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Thème : : l’apprentissage numérique au service d’une éducation verte

• « Connecting the dots: Data driven carbon literacy », République de Corée
  Créée par un groupe d’enseignants au début de la pandémie de COVID­19, l’initiative  a évolué pour devenir une association collaborative d’enseignants qui utilise les technologies pour promouvoir l’éducation au développement durable et encourager les élèves à adopter des pratiques « zéro émission nette ». À l’aide d’outils numériques accessibles, son projet de sensibilisation à l’empreinte carbone intitulé « Connecting the dots: Data driven carbon literacy » (Relier les points : comprendre l’empreinte carbone grâce aux données) invite les élèves à collecter des données sur leur consommation d’électricité chez eux et à l’école, à identifier des habitudes et tendances de consommation et à créer des bases de données pour suivre et analyser leur consommation d’énergie. Lancé dans quatre régions de République de Corée et touchant plus de 200 élèves et 700 familles, le projet a amélioré le comportement des élèves en matière de consommation d’électricité et les a rendus plus conscients des problèmes liés au changement climatique. Son efficacité a été reconnue à l’échelle internationale et il a même été présenté lors de la COP 28 de l’ONU. Il montre que les associations d’enseignants ont un rôle à jouer pour promouvoir des pratiques d’enseignement et d’apprentissage qui permettent de sensibiliser les nouvelles générations au changement climatique. 
• « EducoNetImpact », Belgique
  Conçu dans le cadre d’une thèse de doctorat, le projet  vise à sensibiliser à l’impact des technologies numériques et à encourager les élèves à adopter des comportements numériques responsables grâce à une approche de sobriété numérique. Son principal objectif est d’aider les enseignants à expliquer à leurs élèves l’impact sur l’environnement des technologies numériques. Il prend donc la forme d’un guide pédagogique contenant un module d’autoformation, du matériel d’apprentissage « clé en main », des jeux adaptés à différents groupes d’âge ainsi que d’autres ressources interactives mises à disposition sur une plateforme en ligne. Testé par 1 000 enseignants lors d’essais sur le terrain avec des élèves, le projet a prouvé son effet positif sur le niveau de sensibilisation et le comportement de ceux-ci, notamment en ce qui concerne l’adoption de pratiques écologiques lors de l’utilisation de plateformes numériques et le recyclage des appareils numériques.

Thème : Les plates-formes publiques au service d'un accès inclusif aux contenus éducatifs numériques

• Smart Education of China, République populaire de Chine
  Lancée en 2020, «  » est une plate-forme complète qui héberge de nombreuses ressources d’apprentissage conformes aux programmes scolaires, dont 44 000 ressources d’éducation de base, couvrant tous les niveaux et toutes les matières ; 19 000 ressources d’enseignement professionnel ; et 27 000 cours en ligne ouverts à toutes et à tous (MOOC) d’enseignement supérieur. Cette plate-forme est également une vaste source de supports d’apprentissage global pour le temps extrascolaire, qui portent sur des domaines tels que la santé mentale et le bien-être, le sport, les arts, etc. Avec 13,15 millions d’utilisateurs enregistrés, elle a joué un rôle essentiel en facilitant l’enseignement à distance à grande échelle pendant la pandémie de COVID‑19. En outre, cette initiative porte également sur le développement des compétences numériques : elle propose une formation à plus de 10 millions d’enseignants et s’adresse aux apprenants de zones rurales et isolées, contribuant ainsi à la qualité et à l’équité de l’éducation en Chine.
• National Resource Hub, Irlande
  Établi en 2019, le  est une plate-forme collaborative et inclusive qui sert de passerelle vers des ressources et des pratiques éducatives libres pour l’enseignement supérieur. Proposant plus de 780 ressources de qualité, ce portail compte actuellement 650 000 utilisateurs de 173 pays. Il héberge aussi des cours de formation professionnelle en accès libre, suivis par plus de 5 000 membres du personnel d’établissements d’enseignement supérieur et un réseau de 628 animateurs qualifiés d’Irlande. Un processus de relecture rigoureux et la prise en compte des commentaires des utilisateurs garantissent la pertinence et la qualité de ses contenus. Le National Resource Hub défend la diversité et l’inclusion en favorisant la publication de contenus en écriture épicène, en prévoyant des fonctionnalités pour les apprenants à besoins spécifiques et en proposant des ressources compatibles avec un faible débit Internet. Son engagement en faveur du libre accès transforme le paysage de l’éducation et renforce les capacités des enseignants comme des apprenants.

