France

Q1. Have the Member States reviewed their legislation, policies and learning frameworks to ensure that they are aligned with the recommendations, principles and guidance?

Strategy for Digital Education 2023-2027, which includes one priority on ‘Allowing students to become informed citizens in the digital age’ through the promotion of a responsible use of social media with the diffusion of the Charter for digital culture and citizenship education, the fight against harassment and cyberbullying with the generalisation of the pHARe programme; and the strengthening of media and information education with the objective that 100% of middle school students and high school students benefit from media and information education every year by 2027.
The Charter for digital culture and citizenship education (announced in the above strategy), directed towards the education community and students, includes 14 articles applicable from pre-school to high school to make the digital space an area for inclusion and emancipation, a place of rights and a place of vigilance. The Charter is based on various international reflections, including those of the Council of Europe. An accompanying document clarifying the articles and suggesting teaching resources has also been published.
Memorandum of 24 January 2022 on the generalisation of Media and Information Literacy (MIL), addressed to academic rectors, directors of education institutions and teachers, to introduce an MIL referent per academy, use an MIL handbook and introduce a webradio in each middle school. Evolution of the learning programmes with reinforcement of media and information education from primary school (cycle 3) to the end of secondary school, via the moral and civic education programmes. In particular, there are 18 hours dedicated to media and information literacy as part of the moral and civic education programme in lower secondary School. The DCE concept from the CoE (in particular the DCE definition and DCE handbook) is explicitely mentioned on the Ministry of Education website, in the Charter for digital culture and citizenship education, and in the EduNum letter on digital citizenship. According to the national authorities responding to the online survey, an interministerial working group is working on the implementation of a new strategy to introduce the fight against the manipulation of information into educational programmes and actions. The aim is to incorporate actions to prepare the nation, including young people, to be more resilient in the face of information manipulation (mapping of current actions and players, preparation of forward-looking actions).

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Q2. Have the Member States promoted the implementation of the Recommendation in formal, non-formal and informal education settings?

For initiatives 1., 2. and 3: A webpage of the Ministry of Education website is dedicated to the policies and initiatives on DCE. The Charter for digital culture and citizenship education, the Memorandum on MIL and the EduNum letter on digital citizenship were addressed to the education community. Material has also been published on the Ministry of Education website for parents to support them on digital education (‘mallette des parents au numérique’). According to the national authorities responding to the online survey, a teacher community dedicated to DCE will be launched in January 2025 and the link will be available on the Ministry webpage dedicated to DCE.

3. The EduNum letters on MIL are addressed to teachers and material on MIL is available for teachers such as pedagogical scenarii, a handbook. The CLEMI organises a yearly week on press and media at school. Other material on MIL is available on LUMNI enseignement, S.P.A.M (savoir, penser, analyser les messages). Canopé Network proposes conferences, debates, training and material on MIL. Other relevant events include the Safer Internet Day, and contests for Euroreporters and Kaleidoscoop.

Beyond these initiatives:

4. The Ministry of Education launched the pedagogical kit ‘kit CyberEnJeux’ designed to help teachers build a step-by-step teaching sequence on cyber security and develop skills in learning through games.

5. The Ministry of Education in partnership with the Data protection agency (CNIL) organised the ‘Trophée des classes’ competition in 2023, 2024 and 2025, to promote DCE as part of MIL. The competition was open to classes of pupils aged 9-15, which submit a production using a digital medium (multimedia poster, podcast, quiz, video, digital book, digital game, etc.).

6. The French Safe Internet Centre ‘Internet sans crainte’ organises the Safe Internet Day and offers material and information on digital education and safe internet use.

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Q3. Have the Member States assessed the impact of the legislation and policies implementing the Recommendation at regular intervals?

The Strategy for Digital Education 2023-2027 foresees the creation of a first dashboard on digital education (not publicly available yet), built with the willing stakeholders, by the start of the school year 2023. According to the national authorities responding to the online survey, the first evaluation of the strategy should be published early 2025. Pix is an auto-evaluation system based on the European DigComp reference framework, launched in 2019. Since the school year 2024, the certificate Pix 6º is compulsory for students to certify that they received awareness raising on digital competences, data protection and cyberbullying. Teachers also will need to pass the certification of their digital competences with a Pix + Edu evaluation (in progress but not generalised yet for initial training)
Charter for digital culture and citizenship education: an accompanying document was published to guide the education community in the implementation of the Charter.
No information available on the monitoring of the EduNum letter (which is more informative).A new EduNum letter on citizenship education was published in January 2025.

