EU Teachers Agenda: Enhancing the attractiveness of the education and training profession

As a secondary school with a hands-on experience of inclusive education, we want to contribute with a concrete experience from the Erasmus+ project implemented in cooperation between a Slovak and a Czech school.

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In Romania the curriculum requires that 30% of physical education classes take place outdoors. A teacher with seventeen years in the job told us what that means: "That is what the curriculum says. The problem is that, from what I have seen in other schools, colleagues prefer the gym." Nobody notices, because nothing measures it.

Universidad Francisco de Vitoria (Spain), coordinator of PEERCOLLAB (2024-1-ES01-KA220-HED-000254336), with partners in Belgium, Germany, Italy and Poland. Our contribution concerns one low-cost lever for reversing the decline in learning outcomes. A METHOD THAT WORKS, AND THAT ALMOST NOBODY USES Peer assessment is among the best-evidenced practices in education.

Kantas Educational Institutions is a private K-12 school in Attica, Greece, founded in 1954, serving around 350 students. We submit primary evidence from a mixed-methods study run in our own classrooms, with parental consent and ethics approval from the Athens University of Economics and Business. The full manuscript is attached as pre-print research. EVIDENCE.

Hello in the evening, my name is Badiu Viorel, I am from Galați County, Jorăști municipality, and I am a professor of geography and biology, and I am about to convert chemistry at the Dunărea de jos University, Galați.

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I am a teacher of electronics, automatic systems and physics at IIS Ciampini-Boccardo, a technical secondary school in Novi Ligure, Italy, and I coordinate the international project Generation STEM: Discovering Our Planet. This contribution addresses four priorities of the Roadmap digitally sovereign tools, responsible AI use and AI literacy, school cooperation and teacher support through one documented case.

I am a teacher of electronics, automation and physics at IIS Ciampini-Boccardo, a technical secondary school in Novi Ligure, Italy, and I coordinate the international project Generation STEM: Discovering Our Planet. I offer documented experience rather than a position of principle. On 26 May 2026, from the E.

The attached article analyses the regulations of 6 EU countries regarding Orchestra’s subject in European public education prior to higher education: 1. There is a common European interest in collective instrumental training. The six education systems analysed incorporate orchestral or instrumental practice in groups into their regulated musical lessons in some way.

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Contribution from ADi Professional Standards for Teachers Promoting the European and International Dimension as Associazione Docenti e Dirigenti Scuola Italiane (ADi), which has been active for years in educational innovation, vocational training and the European dimension of education, we would like to contribute to the second pillar of the consultation, Excellence through a supported and valued teaching…

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As an organisation that has been active in the humanitarian field for over 70 years, we welcome the European Commission’s efforts to improve the quality of education, strengthen basic skills and support teachers. The initiative rightly points to the decline in reading and other basic skills and to the strain and shortage of teachers, as we see in our own work.

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1. Basic Skills Our Erasmus+ KA1 and KA2 projects have demonstrated that basic skills are most effectively developed when learning is meaningful and connected to real-life experiences. Through our KA2 STEAM project, students engaged in hands-on, inquiry-based learning activities that strengthened literacy, mathematics, science, problem-solving, creativity, collaboration and digital skills.

Our Focus Area: Strengthening Basic Skills (Mathematics, Science, Digital, and Literacy) through Arts (Embodied Cognition, Math/Science Theatre/Cinema) --- 1. Our Practice: Educational Theatre & Cinema - Arts in Secondary STEAM Education --- At Pagkyprion Gymnasion, we actively incorporate Arts in our STEAM framework as we integrate Educational Theatre and Cinema as core pillars within our compulsory afternoon STEAM…

For 25 years, we have been working on digital inclusion and digital skills for citizens, with a particular focus on children and vulnerable groups. Our most recent evidence is based on the study ‘Ownership of child and adolescent technology in Spain’. 1.

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As an educational innovator and recipient of the EU4Ocean #MakeEUBlue Award 2026, I strongly welcome the European Commissions Education Package, particularly its focus on basic skills acceleration, teacher retention, and territorial equity.

CETEM, the Technology Centre for Furniture and Wood of the Region of Murcia, considers that the future European roadmap for education towards 2040 should structurally reinforce cooperation between education providers, vocational education and training institutions, research and technology organisations, and industry.