Thème : la technologie au service de systèmes éducatifs inclusifs et résilients aux crises

• « Initiatives pour une éducation inclusive et accessible » Institut central de technologie éducative (CIET)Conseil national de la recherche et de la formation pédagogiques de l’Inde
• « Programmes d’éducation numérique de Tanzanie »Ubongo

Thèmes : l’utilisation de l’intelligence artificielle (IA) pour améliorer la continuité et la qualité de l’apprentissage

• Université ouverte de Chine
  Le programme « One College Student Per Village », mis en œuvre par l'Université ouverte de Chine (OUC), utilise l'IA pour offrir aux apprenants des zones rurales et reculées des possibilités d'apprentissage de qualité. Le programme fonctionne par le biais d'une plateforme d'apprentissage intelligente utilisant l'analyse vocale et sémantique, le retour automatique, la notation automatique des dissertations et l'analyse des mégadonnées (big data), ce qui permet à un nombre croissant d'apprenants des zones rurales et reculées de bénéficier d'expériences d'apprentissage de qualité. En 2020, plus de 800 000 apprenants inscrits dans 3 735 centres d'apprentissage dans tout le pays ont bénéficié de ce programme. 
   
• Centre for Learning Analytics de l’Université de Turku, Finlande
  La plateforme d'éducation collaborative « ViLLE » développée par le Centre for Learning Analytics de l’Université de Turku propose un ensemble d'exercices personnalisés en fonction des performances des élèves et fournit aux enseignants des rapports détaillés sur les progrès de leurs élèves. La solide base académique du projet garantit une utilisation des données fondée sur des preuves et des analyses d'apprentissage s'appuyant sur l'IA. Plus de 300 000 étudiants utilisent la plateforme ; 14 000 enseignants inscrits ont créé en collaboration plus de 4 000 cours et 130 000 exercices.

Thème : l'utilisation de l'intelligence artificielle dans l'innovation de l'éducation, l'enseignement et l'apprentissage

• Letrus, Brazil
  Letrus est une start-up brésilienne de technologie éducative qui a mis au point un programme de retour d’information automatisé sur les compétences en écriture des élèves. Il vise à réduire l’analphabétisme fonctionnel en langue portugaise en offrant aux élèves et aux enseignants du secondaire de meilleures possibilités d’exercices pratiques.
  Axé sur le perfectionnement des compétences en écriture, le programme d’alphabétisation de Letrus entend proposer aux élèves une expérience plus personnalisée, pertinente et efficace. Le programme favorise l’acquisition des compétences en écriture grâce à une boucle de rétroaction hybride associant intelligence artificielle et humaine. Les élèves rédigent des dissertations sur la plate-forme, qui est capable de détecter les traits caractéristiques d’écriture et de donner aux élèves un retour d’information immédiat sur leur travail. Après l’envoi du rapport automatique instantané, les textes sont dirigés sur une interface où des enseignants font des remarques complémentaires et attribuent une note.
  À ce jour, plus de 65 000 élèves des 26 États brésiliens ont utilisé ce programme. En 2019, un partenariat avec le Ministère de l’éducation de l’État de l’Espírito Santo a mis en place le programme dans 54 de ses communes, bénéficiant à 12 000 élèves et 400 enseignants de 121 établissements. Grâce à ce projet, 90 % des établissements ont amélioré les notes de leurs élèves au bout de cinq mois.
• Change Dyslexia, Espagne
  Change Dyslexia est une entreprise à caractère social espagnole qui a conçu un outil de détection de la dyslexie chez les locuteurs hispanophones du monde entier. Elle propose également aux élèves dyslexiques des exercices ludiques destinés à les aider à surmonter leurs difficultés d’écriture et de lecture.
  La dyslexie est un trouble de l’apprentissage qui affecte les aptitudes à l’écriture et à la lecture, sans lien avec l’intelligence. Grâce à un soutien éducatif, les personnes dyslexiques peuvent acquérir des stratégies d’adaptation. Trop souvent, cependant, la dyslexie n’est pas diagnostiquée et est détectée trop tard pour intervenir efficacement.
  Pour remédier à cette situation, Change Dyslexia a mis au point une application qui combine des tests ludiques en ligne et un modèle d’apprentissage automatique prédictif connexe, alimenté par les résultats d’études et d’analyse de données linguistiques. Le premier outil, le test Dytective, aide les enfants diagnostiqués grâce à plus de 45 000 exercices ciblant 24 aptitudes cognitives. Le deuxième outil coûte entre 19 et 30 euros par mois.

