Entrepreneurship education at school in Europe

Entrepreneurship is considered one of the eight key competences for lifelong learning in Europe. It helps young people develop creativity, initiative, problem-solving skills, and the confidence needed to face today’s economic, social, and environmental challenges. Encouraging entrepreneurship in education also supports innovation and prepares students for a constantly changing world.

This report examines how entrepreneurship education is included in different education systems. It looks at areas such as educational policies, how entrepreneurship is integrated into the curriculum, teacher training, and the practical activities students can take part in to develop entrepreneurial skills.

The publication also includes additional tables and information about how entrepreneurship education appears in school curricula and teacher competence frameworks in different countries.

The report covers the education systems of the countries participating in the Eurydice Network, including all European Union Member States as well as several other European countries such as Iceland, Norway, Serbia, Switzerland, and Türkiye.

https://op.europa.eu/en/publication-detail/-/publication/25bc9072-afc8-11f0-b37f-01aa75ed71a1/language-en

What are the likely impacts of rising temperatures on students and how are countries adapting?

This OECD policy brief examines the growing challenges that rising global temperatures pose to education systems, spcifically focusing on how extreme heat affects students' health, cognitive performance, and overall learning outcomes. 

The report highlights that by 2050, a significantly higher number of students in OECD countries will be exposed to extreme heat during school days, which directly undermines academic achievement and well-being. To mitigate these risks, the document outlines various adaptation strategies currently being implemented or considered by different nations, such as modifying school calendars and timetables, investing in sustainable cooling infrastructure, and redesigning outdoor school environments. 

It also emphasizes the importance of balancing these interventions, noting that while infrastructure upgrades are effective but costly, administrative changes like adjusting schedules must be carefully managed to prevent a loss of total instruction time.

https://www.oecd.org/content/dam/oecd/en/publications/reports/2026/03/what-are-the-likely-impacts-of-rising-temperatures-on-students-and-how-are-countries-adapting_c75d6817/960244d5-en.pdf

OECD Digital Education Outlook 2026

The OECD Digital Education Outlook 2026, Exploring Effective Uses of Generative AI in Education," is a flagship report published by the Organisation for Economic Co-operation and Development.  

It serves as a comprehensive guide for policymakers and educators on how to integrate Generative Artificial Intelligence (GenAI) into education systems without compromising the quality of learning. Its central argument is that while AI can improve task performance (e.g., writing a better essay), it does not automatically lead to better learning. 

The OECD warns of "metacognitive laziness," where students offload cognitive tasks to AI. Studies cited in the report show that while students using AI produce higher-quality work, their performance often drops or reverses during exams when the AI is removed. 

A major focus is on ensuring that AI augments rather than replaces teachers. In 2024, approximately 37% of lower secondary teachers were already using AI, and the report emphasizes that involving teachers in the "co-design" of these tools is essential for success.  

Beyond the classroom, the 2026 Outlook explores how AI can streamline school administration, curriculum alignment, and educational research.  

This resource is significant because it is the first major OECD publication to provide a "state-of-the-art" overview of GenAI since the technology became widely accessible. It establishes design principles to ensure that digital transformation in schools supports human growth, critical thinking, and equity, rather than just technical efficiency.

https://www.oecd.org/content/dam/oecd/en/publications/reports/2026/01/oecd-digital-education-outlook-2026_940e0dd8/062a7394-en.pdf

Supporting AI Literacies for Young Adults Aged 14-19

Supporting AI Literacies for Young Adults Aged 14–19 is a research-based framework designed to help young people understand and use artificial intelligence in a critical, responsible, and informed way. It was developed through a collaboration between organisations such as the Responsible Innovation Centre, the Bridging Responsible AI Divides Programme, and We Are Open Co-op.

The report explains what it means to be “AI literate” today. It goes beyond just knowing how to use tools like chatbots or recommendation systems, and instead focuses on helping young people understand how AI works, how it affects society, and how to use it ethically. The framework is especially aimed at public service media organisations, showing how they can support young audiences in developing these skills.