I am writing in a personal capacity, drawing on my work at CIPFP Vicente Blasco Ibáñez, a public vocational education and training centre in Valencia, Spain. I teach industrial and analytical chemistry there and coordinate the centre's international projects and Erasmus+ mobilities under our KA121-VET and KA131-HED accreditations.

The Cyber Volunteers Foundation appreciates the opportunity to contribute to the Roadmap 2040. For 25 years, we have been working on digital inclusion and digital skills for citizens, with a particular focus on children, adolescents and vulnerable groups.

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PROEURO-CONS supports an EU initiative that strengthens literacy, mathematics, science, digital competence and citizenship while avoiding a narrow test-driven definition of achievement. Basic skills are developed when teachers can identify diverse learning needs, adapt instruction, provide remedial support and build meaningful connections between knowledge, judgement and real-life contexts.

PROEURO-CONS welcomes an EU Teachers Agenda that treats teachers as co-designers of reform rather than as end-users of policies and technologies. In Romania, our work with more than 3,000 teachers in the DIGITREND digital-pedagogy programme confirmed that professional motivation grows when training is relevant, supported by mentoring, applicable in the classroom and recognised as meaningful professional achievement.

PROEURO-CONS, a Romanian nonprofit teacher-training provider, supports a 2040 Roadmap that connects educational quality, equity, the teaching profession and digital sovereignty. Our experience coordinating DIGITREND3,052 teacher graduates, 3,047 participants in mentoring, 3,014 open educational resources uploaded and 2,425 validated across 272 schoolsshows that devices and platforms do not create sustainable…

Reversing Basic Skills Decline: To break the link between socio-economic disadvantage and low attainment, evidence-based personalised learning and structured tutoring programmes must be reinforced starting from early education.

We are a European education technology company working daily with teachers on assessment. Based on this knowledge and experience, we would suggest these three points: 1. Make teacher time an explicit objective. Your own analysis: EU teachers spend only half their working hours teaching, and workload drives them out of the profession.

FIRST Scandinavia urges the European Commission to integrate practical, inquiry-based STEM learning into its Basic Skills Action Plan and STEM Education Strategic Plan based on four core considerations: Practical Application: Basic skills in maths and science are best strengthened through hands-on, real-world problem-solving rather than just extra instructional hours.

eematico has worked for more than ten years with educators and children in experiential and STEAM learning. Through STEAM Clubs, launched in 2024, we train teachers from Romanias Palaces and Childrens Clubs and public schools to implement hands-on science, technology, engineering and mathematics activities locally.

eematico is a Romanian organisation with more than ten years of experience developing experiential and STEAM learning programmes for children. Since 2024, we have been developing STEAM Clubs, a model that uses existing public education infrastructure primarily Romanias Palaces and Childrens Clubs to create local spaces for practical STEAM learning.

Thank you for the opportunity to share input. Our company's (Web2Learn) feedback figures hereafter. Increase attractiveness of the teaching profession - Recognition of teacher professional development through verifiable micro-credentials. This would make teachers' skills portable across borders and give real career value, addressing part of why the profession is losing appeal.

Increase attractiveness of the teaching profession - Recognition of teacher professional development through verifiable micro-credentials would make teachers' skills portable across borders and give real career value, addressing part of why the profession is losing appeal.

The EU Teachers Agenda aims to make teaching a high status, future ready, internationally connected profession. It does this by strengthening teacher status, modernizing competencies, and expanding project based and international learning ecosystems. 1. Teacher Status in the EU Teachers Agenda The Agenda identifies a Europe wide challenge: teaching is essential, but not sufficiently valued.

Please find attached our written contribution to the European Commissions Call for Evidence on the Education Package 2040. The document presents our views and recommendations based on our professional experience, regional educational context and research in the field of teacher professional development and mentoring. We kindly ask you to take our contribution into consideration as part of the consultation process.

In 2040, technology will be routine, and teachers will focus on a human approach, emotions, and critical thinking. ​AI systems will help adapt the learning pace to each child. Teachers will have both pedagogical assistants in the classroom and AI assistants. ​Instead of rote memorization, learning will happen through simulations, virtual reality, hands-on experiences, and real-world projects.

