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

Understanding Young News Audiences at a Time of Rapid Change

Over the past decade, the Reuters Institute Digital News Report has tracked a major shift in how young people (18–24) engage with news—and the transformation is striking. Today’s young audiences are no longer just “online-first”; they are firmly social-first, accessing news primarily through platforms like TikTok, Instagram, and YouTube rather than traditional outlets or even news websites.

This shift is not just about where news is consumed, but how. Young people increasingly prefer audiovisual and personality-driven content, often paying more attention to individual creators than to established news brands. News is now part of a broader stream of content—mixed with entertainment, lifestyle, and social interaction—making consumption more incidental than intentional.

At the same time, engagement patterns reveal a more complex picture. Young people consume news less frequently and report lower levels of interest compared to older generations. Many perceive traditional news as irrelevant, overly negative, or difficult to understand, which contributes to a sense of disconnection. However, this does not mean they are disengaged from information altogether—on the contrary, they navigate a diverse and fragmented media environment, often across multiple platforms.

The report also highlights emerging opportunities. Young audiences are more open to new formats and technologies, including AI, which they use to simplify and access news in more personalized ways. They are also more comfortable with the idea that journalism does not always need to be strictly neutral, especially on issues like climate change or social justice.

Ultimately, the findings suggest that the challenge for journalism is not only to reach young people where they are, but to rethink what news looks like and how it connects to their lives. Engaging this generation is essential—not just for the future of the news industry, but for the health of democratic societies that depend on informed citizens.

Visit:

https://reutersinstitute.politics.ox.ac.uk/understanding-young-news-audiences-time-rapid-change

https://reutersinstitute.politics.ox.ac.uk/sites/default/files/2026-03/Young_people_and_the_news.pdf

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

AI Harm and Human Rights

The report AI Harm and Human Rights, published by ICAAD in collaboration with a law firm, offers a systematic framework that links the harms caused by artificial intelligence (AI) to fundamental human rights. 

It argues that although many AI-related “harm taxonomies” and incident databases exist, they rarely make explicit connections between AI-inflicted harms and violations of human rights. The report fills this gap by mapping ten core human rights against concrete examples of AI harms — such as biased algorithms in hiring or healthcare, invasive facial-recognition misuse, or deepfakes that undermine freedom of expression. 

By doing so, the report provides public and private actors — companies, governments, watchdogs — with a practical tool to evaluate whether a given AI system or deployment could infringe basic freedoms. The mapping table becomes a first step for organizations to identify risky AI uses. 

Crucially, the report warns that many businesses still treat human-rights concerns as irrelevant to their AI deployments — even in the face of growing evidence that AI can cause real, widespread harms.

Find the report on:

https://icaad.ngo/2025/09/29/ai-harm-and-human-rights/

ESPAD (European School Survey Project on Alcohol and Other Drugs) Report 2024

The latest edition of the ESPAD (European School Survey Project on Alcohol and Other Drugs) report has just been released and is ready for you to access.

This report is a vital tool, as it offers the most recent data (from 2024) on alcohol and other drug use, and risk behaviors among our adolescents.

Why is this report so significant?

A broad European view. The study collected responses from over 113,000 students aged 15 to 16 across 37 European countries (including 25 EU Member States). This gives you an incredibly broad perspective on what’s happening across the continent.

30 years of history. This study is a benchmark. With this eighth data-collection wave, ESPAD celebrates 30 years of collaboration that has compiled the voices of over 800,000 students since 1995. This makes it the most extensive and harmonized research project on adolescent substance use worldwide.

A planning tool. For you, as an educator, the detailed ESPAD data is crucial. It helps you understand current trends, identify areas of greatest risk, and design or adjust your prevention and education programs more effectively.

https://www.espad.org/espad-report-2024

Gender Parity in the Intelligent Age

The World Economic Forum's 2025 report, Gender Parity in the Intelligent Age, developed in collaboration with LinkedIn, examines the intersection of gender equality and the rapid advancement of artificial intelligence (AI) in the workforce. It highlights both the challenges and opportunities that AI presents for achieving gender parity.