Theme: The use of innovative ICT to ensure education for the most vulnerable groups

• ThingLink visual learning technology, Thinglink, Finland
  ThingLink is an innovative and affordable digital tool, which helps to foster learning experiences for all, including learners with disabilities or limited ability for expression. The web tool and the app allows for teachers and students to easily enhance visual media with text, voice, photos, videos and 360-degree images with a view to increasing knowledge sharing and learning engagement.
  Over six million teachers, students, and educational content professionals worldwide have benefited from ThingLink’s image and video annotation technology to document their learning experiences and practice digital literacy skills. The tool is also used to develop cultural awareness through virtual visits and improve contextual understanding of real-world environments in social and cultural studies as well as technical education.
  In an increasingly digitalized world, ThingLink helps to build curriculum to develop the 21st century skills and competences. The tool has a powerful impact on students -it supports various learning styles that helps to customize lessons to meet learners’ individual needs.
  With the instantly growing community of users, ThingLink provides a new way for documenting cultural heritage using local languages, inviting teachers and students to connect to any place with their lesson plans. Although the tool’s main beneficiary is the education community, this innovative application can be adopted by other areas to contribute to the achievement of all Sustainable Developments Goals.
• Can’t Wait to Learn, War Child Holland, Netherlands
  Some 32 million children in countries affected by armed conflict are denied their fundamental right to a quality education. The Can’t Wait to Learn programme, started by War Child Holland, an international non-governmental organization that empowers children affected by armed conflicts, addresses this gap. The programme provides a fast, effective and value-for-money solution to meet global education in emergency needs.
  More specifically, Can’t Wait to Learn has developed an offline game application, which enables children to learn through playing educational games on tablet computers. Input from children informs the design of the games. All content is based on national curricula and includes both literacy and numeracy modules.
  The programme currently operates in Sudan, Jordan, Lebanon and Uganda. The educational content is available in Arabic and English - and games in French will be developed.    
  Can’t Wait to Learn is developed and implemented by a broad coalition of partners - led by War Child Holland. These partners include Ministries of Education, technology experts, research institutions and education in emergencies organisations.
  The programme aims to reach 170,000 children by 2020 - and the potential scale is unlimited. 

Theme: The use of ICTs to increase access to quality education

• The Connected Learning Initiative (CLIx), India
  The CLIX programme developed by the Tata Institute of Social Sciences, leverages ICT to improve the chances of students from underserved communities to access secondary and higher education in India. It provides high quality platform-based, blended learning programmes in three languages: Hindi, Telugu and English. So far, the programme has reached 478 State high schools, 1,767 teachers and 46,420 students in four Indian States.
  Through a multi-stakeholder partnership, the programme brings together universities, foundations and local governments to tackle the challenge of improving the quality of education, particularly in STEM education. It has designed a blended teaching and learning process that is accessible with basic digital devices and low internet connectivity. The blended learning is supported by quality open source digital educational materials developed in cooperation with respective partners. Moreover, the data on online learning has been tracked and processed to assess the project results and promote evidence-based decision-making for national and local governments. The programme also prioritizes teachers’ engagement and professional development with appropriate incentive mechanism.
• GENIE, Morocco
  Launched in 2005, GENIE (Programme de Généralisation des Technologies de l´Information et de la Communication pour l´Enseignement) is a large-scale and long-term initiative developed in the framework of the national strategy to promote the use of ICT in education and implemented by the Ministry of National Education and Vocational Training, Higher Education and Scientific Research of Morocco. It aims to improve learning though the use of ICT and introduce new technologies to the students to prepare them for the digital age. As a result, 10,000 schools have been provided with necessary equipment, digital devices and internet connectivity. The Programme also places great emphasis on the initial teacher training (ITT). At the same time, while ensuring that new teachers acquire the necessary ICT skills, it also delivered in-service training to 300,000 teachers and school administrators. In addition, through national ICT in education online platforms students and teachers can access digital resources available in four languages (Amazigh, Arabic, English and French). Overall, GENIE contributed to the increase of school enrollment in the country to 95% and works to increase its implementation so as to reduce the school dropout rate by 53%.

