Periodic Reporting for period 1 - EffecTive (Efficiency and Effectiveness of Training for Teachers’ Pedagogical Digital Competence)
Reporting period: 2023-12-01 to 2024-11-30
The EffecTive project (Efficiency and Effectiveness of Training for Teachers’ Pedagogical Digital Competence) operates within the context of a rapidly changing educational landscape, where the integration of digital tools and methods is increasingly essential for effective teaching and learning. However, there remains a critical gap in teacher professional training, particularly in developing Pedagogical Digital Competence. EffecTive aims to tackle these challenges by developing and evaluating evidence-based approaches to teacher training. The project takes a multi-disciplinary approach, combining insights from educational sciences, psychology, economics, and technology. Social sciences and humanities play a central role, particularly in understanding teachers' beliefs, values, and inclusion awareness, which influence their ability to implement digital tools effectively.
EffecTive has four overarching objectives:
Developing and refining a methodology to evaluate the effectiveness and efficiency of teacher PDC training policies, validated through 12 interventions in five countries, to promote equal opportunities for students and prevent inequalities.
Gathering evidence and advancing knowledge on key factors influencing the effectiveness and efficiency of teacher training approaches to transform teacher professional development and student learning.
Proposing a cost-benefit framework and analysis tool for teacher training interventions, ensuring efficient use of public resources and supporting informed decision-making for future policies.
Co-creating policy recommendations with stakeholders to improve learning outcomes, equity, and inclusion in teacher education systems.
During the first year, the project team made progress on three objectives by developing key components of the methodology (O1) to evaluate the effectiveness and efficiency of teacher PDC training. This included a literature review (D1.2) the design of intervention studies and a rigorous research framework (D3.1) and the initial cost-benefit framework (D4.1) which together form the foundation for achieving the Objective 1.
Through the literature overviews and analysis in WP1 (D1.1 and D1.2) and pilot studies (D2.1) carried out in WP2 (in more than 15 studies, which engaged nearly 500 teachers) we gathered initial evidence (O2) to build knowledge that helps to understand the important factors that influence the effectiveness and efficiency of teacher training and take into account when designing our interventions. In WP4, we proposed the initial cost-benefit framework (O3, D4.1) that allows us to analyse the costs and benefits of teacher training interventions systematically and to document the research evidence systematically. Work on policy recommendations (O4) started in WP5 and is expected to progress during the second project year as pilot results are synthesised and evaluation results are integrated into policy briefs.
The results from WP1–WP4 provide a foundation for intervention studies in Year 2. The project’s activities are expected to have a wide-reaching impact:
For trainers: Designing teacher training programmes leading to development of teachers' pedagogical digital competence and changes in classroom practices
For teachers: Enhancing their PDC and inclusion awareness to support students’ learning process in technology-enhanced learning environments
For policymakers: Providing actionable frameworks, cost-benefit tools, and recommendations to ensure efficient use of public resources in teacher training.
By combining interdisciplinary knowledge and stakeholder collaboration, EffecTive contributes to the EU’s strategic goals for inclusive, high-quality education systems and equitable digital transformation. The project demonstrates scalable potential, aiming to create long-lasting changes across Europe’s education landscape.
EffecTive has four overarching objectives:
Developing and refining a methodology to evaluate the effectiveness and efficiency of teacher PDC training policies, validated through 12 interventions in five countries, to promote equal opportunities for students and prevent inequalities.
Gathering evidence and advancing knowledge on key factors influencing the effectiveness and efficiency of teacher training approaches to transform teacher professional development and student learning.
Proposing a cost-benefit framework and analysis tool for teacher training interventions, ensuring efficient use of public resources and supporting informed decision-making for future policies.
Co-creating policy recommendations with stakeholders to improve learning outcomes, equity, and inclusion in teacher education systems.
During the first year, the project team made progress on three objectives by developing key components of the methodology (O1) to evaluate the effectiveness and efficiency of teacher PDC training. This included a literature review (D1.2) the design of intervention studies and a rigorous research framework (D3.1) and the initial cost-benefit framework (D4.1) which together form the foundation for achieving the Objective 1.