The digital transformation of education Chez AGEL, our experience with CFA Connect, a solution dedicated to combating early school leaving deployed on the Paris Formations & Compétences network (57 sites, 1 700 + apprentices covered in Île-de-France), has shown us that successful digitalisation of CFA is based on three concrete pillars: detect weak signals before breaking rather than discovering dropping at the time…

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Submitted by Immersive Education Ideations uG (haftungsbeschränkt), Nuremberg, Germany. Simone Pfliegel, founder and managing director; secondary school teacher; member of the European Commission's European Digital Education Hub working group on ethical AI in practice (contributing here in a personal and organisational capacity, not on behalf of that group). We comment on the third and fourth consultation questions.

IF Europe really wants to make teaching more attractive, it needs to start by Valuing and Rewarding teachers who do more. 1. Pay teachers better especially those who take on more responsibility. Teachers should be paid in a way that reflects their qualifications, responsibility and contribution.

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YouthProAktiv welcomes the development of the EU Teachers Agenda and the stronger attention being given to the attractiveness and future of the teaching profession. Teachers are at the centre of quality education, but across Europe many are facing growing workloads, staff shortages, limited career progression and increasingly complex classroom realities.

YouthProAktiv welcomes the European Commissions initiative to strengthen basic skills and improve educational performance across Europe. We believe this is an important priority, especially at a time when many young people are facing growing inequalities, rapid technological change and increasing uncertainty about their future.

Please find enclosed the opinion of the Vice-President of the HRK, Professor Ulrich Bartosch, on the European Commission’s initiative “EU Teachers’ Agenda”. (Complimentary close) Dr [name removed] of Unit for Higher Education in Germany and European University Rectors’ Conference [address removed] Tel. [phone removed] [email removed] www.hrk.de

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Súkromná spojená škola EDURAM in Krompachy, Slovakia, would like to contribute a practical school-level example to the Education Package 2040 call for evidence. Our example is called Bridge to the Profession Peer-led Workshops of Practical Skills. It has been included in the Slovak national list of innovators.

Start by training teachers on evidence-based practices. Propose teaching methods, such as reading (spending hours and hours on grapho-phonemic conversion) or lorthograph (making lists of words by regularities, graphotactics or morphology and not lists of words that will make a nice sentence at the end) that are validated as scientifically effective.

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I want to share my personal feedback based on my own education and the problems I face. I studied the Croatian language and Pedagogy for three years. After that, I needed to find a job to pay my bills, so I had to leave my studies. I finished pedagogy afterward out of the country because it had a better work and study program. I earned my bachelor's degree, had a few hours of practice in a school, and that was it.

ear Sir or Madam, Please find attached our contribution to the European Commissions call for evidence. The contribution is submitted on behalf of Glivni center MIKO Institute for Fungal Biotechnology, Slovenia, and focuses on the potential role of fungal biotechnology, applied mycology and cooperation between research, education and local organisations in strengthening STEM education and skills development.

Scientific education should be considered a key component of Early Childhood Education and Care from the very beginning of life, including the first cycle from birth to three years of age. If the European Union aims to reverse the long-term decline in scientific competences, action should not begin only when children enter compulsory schooling.

I would like to share empirical evidence from some of the recent research we have coordinated in the GREDU research group: - A study with 372 secondary school teachers in Catalonia shows that AI knowledge and general competence in data use are the strongest predictors of AI adoption. Conversely, technical data management skills or STEM training alone do not appear sufficient to drive meaningful integration.

The Media Education Centre (MEC) submits evidence based on more than two decades of work in media literacy, digital literacy, intercultural dialogue, youth participation and teacher support. As a civil society organisation active in European cooperation, MEC contributes directly to the priorities outlined in the Call for Evidence, especially basic skills, teacher development and digital education. A.

In order to see the quality of the implementation of the educational work of teachers, it is necessary to adopt a regulation at the level of the European Union that will promote and support the opening of classrooms and schools.

I support this initiative and believe that it should have a special place for the involvement of parents in the process of school, extracurricular and home learning. I am the author of the book Didactics for Parents (Published in Macedonian and Albanian language) and in it I explain the didactic knowledge, attitudes and skills that parents need for successful parenting, but also for teachers for the successful…

I strongly support the European Commissions initiative on the 2040 Roadmap for Quality Education. As a university professor and full professor, an activist in the initiatives of the European Commission, UNICEF, the Council of Europe and other associations and institutions, I believe that a system of identical values ​​in education should be built at the European level.