Theme: The use of ICTs in education for disadvantaged groups

• “Kiron Campus” of Kiron Open Higher Education, Germany
  The project contributes to overpass the four challenges identified by the UNHCR Commissioner for Higher Education for refugees to access higher education: legal, financial, language barriers and colleges capacities. Kiron focuses on refugees, asylum seekers and internally displaced people in Germany, France, Belgium, Turkey and Jordan. 2,700 students have been benefiting of the program in partnership with 51 universities. It enables access to higher education through digital solutions. Kiron proposes an online phase harnessing the potential of Massive Open Online Courses (MOOCs) followed by an offline phase when students study in one university and graduate with an accredited university degree. Furthermore, the project also provides a coaching service with a psycho-social support and a personalized curricula.
• “Digital Schools” of JAAGO Foundation, Bangladesh
  The aim of the project is to reduce the gap of access to education of children between rural and urban areas. It is the first Free-of-Cost quality education focusing on socioeconomically disadvantaged young learners. 2,500 children within 10 connected schools have already benefited of the program. By using ICT solutions, Jaago overcomes geographical distance with no transport cost to fill in the lack of quality education and skilled teachers. The rural classrooms are connected to a teacher based in Dhaka via videoconferencing technology and their own platform. It harnesses the collaboration between rural teachers and urban teaching resources and optimizes the use of technology.

Theme: Pedagogical innovation in the use of ICTs in teaching and learning

• “National Program of Educational Informatics” (PRONIE) of the Omar Dengo Foundation, Costa Rica
  The project contributes to improving the quality and equity of learning opportunities within the public education system through the use of digital technologies. It gives priority to marginalized children and youth from rural and marginal urban areas. Since 1988, 8,674,521 students have benefited from the program in pre-schools, primary schools, secondary schools and TVET schools. The program PRONIE has developed an outstanding systematic approach to enhance students’ capacities to create ICT products across the school system. Furthermore, the program also focuses on teachers’ continuous training and monitoring to improve their teaching skills in educational informatics.
• Open Source Physics @Singapore project of the Ministry of Education of the Republic of Singapore
  The project has been developed by the Educational Technology Division of the Ministry of Education since 2012. Its goal is to give users, including students and teachers, the freedom to learn from, build on and share well designed ICT resources for teaching and learning physics. An outstanding innovative tool, “” for learning physics using an open platform, including open source code and open content, was developed. Both students and teachers work in a collaborative and innovative way, benefiting from the adaptable resources that it provides for better learning and teaching. So far, 9,800 students have been reached by the program in primary, secondary and TVET schools. In addition, the software application enhanced collaboration between the educational community, the Ministry and industry. It is easily scalable to a larger community as the tools and content are available worldwide.

Theme: Education youth for responsible global citizenship

• Internet-ABC, Germany
  Internet-ABC offers children, parents and educators support and information on how to handle the web safely. The content is ad-free, safe and easily accessible to everyone. Attractive and engaging sites invite 5-12-year-old children to play, learn and communicate, while reinforcing their knowledge of safe Internet use. The  website attracts 100,000 users per month on average.
• Dr Yuhyun Park, Co-Founder and CEO of iZ HERO, Republic of Korea
  iZ HERO is a digital leadership initiative that empowers 6-12-year-old children to become future leaders in the digital era by fostering essential skills and value-based digital citizenship. This international research-driven, award-winning programme includes a holistic online play-and-learn tool and a suite of offline programmes. It has demonstrated educational efficacy in improving children’s attitudes toward Internet risks such as cyber bullying, game addiction and online predators through academic research. To date, over 1.5 million people have visited the iZ HERO Exhibition at the Singapore Science Centre and around 70 per cent of primary schools and target students in Singapore have participated in the iZ HERO initiative.

Theme: Digital literacy: preparing adult learners for lifelong learning and flexible employment

• National Institute of Adult Continuing Education (NIACE), United Kingdom
  NIACE is the leading non-governmental body promoting the interests of adult learners in England and Wales. NIACE is a membership organization with paid staff, including a specialist Digital Learning Team. Its work draws on both theoretical and practical knowledge of the methods and pedagogies which work best in offering learning opportunities to adults. It has developed a national network of 6,000 Internet access centres to serve adults in both rural and urban areas.
• Technological Literacy for Older Adults, Venezuela
  The “Technological Literacy for Older Adults” project was submitted by the Infocentro Foundation. Following its own “Pedagogy of Patience” philosophy, facilitators of the Infocentros network have experience and expertise in working with the elderly. They use a variety of strategies, techniques and resources and adapt educational practices to older users to help them overcome their technological fears and familiarize themselves with computers. Some 680 Infocentros across the country enable adults and other users to achieve lifelong learning, and have helped more than 900,000 people at national level achieve technological literacy.

