Filter Search for grants
Call key data
Policy Experimentation - Digital Education
Erasmus+ - Key Action 3 – Support to Policy Development and Cooperation
Estimated EU contribution per project
max. € 1,000,000.00
Link to the call
Link to the submission
Projects under this topic can address different educational sectors or bridge educational sectors, and must support high quality and inclusive digital education, in line with the Digital Education Action Plan 2021-2027.
Proposals submitted under this topic must address one of the following priorities:
- Priority 1: Building a teaching framework and policy intervention aiming to boost gender balance in pursuing ICT related studies and professions
- Priority 2: Digital well-being: Putting into practice what works
- Priority 3: Data literacy strategies in primary and secondary education
Expected effects and impacts
Priority 1: Building a teaching framework and policy intervention aiming to boost gender balance in pursuing ICT related studies and professions
- Identify key factors and actors that influence girls’ aspirations in pursuing ICT studies and professions in Europe through a review of existing research and a mapping of national initiatives (as well as European and regional ones, if relevant) currently active in the EU. This work should take into consideration institutional (e.g. informatics as a subject at school and availability of gender sensitive learning resources) as well as socio-economic (e.g. access to technology) and cultural factors (e.g. gender biases and stereotypes). Key actors for girls’ career orientation could include parents, career counsellors, teachers and educators. This part may identify gaps as well as best practices on EU, national, regional and local level with the aim of deducting lessons learned;
- The work under point 1 above should inform the relevant design and promotion of a teaching framework related to digital skills and competences in primary and secondary education;
- The development and piloting of a policy intervention aimed at increasing girls’ aspirations in pursuing ICT studies and professions in Europe. The intervention may involve formal, non-formal and informal education and should have high potential for scalability and transferability in different educational systems. It should be based on existing best practices as identified under point (1), and aims to increase girls’ exposure to digital technologies from a young age, debunk gendered notions of intelligence and aptitude, and foster role models and peer-to-peer learning.
Ultimately the project should have a measurable impact in unpacking the phenomenon of underrepresentation of girls in the field of ICT studies and design a solution (policy intervention) that has a high potential for increasing the number of girls whose career choice or learning pathway leads to an ICT field.
Priority 2: Digital well-being: Putting into practice what works
- The design and implementation of a project which builds on best practices with a focus on how schools can best strengthen well-being in digital education and point to ways in which the use of technology in teaching, learning and assessment provides a way forward for well-being in digital education. The project should take into account the diversification of technology, the acquisition of digital skills and pedagogical approaches to digital well-being whilst being mindful of the risks associated with excessive use of technology;
- The promotion of cooperation between schools, education technology providers and the wider community in addressing how inclusive and high-quality digital education contributes to the digital wellbeing of learners. This cooperation should bring together the relevant expertise in view of designing and implementing projects that underscore the importance of digital wellbeing.
Priority 3: Data literacy strategies in primary and secondary education
- Identify existing data literacy strategies, either as standalone or as part of the institutions’ broader digital education strategies, and explain their benefits in primary and secondary education. Particular attention should be paid on whether and how teachers and educators are supported in developing data literacy competences for teaching. This would imply data literacy for improving their teaching as such, and being able to develop this skill for their learners as part of the teaching process;
- Map data literacy strategies in national curricula: Identify in particular to what extent and in what ways data literacy is addressed in curricula in different Member States and how curricula are being modified to reflect the need for data literacy.
- Based on the above, identify existing or tested practices in the field as well as challenges or gaps to be addressed. Based on the mapping, the following should be produced:
- Best practices for integrating this skill as part of the Member States and third countries associated to the Programme overall digital education strategy setting. The strategies should have a particular focus on ways to support teachers with developing data literacy competence, both for themselves and their learners as part of teachers’ pedagogical practice;
- Recommendations that could be addressed at European and national level taking into consideration the success factors and challenges of developing data literacy in curricula or practices in primary and secondary education.
Main activities under all three priorities could involve (non-exhaustive list):
- Methodologically robust research and analysis leading to better understanding of topic at hand, transnational mapping work on existing practices, policies, or methods producing large-scale sectoral or cross-sectoral outputs;
- Development and effective delivery of transnational capacity-building activities such as training, mentoring programmes, institutional adjustments;
- Analysis of policy contexts, policy-research, design of policy intervention building a solid bridge between policy and practice;
- Design and pilot frameworks, guidelines, methods (including on cooperation of different stakeholders and actors) and activities related to innovative solutions;
- Proposal of evidence-based recommendations potentially addressing different stakeholders and at different levels i.e. national or European;
- Analysis of transferability of the project results and sustainability of its results after the end of the project;
- Dissemination and networking events (sectoral or cross sectoral) aiming for further exposure of the project work and results and for increasing possibility for transferability in similar contexts.
