Visibility of eTwinning Projects Group July 2026 Newsletter
practices”. This means training teachers to compare digital platforms, evaluate AI tools, consider open educational resources, analyse privacy policies, discuss ethical dilemmas and design learning activities that promote students’ critical digital citizenship. Such an approach strengthens teachers’ professional autonomy and reduces uncritical dependence on dominant technological ecosystems.
Communities of practice can play an important role in this process. Teachers learn more effectively when they share experiences, discuss challenges, test resources and reflect collectively on their decisions. A school committed to digital sovereignty is not simply a school equipped with technology. It is a school where teachers collaborate to make informed, ethical and pedagogically meaningful choices.
In conclusion, teacher education is a fundamental condition for European digital sovereignty in education. Preparing teachers for the digital age means more than developing technical competence. It means fostering critical awareness, ethical responsibility, data literacy, AI literacy and commitment to democratic values. European digital sovereignty should therefore be understood not only as a political or technological goal, but also as an educational project. By empowering teachers to act critically and responsibly, education systems can help build a digital future that is more autonomous, inclusive, transparent and aligned with European values.
Bibliography: * European Commission.( 2020). Digital Education Action Plan 2021 – 2027: Resetting education and training for the digital age. European Union. * European Commission.( 2022). Ethical guidelines on the use of artificial intelligence and data in teaching and learning for educators. Publications Office of the European Union. * European Parliament and Council of the European Union.( 2024). Regulation( EU) 2024 / 1689 laying down harmonised rules on artificial intelligence( Artificial Intelligence Act). Official Journal of the European Union. * Pohle, J., & Thiel, T.( 2020). Digital sovereignty. Internet Policy Review, 9( 4). https:// doi. org / 10.14763 / 2020.4.1532 * Redecker, C.( 2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.
Rosa Luísa Gaspar is an experienced and dedicated primary school teacher with 38 years of service in education. She is currently based at EB1 / PE da Lombada in Ponta do Sol, Madeira, Portugal, where she serves as Head Teacher. An active member of the eTwinning community since 2011, she has been also serving as a Scientix Ambassador for Portugal since 2019. Alongside her teaching career, Rosa Luísa is a passionate author of children’ s books and has been actively involved in teacher training since 2013. She values participation in dynamic educational communities that promote knowledge sharing and collaborative approaches, particularly in the fields of coding and educational robotics. Her professional journey reflects a strong commitment to innovation, collaboration, and lifelong learning.
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