Theme:  Teaching, learning and e-pedagogy: teacher professional development for knowledge societies

• Prof Alexei Semenov, Rector of the Moscow Institute of Open Education, Russian Federation
  Teacher professional development is the major mission of the Moscow Institute of Open Education (MIOE), led by Professor Alexei Semenov. Every year, the Institute organizes dedicated e-pedagogy development for 5,000 to 10,000 teachers and introductory modules for 30,000 teachers with extensive web-based content and technologies.
• Jordan Education Initiative, Jordan
  The Jordan Education Initiative (JEI) is one of Her Majesty Queen Rania Al Abdullah’s non-profit organizations which works with the Ministry of Education to drive innovation by leveraging private-sector participation. JEI was created as a pioneer model for developing education, based on fostering ingenuity, harnessing the power of technology and coupling it with proven modern teaching strategies to transform the school environment into a cradle of discovery and creativity and allow Jordanian students to imagine and realize a future reality. Since its launch in 2003, JEI has impacted the lives of thousands and made a very tangible positive impact on students, teachers, families, communities and the economy.

Theme: Digital opportunities for all: preparing students for 21st century skills

• Shanghai TV University, People's Republic of China
  The “Changing the Digital Divide into a Digital Opportunity” project is aimed at implementing a lifelong learning system through digital means in Shanghai. It includes 230 social learning centres in Shanghai and promotes digital literacy among students, adults in employment, seniors and others.
• Dr Hoda Baraka, First Deputy to the Minister of Communications and Information Technology, Egypt
  The comprehensive “ICT-in-Education Programme: Towards Ubiquitous Reachability to All Learners” was started in the Ministry of Communications and Information Technology (MCIT) in 2003 to reach out to learners through formal and informal educational practices in schools and universities, as well as non-formal education streams of systematic educational activities outside schools and universities. This project was developed by Dr Huda Baraka, First Deputy to the Minister of Communications and Information Technology. She has led the implementation of many national projects for the use of information and communication technologies in the field of education.

Theme:  Open education

• Curriki, United States of America
  Curriki’s driving mission is to make education more equitable through a global open educational resource (OER) community of educators, parents and students, enabling teachers to make learning more personalized and helping students reach their full potential. The online community gives teachers, students and parents universal access to a wealth of peer-reviewed “K-12” (kindergarten to 12th grade) curricula and powerful online collaboration tools. Curriki built the first website for open instruction and assessment. Founded by Sun Microsystems in 2004, the organization has operated as an independent non-profit organization since 2007.
• Claroline Connect, Belgium
  Claroline Consortium has implemented an e-learning and e-working platform (learning management system) released under an open-source GNU General Public License (GPL). It is a platform for distance training and collaborative work. Translated into 35 languages, Claroline allows hundreds of institutions from 93 countries to create free online courses.
  Adaptable to different trainings, Claroline has been developed according to teachers’ pedagogical experiences and needs. It supports course managers in their projects and stimulates them to set up efficient resources promoting the acquisition of knowledge and skills.

Theme:  Enhancing teaching and learning

• The Cyber Home Learning System (CHLS) for primary and secondary students, the Korean Ministry of Education and Human Resources Development (MOEHRD) and the Korea Education and Research Information Service (KERIS), Republic of Korea
  The Korea Education and Research Information Service (KERIS) was established in 1999 as an exclusive national institute to promote the effective use of information and communication technologies (ICTs) in education. The Cyber Home Learning System is a nation-wide e-learning system aiming to provide elementary and secondary school students in Korea with a quality education service after school hours. It has helped reduce private tutoring expenses, enhance the quality of public education, and achieve equity in education and education welfare by narrowing the education gap between regions and income levels.
• eDegree Programme, Kemi-Tornio University of Applied Sciences, Finland
  The eDegree Program in Lapland is aimed at unemployed adults living in rural or remote, depopulated areas. It was developed by the Kemi-Tornio University of Applied Sciences, a pioneer in distance education in Finland. Originally planned for Lapland, the project has rapidly spread throughout the country. Its effectiveness has been proven by the number of people who have succeeded in completing their studies and work.