Framing a Human Rights-Based Approach to the Digitalisation of Education Systems: Reflections on Research Findings in Seven Regions

Abstract

This policy brief builds on the research findings of qualitative and quantitative analyses undertaken, with a multidisciplinary approach along with the application of a human rights-based approach (HRBA) as common denominator, in seven regions (i.e., Africa, Asia-Pacific, Middle East & North Africa, Europe, South East Europe, Latin America, and Caucasus) in relation to key issues and case studies selected to investigate the impact of the evolving digital transformation on education as a fundamental human right, an enabling right and a public good as well as on other rights at stake. After an overview of the selected issues, with emerging trends, practices, and related recommendations, this policy brief elaborates further what a HRBA entails in relation to the digitalisation of education systems and unpacks the right to education in relation to digital technologies, highlighting several points of attention for integrated laws and policies. The aim is to support policymakers, civil society and the international education community in ensuring that a human-rights based approach is explicitly placed at the heart of the debate on the ongoing digitalisation efforts of education and related policy action.