Regions / countries for funding
Island (Ísland), Liechtenstein, North Macedonia (Северна Македонија), Norway (Norge), Serbia (Srbija/Сpбија), Türkiye
Education and training institution, Non-Profit Organisation (NPO) / Non-Governmental Organisation (NGO), Other, Private institution, incl. private company (private for profit), Public Body (national, regional and local; incl. EGTCs), Research Institution incl. University, Small and medium-sized enterprise (SME)
Proposals must be submitted by a consortium of at least 3 applicants (beneficiaries, not affiliated entities), from a minimum of 3 EU Member States or third countries associated to the Programme.
Affiliated entities and associated partners do not count towards the minimum eligibility criteria for the consortium composition, and can not be coordinator.
Organisations from third countries not associated to the Programme can be involved as associated partners (not as beneficiaries and affiliated entities).
In order to be eligible, the applicants (beneficiaries and affiliated entities) must:
- be legal entities (public or private bodies) active in the fields of education and training, research and innovation or in the world of work;
- be established in one of the eligible countries, i.e.: Erasmus+ Programme Countries:
- EU Member States (including overseas countries and territories (OCTs))
- non-EU countries: − listed EEA countries and countries associated to the Erasmus+ Programme (list of participating countries)
- for higher education institutions (HEIs) established in Erasmus+ Programme Countries (see above): be holders of the ECHE certificate (Erasmus Charter for Higher Education).
other eligibility criteria
- Natural persons are NOT eligible (with the exception of self- employed persons, i.e. sole traders, where the company does not have legal personality separate from that of the natural person).
- International organisations are NOT eligible. The rules on eligible countries do not apply to them.
- Entities which do not have legal personality under their national law may exceptionally participate, provided that their representatives have the capacity to undertake legal obligations on their behalf, and offer guarantees for the protection of the EU financial interests equivalent to that offered by legal persons.
- EU bodies (with the exception of the European Commission Joint Research Centre) can NOT be part of the consortium.
- Entities composed of members may participate as ‘sole beneficiaries’ or ‘beneficiaries without legal personality’. Please note that if the action will be implemented by the members, they should also participate (either as beneficiaries or as affiliated entities, otherwise their costs will NOT be eligible).
- Beneficiaries from countries with ongoing negotiations (see list above) may participate in the call and can sign grants if the negotiations are concluded before grant signature (with retroactive effect, if provided in the agreement).
- UK applicants — The participation in the Programme has been requested by the United Kingdom. If there is an agreement on this participation, UK entities will be eligible to participate in this call (in accordance with the conditions of the agreement).
Relevance for EU Macro-Region
EUSAIR - EU Strategy for the Adriatic and Ionian Region, EUSALP - EU Strategy for the Alpine Space, EUSBSR - EU Strategy for the Baltic Sea Region, EUSDR - EU Strategy for the Danube Region
UN Sustainable Development Goals (UN-SDGs)
between 24 and 36 months
Proposals must be submitted electronically via the Funding & Tenders Portal Electronic Submission System (accessible via the Topic page in the Search Funding & Tenders section. Paper submissions are NOT possible.
Proposals (including annexes and supporting documents) must be submitted using the forms provided inside the Submission System ( NOT the documents available on the Topic page — they are only for information).
Proposals must be complete and contain all the requested information and all required annexes and supporting documents:
- Application Form Part A — contains administrative information about the participants (future coordinator, beneficiaries and affiliated entities) and the summarised budget for the project (to be filled in directly online);
- Application Form Part B — contains the technical description of the project (to be downloaded from the Portal Submission System, completed and then assembled and re-uploaded));
- Mandatory annexes and supporting documents (templates available to be downloaded from the Portal Submission System, completed, assembled and re- uploaded):
- Detailed budget table/calculator
Proposals are limited to maximum 70 pages (Part B).
The grant will be a lump-sum grant. This means that it will reimburse a fixed amount, based on a lump sum or financing not linked to costs.