Sources

https://www.education.gouv.fr/strategie-du-numerique-pour-l-education-2023-2027-344263
https://eduscol.education.fr/721/evaluer-developper-et-certifier-les-competences-numeriques
https://eduscol.education.fr/document/61924/download?attachment
https://eduscol.education.fr/3289/l-education-la-citoyennete-numerique

Q4. Have the relevant stakeholders been involved in the design of DCE legislation and policies at the country level?

In 2020, the general forum on digital education (Etats généraux du numérique pour l’éducation) consulted the whole education community on the main goals for the digital future at school. It included an online questionnaire and debates at regional and national level with stakeholders including students, parents, teachers, local and regional authorities, associations and businesses partnering with schools. 40 propositions were drawn from this participatory process. This was complemented by the Grenelle of Education in 2020-2021, another consultative process with an online questionnaire and debates involving teachers, schools, families and students, local authorities, associations, businesses, and trade unions, oriented towards the professional and social issues in education, leading to 12 commitments. Additional workshops, school visits and events were organised in 2022 with local authorities, ed tech businesses, associations of parents, students and teachers in 2022, that supported the government to draw the Strategy for Digital Education 2023-2027. The 40 propositions from the general forum on digital education, the 12 commitments from the Grenelle on Education and the further exchanges with stakeholders in 2022 were taken into account by the government in the design of the Strategy for Digital Education 2023-2027. According to the national authorities responding to the online survey, following the Etats Généraux de l’information (09/2023 to 07/2024), a request was made to relaunch actions on media and information education with the players involved (CLEMI, CNIL, ARCOM) around citizenship, particularly digital citizenship, and to work on regulating platforms and the manipulation of information (fight against foreign interference).
The elaboration of the Charter for digital culture and citizenship education was supported by the national data protection authority (CNIL), the audiovisual and digital regulatory agency (ARCOM) and the Centre for media and information education (CLEMI), after concertation with the education community.
The memorandum letter was designed by the thematic experts of the ministry of education (in particular the work of an academic expert), in collaboration with the general school inspection administration and the academic stakeholders on digital issues.

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Q5. Have the relevant stakeholders been involved in the implementation of DCE legislation and policies?

1. 2. The education community (in particular school teachers) are involved in the implementation of the Digital Education strategy and the Charter for digital culture and citizenship education.

3. The rectors of academia, schools and teachers are involved in the implementation of the Memorandum on MIL (by designating an MIL referent, applying the handbook, and encouraging and developping a webradio in some middle schools, as far as possible)

Various public institutions (CNIL, ARCOM, public television service) and associations approved or subsidised by the Ministry of Education are involved in the actions on MIL. MIL is part of their missions and they participate in actions with a school public, for example during the week of press and media at school, or in the context of actions in partnership with Radio France, as well as throughout the year. Some associations may also intervene in schools, when a budget is made available (e.g. financed through the culture pass or other subsidies). The ministry works with networks of experts including many teachers throughout the territory.

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Q6. Have the relevant stakeholders been involved in the evaluation of DCE legislation and policies?

Willing stakeholders (undisclosed yet) are participating in the elaboration of the Dashboard on digital education. Teachers and students are involved in auto-evaluation of their digital competences through the Pix system.
No information available on the monitoring of the Charter.
No information available on the monitoring of the EduNum letter. A new EduNum letter will be published early 2025 according to the national authorities responding to the online survey. Stakeholders have published some relevant reports: ARCOM report on Media and Information Literacy (year 2023-2024), Pedagogical kit for digital citizen; CLEMI report on Assessment of training 2023-2024; CNIL report on Digital teenagers and privacy