This response is based on practical experience deploying EduGPT, a European AI environment for schools, universities and public libraries, in daily use since 2025. More information on the platform is available at www.edugpt.nl/en. What already works well. AI companions built around a Socratic, question-first approach rather than giving direct answers measurably strengthen basic skills.

This response is based on practical experience deploying EduGPT, a European AI environment for schools, universities and public libraries, in daily use since 2025. More information on the platform is available at www.edugpt.nl/en. What already works well.

This response is based on practical experience deploying EduGPT, a European AI environment for schools, universities and public libraries, in daily use since 2025. More information on the platform is available at www.edugpt.nl/en. What already works well.

As a Senior Lecturer, Accreditation Lead, External Examiner, External Quality Assurer and International Evaluator, with over 17 years of experience in higher education, I strongly support the European Commission's ambition to improve educational quality, strengthen the teaching profession and modernise digital education.

CodeNPlay, a Belgian non-profit organisation active in digital education, strongly supports the ambition to place schools at the centre of improving basic skills and advancing the digital transformation of education.

The forthcoming EU strategy on strengthening basic skills should recognise early childhood STEAM education as a key evidence-informed approach to improving foundational literacy, numeracy, digital competence, problem-solving and future STEM participation.

I agree with the points listed. I believe that from the very beginning of primary education, it is necessary to focus on three main areas: developing students' general skills, identifying their individual needs through differentiated approaches, and creating an inclusive, supportive learning environment.

1. Career guidance should be treated as essential public infrastructure for young peoples transition into the labour market Career guidance needs to be approached as a system-level policy and directly linked to preventing school dropout, reducing inequalities and supporting young peoples transition into employment. 2. Dual education cannot expand without making it easier for SMEs to participate.

The proposed emphasis on stronger links between policy, research and practice is very welcome, particularly the recognition that schools need sustained support to implement evidence-based approaches rather than simply being expected to adopt them.

if I will send you analysis of languages, humanities lessons content analysis, Digital literacy lessons content analysis of present time and education content program of 80th years, you will be surprised and in shock that currently you grow up empty heads with future corruption growth perspectives.

Summary of Technology Industries of Finland’s contribution to the Education Package 2040 Technology Industries of Finland welcomes the European Commission’s Education Package 2040 and supports its focus on basic skills, teachers and digital education as key drivers of Europe’s competitiveness, innovation and resilience.

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Summary of Technology Industries of Finland's contribution to the Education Package 2040 Technology Industries of Finland welcomes the European Commission's Education Package 2040 and supports its focus on basic skills, teachers and digital education as key drivers of Europe's competitiveness, innovation and resilience.

From my experience across education, teacher training, the EdTech ecosystem and Communities of Practice, I believe Europe's next challenge is no longer generating educational innovation, but building the implementation capacity needed to translate policies and innovation into sustainable educational practice. First, EU support should increasingly focus on implementation rather than only funding projects.

Position on the Education Package 2040 Roadmap: The Strategic Role of Vocational Education and Training (VET) and Erasmus+ The proposed Education Package 2040 addresses three key challenges for European education systems: declining basic skills, teacher shortages, and the need for a sovereign digital education ecosystem.

Basic skills do not depend solely on curricula or teaching methods. They are also influenced by students’ well-being, commitment, self-confidence and recognition of their linguistic and cultural diversity. European education policy would benefit from a more holistic approach to educational success, integrating the cognitive, emotional and social dimensions of learning.

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I write as a teacher of humanities (Italian, Latin, History) in Italian secondary education, a teacher trainer in AI literacy, and a tutor coordinator in university-based initial teacher education programmes. 1. Teacher education initial as well as continuing is infrastructure, not an accessory. The decline in basic skills and the teacher shortage cannot be addressed through episodic interventions.

There is a need for more quality on-the-ground training that rewards the work already being done and involves the whole school community. The possibility of peer-to-peer exchanges between different countries should also be implemented, so as to make the dialogue real and fruitful, with important repercussions on their own action.

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As a local public authority, we welcome the European Commissions initiative to develop the Education Package 2040 and consider that particular attention should be given to the challenges faced by smaller and disadvantaged communities.

Private Secondary School of Applied Arts in Žilina, Slovakia, welcomes the development of a long-term European vision for quality, inclusive and digitally sovereign education. As a secondary vocational school in art, design and creative industries, we experience both the transformative potential of digital technologies and the practical challenges of introducing them responsibly.

