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Ferraz, David (2024). Digital Transformation and Education: The Contribution of the StudiesDIG Project to a New Collaborative Agenda. Transylvanian International Conference in Public Administration.

D. A. Ferraz,  "Digital Transformation and Education: The Contribution of the StudiesDIG Project to a New Collaborative Agenda", in Transylvanian Int. Conf. in Public Administration, Cluj, 2024

@misc{ferraz2024_1730765874768,
	author = "Ferraz, David",
	title = "Digital Transformation and Education: The Contribution of the StudiesDIG Project to a New Collaborative Agenda",
	year = "2024",
	url = "https://apubb.ro/intconf/"
}

TY  - CPAPER
TI  - Digital Transformation and Education: The Contribution of the StudiesDIG Project to a New Collaborative Agenda
T2  - Transylvanian International Conference in Public Administration
AU  - Ferraz, David
PY  - 2024
CY  - Cluj
UR  - https://apubb.ro/intconf/
AB  - As digital transformation accelerates across sectors, there is a pressing need for educational systems to bridge the gap between traditional practices and the competencies required for the digital era. This paper presents the StudiesDIG Project, an EU-funded initiative, which seeks to reshape higher education and public administration through the development of a new collaborative agenda. The project emphasizes the importance of multi-sector partnerships—connecting academia, government, and industry—to address the challenges of digital literacy, skill development, and digital inclusion.
At the heart of the new collaborative agenda is the integration of digital literacy across all subjects, fostering a digitally competent workforce capable of navigating the demands of e-governance and digital public services. The paper details how the project can promote digitalization on education by introducing technologies like AI, big data, and cybersecurity into curricula, supporting public institutions in aligning their practices with the needs of a digital society.
Fieldwork conducted between Portugal and Bulgaria, by visiting more than 10 bulgarian institutions, highlights how this collaborative agenda is being implemented through partnerships with institutions such as the Ministry of E-Government (MEGOV) and Institute of Public Administration (IPA). These collaborations must lead to improvements in digital governance and transparency, as well as on the development of adaptive learning models that promote lifelong learning for public servants. Additionally, efforts to ensure digital inclusion and equity, particularly for marginalized communities, are central to the project’s mission, as illustrated by the Arete Foundation’s work in bridging the digital divide.
This paper argues that fostering a collaborative digital agenda is critical to equipping both educational institutions and public administrations with the tools needed to remain agile in the face of rapid technological changes. The StudiesDIG Project’s recommendations focus on expanding partnerships, fostering digital innovation, and creating flexible educational frameworks to meet future challenges in governance and education.
ER  -