Dear Luis Molina

Thank you for the interesting questions. I have given the following answer to a very similar topic.

I will try to answer it for Germany in the area of media education and digital learning. Some systemic characteristics of the German education system are also becoming obvious.

The Federal Republic of Germany has a federal system, which is also and especially relevant for education. This means that each federal state is ultimately responsible for its own area of application in terms of teaching and learning. From this perspective, the education ministers of all 16 federal states must agree on conceptual and programmatic milestones in the education system if they are to be valid throughout Germany.

The 2016/2017 strategy of the Standing Conference of the Ministers of Education and Cultural Affairs "Education in the digital world" (https://www.kmk.org/fileadmin/pdf/PresseUndAktuelles/2018/Digitalstrategie_2017_mit_Weiterbildung.pdf) states that:

"If, in the 'digital world', the demands on schools and therefore on all teachers change permanently, then in the future media education will be an integral part of all subjects and no longer just a cross-cutting task for schools. All teachers themselves must have general media skills and at the same time become 'media experts' in their specialist areas of responsibility."

And further:

"With increasing digitalization, the role of teachers is also evolving. Teachers' learning support functions are gaining in importance. The increasing heterogeneity of learning groups in particular, also with regard to inclusive education, makes it necessary to develop individualized learning arrangements and make them available. Digital learning environments can create the necessary freedom here; however, previous teaching concepts need to be realigned in order to leverage the potential of digital learning environments."

With this in mind, the Conference of Education Ministers' strategy "Education in the digital world" defines a competence framework with six constitutive areas for each school subject:

1. searching, processing and storing

2. communicating and cooperating

3. producing and presenting

4. protecting and acting safely

5. problem solving and acting and

6. understanding and reflecting on media in the digital world

In many places in the German federal states, however, structurally conservative models of knowledge transfer and acquisition or habitualized forms of pedagogical-didactic teaching in the spirit of tradition still prevail. The use of digital tools in school teaching and learning often barely goes beyond a basic instrumental-instructional understanding, instead of striving for education in the digital medium on the basis of new cultural techniques and organizational principles.

The inadequate implementation of digitalization in school education is essentially due to the fact that digitalization in teaching/learning processes is primarily understood as a technical problem and not as a social innovation. Acceptance and adaptation of digital media are first and foremost dependent on school-specific and disciplinary cultural practices, meaning that before any implementation of digital teaching/ learning scenarios, the (implicit) premises under which school practice functions must be carefully examined. Only a sound understanding of the mechanisms of action of socio-technological arrangements allows innovative digital teaching/ learning settings to be structurally and culturally anchored in the long term. Under pedagogically and didactically reflected conditions of use, personalized-adaptive learning can be meaningfully supported by means of digital knowledge media and cultural techniques.

I am very interested to get to know the educational perspectives from other countries.

Just rewrite the curriculum content of your own curriculum to potovide your trainees the new knowledge and skills. Do not teach the old stuff.