Digital skills integration in IVET curricula. How governance frameworks shape implementation across eight European countries.

Autor/inn/en	Papazoglou, Michail; Psifidou, Irene; Kamopoulou, Zoi Maria
Titel	Digital skills integration in IVET curricula. How governance frameworks shape implementation across eight European countries.
Quelle	Luxembourg: Publications Office of the European Union (2026), ca. 55 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	Working paper series / Cedefop. 30
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monografie; Graue Literatur
ISBN	978-92-896-3973-6
DOI	10.2801/6442047
Schlagwörter	Kompetenz; Informations- und Kommunikationstechnologie; Künstliche Intelligenz; Bildungssystem; Bildungspolitik; Bildungsreform; Sekundarstufe II; Lernen; Curriculum; Natürliche Sprache; Digitalisierung; Nationaler Unterschied; Politische Steuerung; Ausbildung; Berufsausbildung; Schlüsselqualifikation; Grundfertigkeit; Innovation; Ausbilder
Abstract	This paper forms part of a broader research project on mapping digital skills in initial vocational education and training (IVET) curricula using natural language processing (NLP) techniques across eight European countries at ISCED level 3. It draws on eight harmonised national reports, providing qualitative evidence on curriculum governance, updating processes, stakeholder involvement, and strategies for embedding digital skills. Findings indicate that governance arrangements strongly influence curricular responsiveness. Centralised systems ensure coherence but adapt more slowly to technological change, whereas decentralised or partnership-based systems offer greater flexibility but exhibit uneven implementation across sectors and regions. Integration approaches, vary from transversal curriculum components to sector-specific embedding, producing differences in coverage, depth and consistency. Common challenges include sectoral disparities, institutional capacity constraints, and gaps in teacher preparation for digital pedagogy. The paper concludes that effectively embedding digital competences in IVET requires coordinated governance, sustained stakeholder engagement, and continuous investment in teacher capacity and learning infrastructure.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2026/4