Private Secondary School of Applied Arts in Žilina, Slovakia, provides secondary vocational education in art, design and creative industries. From our perspective, improving basic skills requires approaches that connect literacy, mathematics, science, digital and citizenship competences with meaningful practical contexts.

Private Secondary School of Applied Arts in Žilina, Slovakia, is a secondary vocational school specialising in art, design and creative industries. Our experience shows that the attractiveness of the teaching profession depends not only on remuneration, but also on professional autonomy, manageable workloads, wellbeing, access to relevant professional development and genuine opportunities for career growth.

My input and personal view as a 22-year VET teacher and currently principal in a public VET school - Regarding teacher shortages (I will focus on VET): o Referring to VET, there is a great distance between salaries in the private labor market and VET. We are talking about professionals such as engineers, IT, etc., who can achieve almost double wages (or more) in the private sector (at least in Greece).

Focus: measurement and evaluation as the cross-cutting evidence base for the Education Package 2040 Roadmap. The Roadmap's own basic-skills diagnosis notes that measures are "fragmented, with limited evidence of what works." That is a measurement and evaluation gap, and it runs through all three challenges.

Warszawa, 3 sierpnia 2026 r. Stanowisko Green REV Institute w sprawie inicjatywy Komisji Europejskiej „Education Package 2040 Roadmap: Quality Education for All, Basic Skills, Teachers and Digital Education” - School Education strengthening basic skills and improving performance Call for Evidence — Ref. Ares(2026)7501248, DG EAC.B1/B.2 1.

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Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

The educational process and the knowledge gained through participation in that process should be clearly linked to the economic and social impact and results they contribute to and create. Young people need more practical knowledge, a mentoring approach and visibility of the change and results they achieve through their work.

As Europe looks forward 2040, quality education should no longer be denied only by academic performance. It should be measured by a school's capacity to help every learning develop knowledge, purpose, agency, wellbeing and a sense of responsibility towards others and the planet.

Basic skills should be understood as more than literacy, numeracy and digital competence. Today's learners also need the ability to think critically, collaborate across cultures, solve complex problems and make sense of information in an increasingly AI-driven world. Schools should become learning ecosystems where academic achievement is connected with curiosity, agency, wellbeing and real-world challenges.

As a secondary school teacher in Ceuta, Spain, and an active participant in several European and International education initiatives, I believe the future attractiveness of the teaching profession depends on much more than recruitment or salaries--although both remain essential.

Building Europe's Teachers for the AI Era Europe's education systems are operating in a rapidly changing world where Artificial Intelligence (AI), digital technologies and automation are transforming the way people learn, work and communicate. Children are introduced to tablets, smartphones and AI-powered applications from a very early age.

# Feedback on the EU Teachers Agenda Enhancing the Attractiveness of the Teaching Profession I strongly welcome the European Commission's initiative to strengthen the teaching profession and improve the quality of education across Europe. As an English language teacher, teacher trainer, and founder of a language academy in Georgia, I experience both the opportunities and challenges facing today's teachers.

I work as a teacher in Italian primary school and in recent years I have experienced how the quality of education improves when students become protagonists in their learning through authentic and collaborative experiences. The roadmap towards 2040 should provide that each European school can dedicate time and resources to interdisciplinary projects based on real problems, creativity and international collaboration.

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CESI welcomes the European Commissions initiative to develop a new EU Teachers and Trainers Agenda. Europe cannot achieve its ambitions under the Union of Skills, the Basic Skills Action Plan, the STEM Education Strategic Plan or the broader Education Package without an attractive, well-supported and adequately staffed teaching profession.

With regard to the upskilling policy and clearly the expected performance of the human resource in education, I have made a number of recommendations, in the context of which I coordinated European projects under the Comenius strand: — much easier access to courses with a European dimension; I note that Erasmus projects submitted by the school on this strand are difficult to obtain; access should be through direct…

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Developping school infrastructure – school library media centers The school library media program is central to the instructional program of the school, improving students lifelong learning and knowledge of information literacy skills and technology in the learning process. Key to all of this is to nurture the love of reading to all students.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

The roadmap identifies problems that schools already face: weaker performance in basic skills, shortages of qualified teachers and growing dependence on digital services supplied by a small number of non-European providers. EU-level cooperation can help, especially where individual schools or smaller education systems lack the capacity to evaluate digital products.