A key idea in the report is that AI literacy should be value-based. This means it is not only about technical knowledge, but also about understanding issues such as fairness, bias, privacy, and the impact of AI on people’s lives. The framework encourages critical thinking, creativity, and active participation, so that young people are not just passive users of technology but informed citizens who can question and shape it.

The report also provides practical guidance, including examples of activities, strategies, and approaches that organisations can use to engage young people aged 14 to 19. It highlights the importance of accessible language, inclusive design, and real-world contexts to make AI education meaningful and relevant.

This document is a guide to help educators, media organisations, and policymakers support the development of AI literacy as a key competence for the future, combining technical understanding with ethical awareness and social responsibility.

https://downloads.bbc.co.uk/rd/responsible-innovation/responsible-innovation-centre-ai-literacies-young-adults.pdf?ref=blog.weareopen.coop

Amnesty International Supporting Human Rights Education

This document is a resource catalogue created by Amnesty International for teachers and educators. It is like a guidebook that shows all the teaching materials available to help students learn about human rights.

Inside the catalogue, you can find:

- Lesson plans and classroom activities

- Educational materials for different ages (from young children to older students)

- Ideas to teach topics like freedom, justice, equality, and global issues

- Resources for both classroom use and independent learning at home

The main purpose of this catalogue is to help teachers teach human rights in a practical and engaging way. It encourages students to understand other people’s experiences, think critically, and become active, responsible citizens.

It also explains how to access these materials (most of them are free online) and offers extra support, such as training courses for teachers.

https://media.amnesty.org.uk/documents/Resource20Catalogue202025.pdf

Teaching relationship skills #OECD

The publication “Teaching relationship skills: Evidence from classrooms to inform policy” by the OECD is a short policy brief that explains why relationship skills are essential in education and how teachers actually use them in the classroom.

In simple terms, the report focuses on skills such as communication, empathy, cooperation, and conflict resolution, which are considered fundamental for creating a positive learning environment. These abilities help students engage more in learning, improve relationships between classmates, and allow teachers to spend more time teaching instead of managing behaviour.

The study is based on data from Teaching and Learning International Survey (TALIS) 2024, one of the largest international surveys of teachers. It uses real-life classroom scenarios to analyse how teachers respond to situations involving student relationships—for example, conflicts or positive interactions—and what strategies they say they would use.

One of the key ideas is that teaching these relationship skills is not always easy. Many teachers feel less confident supporting students’ social and emotional development compared to teaching academic content, which suggests that more training and support are needed in this area.

The report also shows that teachers’ approaches can vary depending on factors such as their experience, training, or even gender. For instance, some teachers are more likely to use comprehensive strategies that include listening to students, working with colleagues, and directly addressing problems, while others may rely on simpler or more limited approaches.

https://www.oecd.org/en/publications/teaching-relationship-skills_d882368e-en.html

Teaching about the Holocaust and genocide

Teaching about the Holocaust and genocide presents an international educational initiative that supports teachers, schools, and policymakers in teaching about the Holocaust and other genocides. It explains that education about these violent pasts is not only about learning historical facts, but also about understanding how such atrocities happen and how they can be prevented in the future. According to UNESCO, studying the Holocaust involves examining the systematic persecution and murder of six million Jews by Nazi Germany, while also exploring broader themes such as human behaviour, prejudice, discrimination, and the abuse of power.

The initiative provides resources, training, and guidance for educators worldwide. It includes teaching materials, online courses, international remembrance days, and programmes such as the International Programme on Holocaust and Genocide Education. It also addresses modern challenges like misinformation, Holocaust denial, and the role of digital technologies, helping teachers present accurate and responsible historical knowledge.

This programme is especially important for teachers because it helps them go beyond simply teaching history. First, it shows how education can strengthen students’ understanding of human rights and democratic values, highlighting how fragile societies can become when prejudice and discrimination are allowed to grow. Second, it encourages critical thinking by helping students analyse how propaganda, fear, and social pressures can lead to violence and injustice. Third, it equips teachers with methods to address sensitive and complex topics in a responsible and inclusive way, using accurate sources and appropriate pedagogies.