Sources

https://www.education.gouv.fr/strategie-du-numerique-pour-l-education-2023-2027-344263
a. https://www.arcom.fr/nos-ressources/etudes-et-donnees/mediatheque/rapport-sur-leducation-aux-medias-et-linformation-exercice-2023-2024
https://www.arcom.fr/se-documenter/ressources-pedagogiques/education-et-citoyennete-numerique/kit-pedagogique-du-citoyen-numerique-retrouvez-toutes-les-ressources
b. https://www.clemi.fr/formations/notre-expertise/bilan-de-formation-2023-2024
c. https://linc.cnil.fr/numerique-adolescent-et-vie-privee-episode-2-au-contact-des-collegiennes-et-collegiens-4

Q7. Have the Member States supported the creation of frameworks for cooperation between public, private and civil society actors and education institutions?

The CLEMI (centre for MIE) collaborates with at least 15 associations approved or subsidised by the Ministry of Education
The EducNum collective, created by CNIL in 2013, comprises stakeholders from education, research, the digital economy, civil society, corporation foundations and other institutions, and aims to foster a citizen digital culture. They share knowledge, promote actions, inform the education community, make recommendations and disseminate public initiatives.
The French Coalition for Digital Skill and Jobs includes public institutions, social partners, universities, digital companies: the French Ministry of Labour, Université Paris Descartes, PIX – platform for assessing and certifying digital skills, AdeccoGroup France (short term work placement agency), Talents du Numérique, The French Digital Agency, Orange, Grande Ecole du Numérique, CFDT – French Democratic Confederation of Labour. The Coalition has organised several awareness raising events.
The French Safer Internet Centre ‘Internet sans crainte’ is operated by Tralalere, an edtech company endorsed by the Ministry of Education.
There are many NGOs working in the field of media literacy and digital citizenship in partnership with the Ministry of Education (and the Ministry of Culture), for example associations coordinating actions on digital citizenship (Class’Code, Les Intrépides de la Tech), associations for journalists and popular education supported by the Ministries of Culture and Education.
Numerous initiatives are currently being developed, with joint action by the public and private sectors, particularly in the area of cybersecurity and the manipulation of information (coordinated by the national Campus Cyber and the ministries, including the Ministry of Education).

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Q8. Have the Member States ensured that the cooperation frameworks between stakeholders align with standards for equitable quality education?

The material disseminated by the partner CLEMI (a state operator under the supervision of the Ministry of Education) are endorsed by the Ministry of Education.
The material shared by EducNum collective is endorsed by the CNIL.
The French Coalition for Digital Skill and Jobs is related to the EU Coalition for Digital Skill and Jobs

Sources

3. https://digital-strategy.ec.europa.eu/en/policies/national-coalitions

Q9. Have the Member States been involved in cooperation between the Council of Europe and international organisations in designing and implementing strategies, policies, programmes and research on DCE?

UNESCO Chair + involvement in UNESCO activities on education.
Member of DCE promoters network
Active governmental member in Internet Governance Forum (IGF)
Member of EU Media literacy expert group
Member of Commission Expert group on Safer Internet for Children.
Member of Working Group on Digital Education: Learning, Teaching and Assessment (DELTA)
Member of OECD Expert Group on Governance Responses to Mis- and Disinformation
Member of Global Education Network (GENE)
France involved in projects financed by the European Commission, UNICEF.
Signatory of the UNESCO Beijing Consensus on Artificial Intelligence and Education.
France co-chairs the OECD Expert Group on Governance Responses to Mis- and Disinformation.
Member of Commission Working group on Schools

Sources

1. https://www.unesco.org/en/unitwin/about

10. https://www.france-education-international.fr/document/le-numerique-educatif-france-education-international1

11. https://www.oecd.org/gov/oecd-expert-group-on-mis-and-disinformation/

Additional questions on the DCE Recommendation

Training on DCE to teachers and other professionals:
According to the national authorities responding to the online survey, the Ministry has a continuing education system on which it relies to implement a number of actions: as part of its national training plan (in particular Priority VI.2 – Training in digital issues to promote the exercise of digital citizenship) and its implementation in academic training plans; self-study courses; by the development and animation of thematic virtual communities.

Translation and dissemination of DCE Recommendation:
According to the national authorities responding to the online survey, the DCE Recommendation is available in French and is published on the Eduscol website.

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