High-quality digital education practices that enhance digital well-being / Best practice description template          
WINDEE project consortium implements research with the aim to define high quality digital education practices that enhance digital well-being of teachers and students. Best practices within school communities and teacher training HE institutions will be collected and compiled into the case study report. A comprehensive report will highlight successful case studies and best practices in promoting digital well-being within educational settings, providing insights and examples for educators and policymakers.

WINDEE project is following the Van den Abeele (2020) model which indicates three key categories of factors influencing well-being in the digital education ecosystem: person-specific factors, context-specific factors, and device-specific factors. 

The practices we are looking for should be applied by the pre-primary/primary/ lower- secondary/ secondary /VET school or HE institutions to:

  1. manage digital demands

  2. maintain high quality digital learning and teaching practices

  3. ensure that teachers and students have digital competences

  4. measure critical awareness on the balanced use of digital technologies
  5. nurture healthy habits
  6. foster psychological resilience

  7. maintain physical and mental health

  8. monitor and enhance socio-emotional state

  9. assess the added value of digital technologies to academic achievements and academic integrity

  10. select high quality sustainable and supportive EdTech solutions for learning, teaching and assessment

If your school or HE institution applies some practices to address any of these strategies at school or on classroom level and you can share them with WINDEE consortium, we would be most grateful for your openness to disclose your practices as this would feed into the digital well-being of students and teachers, as well as would highlight and determine the gaps and areas that require policy-level intervention on regional, national and European policy intervention.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

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