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On July 26, 2023, the new Unesco Education Report was published. This time its focus is on technology in education, with a question in the subtitle: "A tool on whose terms?".

The report explores the debates surrounding the opportunities and risks of technology in education. The authors examine education challenges to which appropriate use of technology can offer solutions (access, equity and inclusion; quality; technology advancement; system management), while recognizing that many solutions proposed may also be detrimental.
The report also explores three system-wide conditions (access to technology, governance regulation, and teacher preparation) that need to be met for any technology in education to reach its full potential.

In addition to the overall report, you can also find 200 country reports on the situation of technology in education in the respective country.

Schools and educational institutions in general are unfortunately not only affected by cyberattacks more often than average. The European Environment Agency also points out in a 2022 publication that a disproportionate number of schools (and also hospitals) in Europe are located in so-called Urban Heat Islands (UHI). Furthermore, 10% of Europe's schools are located in potentially flood-prone areas. We link to the respective reports and graphs of the European Environment Agency. They also contain recommendations for improving the situation of (school) children considered to be particularly vulnerable.

• Original maps and metadata: Schools in Urban Heat Islands und flood-prone areas
•  "Exposure of vulnerable groups and social infrastructure to climate-related risks" (Website with graphs. Menu bar at the very top of the screen)
• "Climate change as a threat to health and  well-being in Europe" (Report of the European Environment Agency EEA)

In the course of the AI debate, everyone is also talking about data or Big Data. In this context, concern is often expressed about the possible lack of objectivity of data in terms of gender, age, race, culture or sexual orientation. The problem is that this can lead to discrimination. An interesting event was organised in this regard by NORRAG, the Network for International Policies and Cooperation in Education and Training. It dealt with the "decolonisation of data". A keynote address and two panels covered the following topics:

•     "A New World? Transformational Knowledge and Decolonization" (keynote).
•     "Decolonising International Assessment" (Panel 1).
•     "Decolonising Ed-Tech" (Panel 2).

The website linked here provides the video recordings of the keynote and the panels, as well as the slides for the keynote.

The main target audience of European Schoolnet's MOOC are educators as well as parents with an interest in the use of Artificial Intelligence (AI) in education and its potentials and challenges. No previous experience or knowledge of AI is needed to take this course. The course is open from 13.03. till 19.04.23.

Through the four modules of the MOOC, AI resources, tools and technologies will be examined that can be safely implemented in your daily teaching practice to enhance teaching and learning. The MOOC will furthermore explore the use of educational data and how it interacts with teaching and learning. There will also be a reflection on ethical implications of AI’s use in the classroom. At the end of the course, the participants will prepare their own AI-related learning activity, ready to be put into practice.

The International Association of Universities (IAU) is launching its 6th global survey on the status of the internationalisation of Higher Education. Universities from all over the world are invited to take part in the survey until 31 March 2023. This year it is dedicated to the future of internationalisation in higher education.

• Link to participate in the 6th global IAU survey on the internationalisation of universities

The survey has been taking place since 2003. The respective results of each survey require a fee. A summary of the results of all previous surveys can be found for free under the following links:

1. Survey 2003 (questionnaire & full report)
2. Survey 2005 (key results)
3. Survey 2009 (summary)
4. Survey 2014 (summary)
5. Survey 2018 (summary)

We admit that the topic of our new dossier is not a very festive one given that Christmas is coming soon.  But it is a topic that has directly concerned us at the DBS and DIPF Institute over the past few weeks, as we ourselves have been victims of a cyber attack. Education Worldwide took the opportunity to research the topic of cybercrime in the field of education. It turned out that education is one of the most popular targets for hackers around the world. The sources we compiled for our webdossier will tell you the reasons for this, it will present you facts and statistics, and it will show you some examples of how different countries are dealing with this problem in the education sector.

In the new web dossier, Education Worldwide has compiled internet resources on the subject of digitisation and digital education in relation to inclusion. The respective web resources examine the extent to which digitisation can support inclusion, but also what barriers there can be to using digital media and new technologies, especially for people with disabilities. We compiled this web dossier in two different ways. You can browse the links to the selected websites either by subject or sorted by source type.

During the war in Ukraine in 2022, many Ukrainians had to flee to other countries. Once there, the question of schooling for the Ukrainian children quickly arose. In this context, Ukraine's good digital education infrastructure was often praised. It allows Ukrainian children to go on learning in their own language with their own curricula, their own teachers, and maybe their own classmates - no matter whether they may still be in Ukraine or in a totally different country. "Education Worldwide" therefore adds a new section to its webdossier on "Education in Ukraine" which provides information on digital education in Ukraine.

With regard to current events (war in Ukraine 2022), our chart of the month highlights the number of attacks on educational institutions in selected countries between 2015 and 2020. As you can see, Ukraine was already included in the sad statistics before 2022. The graph is part of the Unesco Global Education Monitoring Report (GEM Report) 2021/22. The data used for the graph are taken from "Education Under Attack 2020", a report published by the Global Coalition to Protect Education from Attack (GCPEA). There is a "Country Profile" for each country examined. We provide links to the publications of Unesco and the GCPEA as well as to the country profile on Ukraine below.

The Unesco (United Nations Educational, Scientific, Cultural and Communication Organisation) and the OECD (Organisation for Economic Co-operation and Development) are two of the largest international players when it comes to reports, studies and other publications on education. Both have therefore published several interesting publications on the subject of the corona pandemic (COVID-19) and education. We link their publication lists here. The literature is usually free of costs and freely accessible. Sometimes it is also available in different languages.

In this webdossier, the team of Education Worldwide compiles international information on education in times of the Coronavirus pandemic.

At the end of the year, we completely revised and updated our international OER dossier. The OER movement can now look back on several years of activity. Many projects have now expired. But many new ones have also been created, building on the knowledge gained from older projects ("lessons learned"). Networks and repositories with OER material have emerged. Much literature has also been published on OER, including critical voices. You can find all of this in our new web dossier on international perspectives on OER. We hope you enjoy reading!