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Summary Report 2021 - Embedding eTwinning in National Educational Policies: From Practice to Policy

For the last 17 years, eTwinning has grown from a grassroots initiative into an active schools’ community which has involved, since its launch, more than 937,000 teachers working in more than 217,000 schools across 43 countries.

The 2021 eTwinning Report explores the impact of “embedding eTwinning” in national policies on three main areas: professional development and recognition, curriculum integration, and innovative pedagogy. Through the analysis of qualitative data obtained via focus groups with eight countries (Finland, France, Greece, Poland, Portugal, Slovenia, Spain and Turkey), the report engaged representatives from the national Ministries of Education, the National Support Organisations (NSO), representatives from Initial Teacher Education (ITE) institutions, school heads and power users (eTwinning Ambassador or experienced eTwinner).

The key findings of the Report include:

  • Among the national policies and approaches analysed, eTwinning is embedded in national educational policies to varied degrees, with specificities depending on national contextual factors.
  • eTwinning’s alignment with the scope and/or the content of national educational policies and curricula, although present in many cases, can be further strengthened to better embed eTwinning in national systems.
  • eTwinning is mostly aligned with and supports the implementation of national policies on teachers’ professional development, especially for 21st-century skills.
  • When teachers’ involvement in eTwinning is recognised at official level, this may be either formally or non-formally accompanied by a certain type of reward (e.g., salary, promotion, positive non-formal impact on evaluation).
  • The importance of introducing eTwinning in Initial Teacher Education (ITE) is recognised. Some ITE institutions have already included eTwinning in their curricula.
  • eTwinning’s overall objectives are part of and/or consistent with the national competence-based approach of the curricula.
  • eTwinning introduces and promotes innovative pedagogical approaches that foster pupils’ participation, motivation and learning, which are key priorities in all countries.
  • Internationalisation among pupils, teachers and schools, one of the key assets of eTwinning, is a priority for all the countries analysed.
  • eTwinning increases pupils’ motivation, energy and commitment for eTwinning projects, but also for other school subjects.

In conclusion, the report indicates that eTwinning has gained some important ground towards a more systemic approach being officially adopted at national level. Nevertheless, countries encounter challenges and suggest further actions that could improve the uptake of eTwinning also at official level.

Are you curious to find out more?

The summary of the Report can be read here, whereas the full Report will be published in December 2021 here.