Visit:

https://www.unesco.org/en/teaching-holocaust-genocide

Questioning for Teaching and Learning Webinar hosted by Kate Jones

In this inspiring webinar, educator Kate Jones explores how powerful questioning can transform teaching and learning. The video shows that asking the right questions is not just about checking what students know, but about helping them think more deeply, reflect on their learning and stay engaged in lessons.

Kate Jones shares practical strategies that teachers can use to design better questions and to use them more effectively in class. She explains how well-planned questioning can support understanding, encourage discussion and provide valuable feedback about what students are really learning. The session is useful for teachers at all levels, from early years to secondary and further education.

Education at a Glance 2025

Education at a Glance 2025 is an annual report published by the Organisation for Economic Co-operation and Development (OECD) that provides a comprehensive and comparative overview of education systems around the world. The publication is based on extensive statistical data and analyses that cover a wide range of topics, including the structure and funding of education, participation and attainment levels, learning outcomes, and links between education and labour-market results.

The 2025 edition places a special focus on tertiary education (higher and post-secondary education). It examines graduation rates, differences in labour-market outcomes by field of study, completion rates, and the skills of adults with higher education qualifications. It also incorporates results from the 2023 Survey of Adult Skills (PIAAC) to connect adults’ actual skills with educational and employment indicators.

Education at a Glance is widely regarded as a key reference source for education data. It enables governments, policymakers, researchers and the general public to compare education systems across countries, identify common challenges—such as inequalities in access or completion—and support the development of more effective and equitable education policies.

https://www.oecd.org/en/publications/education-at-a-glance-2025_1c0d9c79-en.html

Results from TALIS 2024. The State of Teaching

The OECD’s Teaching and Learning International Survey (TALIS) is the largest global study that listens directly to teachers and school leaders. In 2024, more than 280,000 educators from 55 education systems opened a window into their daily reality: how they teach, how they learn, and what today’s classrooms truly look like.

This new edition, TALIS 2024 Results, offers insights that matter deeply to teachers. It explores how educators are beginning to use artificial intelligence in their practice, what motivates them to choose teaching in the first place, and whether they see themselves continuing in the profession.

For policymakers, TALIS provides evidence to shape decisions. But for teachers, it provides something just as important: a clearer understanding of the profession they share with colleagues around the world—its challenges, its evolution, and its future.

https://www.oecd.org/en/publications/results-from-talis-2024_90df6235-en.html

#UNESCO launches a global webinar series to promote lifelong learning

The UNESCO Institute for Lifelong Learning (UIL) has launched a new series of webinars in which policymakers, experts, and practitioners will share strategies and initiatives that demonstrate how to make lifelong learning a reality accessible to everyone.

Topics will range from digital education for older adults to family literacy, including prison education, the ecological transition in teaching, the role of teachers as continuous learners, and the promotion of learning cities. Inspiring experiences from the UNESCO Global Network of Learning Cities and the UNESCO Global Alliance for Literacy will also be highlighted.

The webinars will take place on the first and third Wednesday of each month and will be open to global participation, encouraging the exchange of good practices and debate on how lifelong learning transforms lives and strengthens communities worldwide.

Registration:

https://forms.office.com/pages/responsepage.aspx?id=Uq5PHbM5-kuwswIpVrERlItDvROkxVVIoYkA0rRl9y1URUlVQTU0NzA3QkZUUkFLMTBWMFo1TExSNy4u&route=shorturl

Canadian Pride Historical Society, Educational Resources

The Canadian Pride Historical Society (CPHS) offers a robust collection of free educational resources designed for K–12 educators who want to bring LGBTQ+ history and perspectives into their classrooms. These resources aim to help students understand the historical struggles, achievements, and resilience of Pride communities in Canada. Through thoughtfully designed lesson plans, multimedia content, and activities, teachers can spark meaningful conversations around identity, equity, and social change, all while meeting curriculum outcomes.

