Abstract
AbstractThis article examines the ideational construction and definition of the European Digital Education Area (EDEA) as a policy space and mechanism for the mainstreaming of digital technologies in Europe's education and training systems. It revisits the foundational pillars on which it is premised, proposed in a previous iteration of the concept: formal legislation, mainstreaming of digital education actions and interlinked networks of practice. Employing a mixed methods approach, involving discourse analysis of key policy documents enacted over the past two decades, an online survey of ICT project coordinators under the Lifelong Learning Programme, and interviews with policy officers at the European Commission, the study reinforces the structure and utility of the EDEA for ICT diffusion in education. It argues for its formal acknowledgment as a political priority and key policy area enforceable through instruments similar to those existing under the Bologna Process for a coherent, concerted and strategic approach to digital education at EU level.
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