Innovating Learning: key elements for a systemic approach to ICT-enabled innovation in Education and Training

The Europe 2020 strategy acknowledges that a fundamental transformation of education and training is needed to address the new skills and competences that will be required if Europe is to remain competitive, overcome the current economic crisis and grasp new opportunities. Innovating in education and training is a key priority in several flagship initiatives of the Europe 2020 strategy, in particular the Agenda for New Skills and Jobs, Youth on the Move, the Digital Agenda, and the Innovation Union Agenda. This priority is directly linked to the Europe 2020 educational headline targets regarding early school leaving and tertiary attainment levels.

Educational stakeholders recognise the contribution of ICT to achieving these targets, and more broadly, the role of ICT as a key enabler of innovation and creativity in Education and Training (E&T) and for learning in general. It is however also highlighted that the full potential of ICT is not being realised in formal education settings and that only a few innovative projects manage to survive beyond the early adopter stage and become fully embedded in educational practice.

In this perspective, the present contribution of Panagiotis Kampylis, Stefania Bocconi and Yves Punie from the European Commission, JRC – Institute for Prospective Technological Studies* (IPTS), aims to discuss a multidimensional approach to educational innovation, which captures the essential elements of innovative learning environments using ICT (namely ‘Creative Classrooms’) and depicts the systemic approach that is needed for the sustainable implementation and progressive up-taking of ICT-enabled innovation in Education and Training across Europe. Moreover, in order to provide the basis for an in-depth analysis of a number of existing relevant cases (such as the eTwinning network), a mapping framework of ICT-enabled innovation for learning is also presented, showing how ICT-enabled systemic innovation is implemented on a large scale.

This contribution is based on the initial results of a larger study on “Up-scaling Creative Classrooms in Europe” (SCALE CCR) launched by the Information Society Unit at JRC-IPTS  in December 2011 on behalf of the Directorate-General Education and Culture (DG EAC), to be completed in June 2013. The project aims to provide a better understanding of ICT-enabled innovation in E&T, and in adult education that can be up-scaled in a cost-effective way. A set of policy recommendations for educational policymakers, stakeholders and practitioners for mainstreaming of ICT-enabled innovation for learning across Europe will also be developed.  Up-Scaling Creative Classrooms in Europe (SCALE CCR) on the web 

This presentation will be part of the session “What is Innovation in Schools?” on Friday the 7th of September before lunch.  Visit the programme overview here on the EIF website.

*The Institute for Prospective Technological Studies (IPTS) is one of the seven scientific institutes of the European Commission’s Joint Research Centre (JRC). IPTS consists of five research units, one of which is the Information Society Unit.


About Yves Punie

Yves Punie is senior scientist at the European Commission Institute for Prospective Technological Studies (IPTS) ( based in Seville. Currently, he is leading the IPTS research and policy activities on “ICT for Learning and Inclusion”. Before joining the IPTS in 2001, he was interim Assistant Professor at the Free University of Brussels (VUB) and senior researcher at SMIT (Studies on Media, Information and Telecommunications). He holds a Ph.D. in Social Sciences from the VUB on the use and acceptance of ICT in everyday life also coined as “domestication”.