Some of its key findings are:

Disproportionate impact on women: women are more likely to occupy roles susceptible to disruption by generative AI and less likely to benefit from AI-driven career advancements. 

Underrepresentation in AI skills: despite a narrowing gender gap in AI skills across 74 of 75 economies between 2018 and 2025, women still constitute less than one-third of AI-skilled professionals. 

Strategic imperative for inclusion: organizations that fail to integrate gender parity into their AI strategies risk missing out on a significant portion of talent, potentially reducing innovation and long-term competitiveness. 

You can access the full report here:

https://reports.weforum.org/docs/WEF_Gender_Parity_in_the_Intelligent_Age_2025.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

The CLIVAR Spain Report on the Climate in Spain

The CLIVAR-Spain Report on the Climate in Spain is a comprehensive scientific document produced by the CLIVAR-Spain committee, focusing on climate variability and predictability within the country. The 2024 edition, released on March 13, 2025, offers an in-depth analysis of Spain's climate, encompassing past trends, current observations, and future projections.

Key findings from the report indicate that Spanish seas are warming at a rate 67% higher than the global average, with temperatures increasing by 0.25 degrees Celsius per decade compared to the global rate of 0.15 degrees. 

The Mediterranean Sea is particularly affected, warming up to three times faster than the global average since the 1980s. This accelerated warming leads to more frequent and intense marine heatwaves, increased water salinity, and exacerbates extreme weather events, such as the DANA in Valencia.

http://clivar.es/wp-content/uploads/2025/03/Libro_THE_CLIVAR-SPAIN_REPORT_on_the_climate_in_Spain.pdf

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

The State of the Global Climate 2023

The State of the Global Climate is an annual report published by the World Meteorological Organization (WMO). This report provides a comprehensive overview of global climate trends, analyzing key indicators such as temperature changes, greenhouse gas concentrations, ice cover, and extreme weather events. It highlights the significant impact of climate change on ecosystems, economies, and communities worldwide.

It also serves as a tool for tracking progress towards climate goals, evaluating risks, and identifying areas where urgent action is needed. It emphasizes how human activities are intensifying climate disruptions, leading to unprecedented shifts in weather patterns, rising sea levels, and increasing natural disasters.

This report can be used in English class when addressing the issue of climate change, its causes, consequences, and possible responses around the world.

Find it on:

https://library.wmo.int/records/item/68835-state-of-the-global-climate-2023 

Animation on YouTube:

https://www.youtube.com/watch?v=ES7eKWRRJ0o 

Alert! Report on conflicts, human rights and peacebuilding

Alert 2024! Report on Conflicts, Human Rights, and Peacebuilding is an annual report. It looks at the state of the world in terms of conflict and peacebuilding. The report focuses on three main areas: armed conflict, tensions, and gender in peace and security.

The report examines the most important events of 2023. It looks at the nature, causes, dynamics, actors, and consequences of the main areas of armed conflict and social and political tension around the world. This analysis gives a comparative view of different regions and identifies global trends. It also points out risks and gives early warnings for the future.

Additionally, the report finds opportunities for peacebuilding. It highlights chances to reduce, prevent, or solve conflicts.

Find it on:

https://escolapau.uab.cat/img/programas/alerta/alerta/24/alerta24i.pdf

World Drug Report 2024

The UNODC World Drug Report is an annual publication by the United Nations Office on Drugs and Crime (UNODC) that provides a comprehensive overview of global drug trends. 

The report includes data and analysis on the production, trafficking, and consumption of various types of drugs, as well as information on drug-related health issues, policy responses, and emerging trends.

It aims to inform policymakers, researchers, and the general public about the current state of the global drug problem and to support evidence-based policy and action to address drug-related challenges.

If you want to introduce this topic in your English class, you can use it as a source of information and data collection or to show emerging trends, health consequences, or policy and legal responses to this issue.

https://www.unodc.org/unodc/en/data-and-analysis/world-drug-report-2024.html

Technology in Education: A Tool on Whose Terms?

