DIGnity - Digital Wellbeing and Dignity in European Schools
This concept focuses on “DIGnity - Digital Wellbeing and Dignity in European Schools” and proposes a learning design for students and teachers that can be piloted in partner countries. Participants reflect voluntarily on digital habits and trial routines supporting attention, rest and face-to-face interaction. Digital Competence is addressed through complementary tasks. Partners compare local pilots and turn useful practices into a resource that can be adapted to different settings.
Illustrative Project Concept
An editorial proposal inspired by titles in project selection lists. It is not the source project’s actual application or implementation description. Participant numbers, duration and budget must be set separately after a needs analysis.
Expert commentary
Logic chain from need to impact
- 1
Need
Pupils' screen time is linked with sleep and attention problems, and the school has no shared approach. Evidence: a voluntary, anonymous pupil self-assessment survey and observations from the school counselling service.
- 2
Objective
Create school routines with pupils that support attention, rest and face-to-face interaction.
- 3
Activity
Classes track their digital habits anonymously, try small routines with the partner school and compare results. Example routines: screen-free breaks and focus blocks for homework.
- 4
Output
A school digital wellbeing plan, a pupil self-assessment tool and information material for parents.
- 5
Measurable impact
Measurement: the same anonymous survey at the start and end; the plan entering the school development plan. Example target: routines continuing for at least one term after the project.
Why is this example strong?
- It fits KA240's focus on institutional development: the result lasts in school policy, not just one class.
- Voluntary, anonymous self-assessment shows care for personal data and child protection.
- Involving parents carries the impact beyond the school.
How can you adapt it to your organisation?
- Put the school counselling service at the centre of the project team.
- Simplify the survey questions for the age group and share them with the parents' association.
- Commit in the application to adding the plan to the school's annual development plan.
Published: 23 October 2026
Sources: Erasmus+ Programme Guide (European Commission) · Guide for Experts on Quality Assessment 2026 (published by the Irish National Agency)
Objectives
• Identify initial needs and develop learning competences related to “DIGnity - Digital Wellbeing and Dignity in European Schools”. • Produce and test digital balance activity cards and shared use principles; also a step-by-step digital task guide and accessible sample materials with participants. • Monitor progress through participant self-reflection, routine feasibility and sustained changes and integrate effective practices into regular institutional learning.
Action Plan
1. Identify needs and shared goals Gather participant views on “DIGnity - Digital Wellbeing and Dignity in European Schools”; define access barriers, responsibilities and success indicators. 2. Joint preparation and learning workshop Co-design sample tasks for digital balance activity cards and shared use principles and review them with a small group. 3. Local pilots and international exchange Participants reflect voluntarily on digital habits and trial routines supporting attention, rest and face-to-face interaction. Partners share sample work and discuss differences between local contexts. 4. Evaluation, sharing and continuity Assess learning through participant self-reflection, routine feasibility and sustained changes, improve resources and incorporate them into regular institutional practice.
Dissemination
Results are introduced to schools and teacher networks through a practical sharing session. Partners publish digital balance activity cards and shared use principles; also a step-by-step digital task guide and accessible sample materials with accessible Turkish and English explanations and plan adaptations into other partner languages. Uptake is tracked through feedback from organisations that try the materials, alongside downloads. Shared examples respect personal data and content permissions.
Budget Logic
Resources are planned for participatory workshops, family or team meetings and low-cost offline activities. Each activity is justified by its output and required staff effort or materials. Existing tools and remote collaboration are considered; face-to-face meetings are designed around their learning contribution. Participant numbers, duration and grant amount are set after needs analysis; the source project grant is not treated as this concept’s budget.
Inspired by
DIGnity - Digital Wellbeing and Dignity in European Schools
Macaristan 2026 Erasmus+ KA240 SCH Proje Sonuçları