From lessons on the history of Pride flags and drag culture to explorations of events like the Stonewall Riots and the Toronto bathhouse raids, CPHS resources cover a wide range of topics in an age-appropriate and inclusive manner. The materials are organized by grade level and theme, making it easy for teachers to find content that fits their students' needs and learning goals. These lessons are rooted in real stories and lived experiences, encouraging empathy, critical thinking, and historical awareness.

Find it on:

https://cphs.ca/for-teachers/education-resources/

A Deep Dive into Learning for Justice's Educator Resources

In today's diverse educational landscape, fostering an inclusive and equitable classroom environment is more crucial than ever. Learning for Justice (LFJ) offers a comprehensive suite of free resources designed to support educators in this mission, providing tools that integrate social justice principles into everyday teaching.

At the heart of LFJ's offerings are the Social Justice Standards, a framework that guides educators in cultivating anti-bias learning environments. These standards are organized into four key domains: Identity, Diversity, Justice, and Action. They serve as a roadmap for embedding social-emotional learning and critical thinking into curricula across all grade levels.

LFJ's resources are designed not only to educate but also to empower. By integrating these materials into the classroom, educators can facilitate meaningful conversations around identity, diversity, and justice, encouraging students to become active participants in creating an inclusive society.

Educators can explore and implement these tools to enrich their teaching practices and promote a more just and equitable learning environment. All resources are freely accessible on:

https://www.learningforjustice.org/classroom-resources

AILit Framework for primary and secondary education

The AILit Framework for primary and secondary education is a forward-thinking initiative launched by the European Commission (EC) in collaboration with the OECD, and backed by Code.org and renowned global experts.

Designed to equip teachers and students for the digital age, the framework is part of the PISA 2029 innovation programme and plays a key role in supporting the EU’s mission to deliver high-quality, inclusive digital education. It offers practical guidance for integrating AI and digital literacy into your teaching, helping learners build critical skills while promoting equity and inclusion in the classroom.

Whether you're looking to update your teaching methods or explore new educational tools, the AILit Framework is a valuable resource for staying ahead in a rapidly evolving digital world.

https://ailiteracyframework.org/wp-content/uploads/2025/05/AILitFramework_ReviewDraft.pdf

Enhancing education through learning for sustainability

Published by the European Commission (Directorate-General for Education, Youth, Sport and Culture) Enhancing Education through Learning for Sustainability: An Explorative Review of Broader Benefits – Analytical Report presents a compelling analysis of how integrating sustainability into education enriches both learning experiences and societal outcomes. It emphasizes that Learning for Sustainability (LfS) not only boosts students’ academic performance but also nurtures key competencies such as critical thinking, collaboration, and responsible citizenship.

The study also highlights how sustainable education fosters greater student engagement and motivation, empowering learners to become proactive in addressing local and global challenges.

You can find this report here:

https://op.europa.eu/en/publication-detail/-/publication/e1debc36-0936-11f0-b1a3-01aa75ed71a1/language-en

European Commission: Directorate-General for Education, Youth, Sport and Culture, Zenasni, S., Janssens, L., Stiers, I., Surmont, J. et al., Enhancing education through learning for sustainability – An explorative review of broader benefits – Analytical report, Publications Office of the European Union, 2025, https://data.europa.eu/doi/10.2766/350817

ESA Education

The European Space Agency's Education portal,  serves as a comprehensive hub for space-themed educational resources and opportunities across Europe. It aims to inspire and equip students, teachers, and university-level learners with tools to explore science, technology, engineering, and mathematics (STEM) through the lens of space exploration.

ESA offers a wide array of curriculum-aligned materials for both primary and secondary education levels:

Primary Level (Ages 6–12): Resources cover topics in science, mathematics, technology, engineering, and arts, each comprising a teacher guide and student worksheets with practical activities.

Secondary Level (Ages 14–18): Materials span subjects such as physics, chemistry, astronomy, mathematics, and biology. 

These resources are designed to make STEM subjects more engaging by integrating real-world space missions and phenomena into classroom learning.