Through the literature overviews and analysis in WP1 (D1.1 and D1.2) and pilot studies (D2.1) carried out in WP2 (in more than 15 studies, which engaged nearly 500 teachers) we gathered initial evidence (O2) to build knowledge that helps to understand the important factors that influence the effectiveness and efficiency of teacher training and take into account when designing our interventions. In WP4, we proposed the initial cost-benefit framework (O3, D4.1) that allows us to analyse the costs and benefits of teacher training interventions systematically and to document the research evidence systematically. Work on policy recommendations (O4) started in WP5 and is expected to progress during the second project year as pilot results are synthesised and evaluation results are integrated into policy briefs.
The results from WP1–WP4 provide a foundation for intervention studies in Year 2. The project’s activities are expected to have a wide-reaching impact:
For trainers: Designing teacher training programmes leading to development of teachers' pedagogical digital competence and changes in classroom practices
For teachers: Enhancing their PDC and inclusion awareness to support students’ learning process in technology-enhanced learning environments
For policymakers: Providing actionable frameworks, cost-benefit tools, and recommendations to ensure efficient use of public resources in teacher training.
By combining interdisciplinary knowledge and stakeholder collaboration, EffecTive contributes to the EU’s strategic goals for inclusive, high-quality education systems and equitable digital transformation. The project demonstrates scalable potential, aiming to create long-lasting changes across Europe’s education landscape.
During the reporting period, the EffecTive project concentrated on the technical and scientific aspects of its objectives. The main activities and achievements include:
1. Literature reviews and analysis in WP1 to inform the development of methodology for evaluating the effects of teacher training and initial methodology
2. Design and implementation of pilot studies in WP2 to pilot the training methods, content and initial research designs, approximately 15 pilot studies involving over 500 teachers were conducted
3. The general research framework, design of individual studies and research instruments in WP3
4. Initial cost-benefit framework as part of the methodology and for facilitating discussions with policymakers and training developers about resource allocation and efficiency.
1. Literature reviews and analysis in WP1 to inform the development of methodology for evaluating the effects of teacher training and initial methodology
2. Design and implementation of pilot studies in WP2 to pilot the training methods, content and initial research designs, approximately 15 pilot studies involving over 500 teachers were conducted
3. The general research framework, design of individual studies and research instruments in WP3
4. Initial cost-benefit framework as part of the methodology and for facilitating discussions with policymakers and training developers about resource allocation and efficiency.
The EffecTive project has achieved significant advancements beyond the current state of the art in teacher training for Pedagogical Digital Competence:
The development of a rigorous research design (D3.1) for evaluating the effectiveness and efficiency of teacher training interventions offers a novel, evidence-based approach to understanding how different methods impact teachers’ practices and student learning outcomes. The methodology is already being validated through pilot studies involving over 500 teachers across five countries.
The project has introduced an initial cost-benefit framework (D4.1) that enables systematic analysis of resource allocation and training efficiency. This framework provides policymakers and education stakeholders with practical tools to assess and compare interventions, ensuring better-informed decisions and efficient use of public funds.
The design and piloting of teacher training interventions (D2.1) have provided actionable insights into fostering PDC and supporting students’ self-regulated learning in technology-enhanced learning environments. These trainings are scalable and adaptable to diverse educational contexts, illustrating how to support students' cognitive engagement and self-regulated learning with teaching methods integrating digital tools.
The development of a rigorous research design (D3.1) for evaluating the effectiveness and efficiency of teacher training interventions offers a novel, evidence-based approach to understanding how different methods impact teachers’ practices and student learning outcomes. The methodology is already being validated through pilot studies involving over 500 teachers across five countries.
The project has introduced an initial cost-benefit framework (D4.1) that enables systematic analysis of resource allocation and training efficiency. This framework provides policymakers and education stakeholders with practical tools to assess and compare interventions, ensuring better-informed decisions and efficient use of public funds.
The design and piloting of teacher training interventions (D2.1) have provided actionable insights into fostering PDC and supporting students’ self-regulated learning in technology-enhanced learning environments. These trainings are scalable and adaptable to diverse educational contexts, illustrating how to support students' cognitive engagement and self-regulated learning with teaching methods integrating digital tools.