Technology in Education: A Tool on Whose Terms? is a thought-provoking publication that examines the integration of technology in educational settings. This publication delves into the benefits and challenges associated with the use of technology in classrooms around the world.

UNESCO critically analyzes how technology can enhance learning experiences, promote inclusive education, and bridge educational gaps. However, it also highlights the potential drawbacks, such as dependency on technology, issues of accessibility, and the risk of widening the digital divide.

The publication encourages educators and policymakers to consider whose terms technology is being used on, advocating for a balanced and equitable approach to integrating digital tools in education. By doing so, it aims to ensure that technology serves as a beneficial resource for all students, regardless of their background.

Find it on:

https://unesdoc.unesco.org/ark:/48223/pf0000385723

Learning for sustainability in Europe: Building competences and supporting teachers and schools

This Eurydice report examines how 39 European education systems develop sustainability skills among students and support teachers and schools in the green transition. It looks at how sustainability is integrated into European curricula and the role of teachers and school leaders in promoting sustainability education. The report also explores how schools adopt comprehensive sustainability approaches and receive support and guidance.

The report finds that most European countries include sustainability skills in their curricula, offer teacher training and resources, and support schools.

Find it on:

https://op.europa.eu/en/publication-detail/-/publication/dc327457-f875-11ee-a251-01aa75ed71a1/language-en

What can we learn from the #PISA reading-fluency test?

Skilled readers actively interact with diverse types of texts such as books, online articles, and social media. They possess the ability to extract information, comprehend both literal and implied meanings, and critically analyze content and structure. However, the journey to becoming proficient readers begins with achieving fluency. 

Once students attain reading fluency in any language, they can redirect their focus and energy toward more advanced comprehension tasks, allowing for a deeper engagement with texts. 

This policy brief explores insights derived from the evaluation of students' reading fluency in the 2018 PISA test and emphasizes its significance for educators.

Find it on:

https://www.oecd-ilibrary.org/docserver/c698b19a-en.pdf?expires=1699693869&id=id&accname=guest&checksum=2FB89BDCDF8B0816E39C0234329970B5

Key data on teaching languages at school in Europe

The 2023 edition of Key data on teaching languages at school in Europe is the fifth edition of the report. As the past editions, this new one intends to contribute to the monitoring of the policy developments in the field of (foreign) language teaching in schools in Europe.

This report includes 51 indicators covering a wide range of topics relevant to (foreign) language policy at the EU and national levels. Data from the Eurydice Network is complemented by Eurostat data and data from two international surveys carried out by the Organisation for Economic Co-operation and Development (OECD): the 2018 Programme for International Student Assessment (PISA) and the 2018 Teaching and Learning International Survey (TALIS). (Source:  Eurydice)

https://eurydice.eacea.ec.europa.eu/media/3041/download 

21st-Century Readers Developing Literacy Skills in a Digital World

This report explores how 15-year-old students are developing reading skills to navigate the technology-rich 21st century. 

It sheds light on potential ways to strengthen students’ capacity to navigate the new world of information. It highlights how countries need to redouble their efforts to combat emerging digital divides. It also explores what teachers can do to help students navigate ambiguity and manage complexity (Source PISA. OECD Library) 

Downloadable from: 

https://www.oecd-ilibrary.org/docserver/a83d84cb-en.pdf?expires=1624125981&id=id&accname=guest&checksum=42009FEB9A726689D565E36D268FC690

Languages in Education

Talking the Future, a Foresight Think Tank, was organized by the CLIL Cascade Network and took place in Levi, Lapland, Finland on 17-18 December 2009. The symposium gathered together experts in Content and Language Integrated Learning (CLIL), language policy, the new technologies and mass media, social demographics, and the neurosciences.

The Think Tank generated ideas and proposed solutions which could influence languages education policy, practice and provision in Europe at the pan-European, national and regional levels with specific reference to when and how languages are taught and learnt in European schools.

Languages in Education is the final report of the Foresight Think Tank. http://ccn-clil.eu/index.php?name=File&nodeIDX=4000
(Source CLIL Cascade Network Newsletter 1-2010)