ESA organizes workshops and training sessions for educators, focusing on current ESA missions and research activities. Themes include Technology, Robotics, Earth Observation, and Space Exploration. These workshops are tailored for both primary and secondary school teachers. It also supports various hands-on projects that allow students to engage directly with space science.

https://www.esa.int/Education 

Also on YouTube:

https://www.youtube.com/channel/UCRMglfYUoxL1GQKoARmWNAg/about 

Sesame Workshop

Sesame Workshop is the nonprofit educational organization behind Sesame Street, dedicated to helping children grow smarter, stronger, and kinder. Their website offers a wealth of resources aimed at supporting children's learning and development, including language acquisition.

Sesame Workshop provides several resources that can be beneficial for teaching English to non-native speakers:​

- Sesame Street English: a multimedia English as a Foreign Language (EFL) program designed for children aged 3 to 18. It combines a robust language acquisition curriculum with engaging media content, focusing on literacy preparation through phonics and content-based learning. ​

- Language and literacy resources: The organization offers various materials to expand children's vocabulary and reading skills. These include interactive activities, reading together strategies, and tips for building language skills in everyday moments. ​

- Courses and webinars: Sesame Workshop provides interactive courses and webinars that explore key literacy goals and strategies to support learning around language and literacy in children ages 2–5. 

https://sesameworkshop.org/

Facing History & Ourselves

Facing History & Ourselves is a global non-profit organization founded in 1976, dedicated to using lessons from history to challenge teachers and their students to stand up against racism, antisemitism, and other forms of bigotry and hate.

The organization provides educators with professional development, teaching strategies, and resources to help students connect historical events to contemporary issues, fostering critical thinking and ethical decision-making. Their curriculum covers topics such as the Holocaust, civil rights movements, and other instances of injustice and prejudice, aiming to promote a more inclusive and informed society.

https://www.facinghistory.org/

What’s at Play? Unpacking the Relationship between Teaching and Learning

What kinds of teacher pedagogical practices can improve foundational learning—including basic literacy and numeracy skills—of students in primary schools in low- and middle-countries? And are there promising policy levers for improving the pedagogical skills and content knowledge of teachers? 

This discussion paper examines the dynamic and interconnected relationship between teaching practices and learning outcomes. It explores how pedagogical methods, educational strategies, and the roles of educators impact student engagement, knowledge acquisition, and skill development.

Stacy,Brian William; Akmal,Maryam; Rogers,F. Halsey; Venegas Marin,Sergio; Rajaram,Hersheena; Farysheuskaya,Viyaleta.What’s at Play? Unpacking the Relationship between Teaching and Learning (English). Education Working Paper; No. 9 Washington, D.C. : World Bank Group. 

Download:

https://documents1.worldbank.org/curated/en/099011625211529079/pdf/P500778132eb1002b199171b38f37e2b936.pdf

Climate and education: strategies for adaptation, learning and play

This document is a discussion paper published by the Education Policy Institute (EPI) in collaboration with Learning Through Landscapes (LtL) in December 2024.

The paper explores the intersection of climate change and education, focusing on two primary areas:

- Climate and the curriculum. It emphasizes the importance of integrating climate education across various subjects and educational phases. The discussion includes current placements of climate topics within curricula, identifies barriers to effective implementation, and proposes strategies to embed comprehensive climate education. 

- Future-proofing the education estate. The paper examines how school infrastructures can be adapted to enhance learning experiences, promote play, and build resilience against climate-related challenges. It highlights the potential of school grounds to improve children's physical health, mental well-being, and educational outcomes by providing enriched natural environments. 

The report draws on findings from a series of roundtable discussions and a public webinar held on November 12, 2024, which brought together experts to deliberate on embedding climate education and utilizing school grounds for climate resilience.

You can access the full report here:

https://epi.org.uk/wp-content/uploads/2024/12/Climate-and-education_strategies-for-adaptation-learning-and-play_Discussion-paper_EPI_LTL_Dec24.pdf