.Key Questions:What new features have the greatest interest from our customers?What features are of interest to a new customer base?Will customers be willing to pay more for additional features?12 2024 Hanover ResearchCORWP0523STEP FIVE:LAUNCH PREPARATION AND PRODUCT LAUNCH HOW TO GATHER INSIGHTSNow that your products have been developed,tested,and optimized,its time to prepare for launch.To help pave the way for your enhanced product,you need to update your sales and marketing strategies.Its important to reassess the audience for your updated product,how best to reach them,and what messaging and tactics will have the most impact.Channel Strategy This research involves evaluating historical channel performance,reviewing competitors channel strategies,as well as collecting direct feedback from customers to determine the most effective mediums to reach and engage clients.With this data,companies can identify the best channels and tactics for distributing products and reaching their target audience.Key Questions:What are the most effective channels for reaching our target market?How should we position our sales and marketing resources?What are the most influential and critical touchpoints along customers path to purchase?Customer SegmentationCustomer segmentation is the process of collecting demographic and behavioral information about customers and separating them into groups with similar characteristics and motivations.This data allows companies to develop more targeted,influential interactions with current and potential customers,ultimately reaching those customers more effectively and increasing sales.Key Questions:What are the distinguishing traits of our customers?Who are the key decision-makers within each segment?Which customer segments are most likely to purchase our products?What are the needs and preferences of these customers?Product Message TestingThis research leverages direct customer feedback and message analysis to identify which themes will resonate with the target audience,ensure the updated product stands out,and engage customers.Key Questions:What features do customers most respond to?What messaging and themes resonate most with customers?13 2024 Hanover ResearchCORWP0523STEP SIX:PRODUCT REVIEW AND ADDITIONAL REFINEMENT Assessing the products performance after your product launch is a key step to verify how your product is performing.A post-product launch review allows companies to evaluate how the product is performing compared to expectations and goals and spot potential improvements or refinements.HOW TO GATHER INSIGHTSWin Loss AnalysisA win loss analysis evaluates won and lost sales to evaluate the performance of sales strategies,product offerings,and customer experience.This research helps identify key factors of the buying process,including customer pain points and gaps in sales positioning,product features,and service offerings that are turning customers away.Key Questions:How are customers selecting products and services?What makes a specific product or service competitive?What factors influence customers to opt for or against a brand?How are our sales and marketing approaches resonating with customers?Customer Satisfaction(Redux)Companies should reissue a customer satisfaction survey post-launch to evaluate how product enhancements have impacted satisfaction and whether any new issues have arisen with the new updates.Key Questions:How has overall customer satisfaction with our brand and products changed?How satisfied are customers with our new features?Are customers more likely to repurchase our products?Customer Journey Identify the full customer journey from awareness and consideration to purchase and retention.By researching how customers interact with a brand and its products,companies can uncover what strategies are not working and identify opportunities for improvement.Key Questions:What prompts customers to search for our product?Who is involved in the purchase decision-making process?What considerations do customers factor into their purchase decisions?Why do customers choose to repurchase our product or not?Brand PerceptionChanges to a product will affect a brands image.Its important to track how brand perception has changed,identifying the negative feedback that should be addressed 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