Digital First Project
The DIGITAL FIRST – Digital tech as the first language: Informatics for digital natives project, funded under the Erasmus+ programme, contributes to the ongoing European effort to modernise education systems and strengthen digital competences among young learners.
The project brings together a consortium of 15 organisations from 10 EU countries, fostering transnational cooperation among educational institutions, research bodies, and practitioners.
In line with the priorities of the European Commission and the Digital Education Action Plan (2021–2027), DIGITAL FIRST addresses the gap between current educational practices and the evolving digital realities experienced by students. While young people are increasingly immersed in digital environments, informatics education often remains focused on technical and language-based instruction.
To address this, the project promotes a functional and competence-based approach to ICT education, shifting the focus from the acquisition of isolated technical skills towards the development of computational thinking, problem-solving abilities, and real-world application of digital knowledge.
The consortium has already delivered key results. It has completed a transnational report analysing how informatics is taught and learned in primary and secondary education across 10 EU countries, offering an evidence-based overview of current practices. Building on these findings, the partnership has designed and implemented a training pathway for ICT teachers, supporting the adoption of innovative, learner-centred pedagogies.
Furthermore, DIGITAL FIRST has successfully conducted pilot activities in schools, engaging trained teachers in the application of the developed methodologies. These pilots provided valuable insights into classroom implementation and contributed to the validation and refinement of the project’s approach.
A central component of the project is the integration of learning analytics as a tool to support evidence-based teaching and learning. By leveraging data generated through digital learning environments, educators can monitor student progress, identify learning patterns, and address misconceptions in a timely manner. This facilitates more adaptive and personalised learning pathways, contributing to improved educational outcomes.
In parallel, the project reinforces the evolving role of teachers as facilitators of learning processes. By combining pedagogical expertise with data-informed insights, teachers are better equipped to design inclusive learning environments and respond effectively to diverse learner needs.
DIGITAL FIRST, a three-year project initiative, contributes to the development of scalable practices and policy-relevant knowledge, supporting European priorities related to digital education, innovation, and lifelong learning.