Norway

1. Knowledge Promotion 2020 (Kunnskapsløftet 2020). This comprehensive curriculum reform was implemented in 2020 for primary and secondary education. It emphasizes developing digital skills and responsible online behaviour among students. The curriculum includes specific competencies related to digital citizenship, such as understanding digital tools, online safety, and ethical use of digital resources. 
2. Digital Strategy for Basic Education 2017-2021 (Digital strategi for grunnopplæringen 2017-2021), and a corresponding action plan from 2022. This strategy aims to integrate digital tools and methods into teaching and learning processes. It focuses on enhancing digital competencies among students and teachers, promoting safe and responsible use of technology, and ensuring equitable access to digital resources across all schools. 
3. Strategy for digital competences and infrastructure in ECEC (kindergartens) and schools (Strategi for digital kompetanse og infrastruktur i barnehage og skole 2023-2030). This strategy has five main goals: 1) Pupils develop digital competence in line with the curriculum. The kindergarten’s digital practices contribute to children’s play, creativity, and learning in accordance with the framework plan for kindergartens. 2) Employees in the kindergarten and school sectors have professional digital competence to fulfil the intentions of the framework plans for kindergartens and after-school programs, and the curriculum in schools, with a knowledge-based approach. 3) All children, young people, and adults have inclusive, safe, and good digital environments in kindergartens and schools. 4) The digital foundation and access to digital solutions are sustainable, of good quality, and contribute to an equitable kindergarten and education offering throughout the country. 5) The digital services and information management in the kindergarten and school sectors have children, students, employees, and parents at the centre, and are developed as cohesive services. 
4. The Ministry for Culture presented a whitepaper about youth culture in 2021, that contained a comprehensive chapter about digital youth culture. The whitepaper stresses that the formal education system has an important role in developing the digital judgement children and youth need to partake actively and responsibly in the digital world.   
5.  As a result of the whitepaper a strategy Rett på nett was developed by the Ministry for children and families, with a corresponding action plan from the ministries.  
6. The Ministry of Children and Families is currently working on a white paper on a safe digital upbringing for children. Digital citizenship is one of many aspects relevant for the whitepaper. 

Sources

1. https://www.udir.no/laring-og-trivsel/lareplanverket/   
2. https://www.regjeringen.no/contentassets/dc02a65c18a7464db394766247e5f5fc/kd_framtid_fornyelse_digitalisering_nett.pdf  
3. Strategi for digital kompetanse og infrastruktur i barnehage og skole – regjeringen.no 
4. https://www.regjeringen.no/no/dokumenter/meld.-st.-18-20202021/id2839455 
5. https://www.regjeringen.no/no/dokumenter/rett-pa-nett/id2870086/  https://www.medietilsynet.no/globalassets/publikasjoner/handlingsplan-digital-oppvekst/241025_handlingsplan_digital_oppvekst.pdf 
6. Online survey with national authorities 

1. Knowledge Promotion 2020 (Kunnskapsløftet 2020). Various seminars. workshops and conferences. Example – National Conference on Curriculum Renewal (Fagfornyelsen) (Date: April 18, 2024). This conference brought together educators, school leaders, and policymakers to discuss the implementation and impact of the new curricula under the Knowledge Promotion 2020 reform. The conference included presentations, workshops, and discussions on best practices and challenges. They also discussed next steps.  
2. Digital Strategy for Basic Education 2017-2021 and the action plan from 2022, contained many relevant actions. Other initiatives and activities: 
3. Norwegian Safer Internet Centre in Norway, hosted by The Norwegian Media Authority, plays a pivotal role in promoting online safety and responsible internet usage among children and young people. 

Sources

1. Knowledge Promotion 2020 (Kunnskapsløftet 2020). The strategy includes regular evaluations by the Norwegian Directorate for Education and Training (Udir) to assess the effectiveness of the curriculum and its implementation across schools. Feedback from schools and municipalities is collected to measure progress and impact. There have been several evaluations conducted to assess the impact of the curriculum change. They assessed the integration of Sami culture in the curriculum, balancing guided and student-driven learning methods, and the impact of high expectations in practical and aesthetic subjects. The reports also explored the increased autonomy for teachers, enhanced student participation, and the practical challenges of interdisciplinary teaching. Additionally, they evaluated the overall progress of the curriculum reform, including management and support resources, as well as the role of school leadership and teacher education in the successful implementation of the new curriculum. National Conference on Curriculum Renewal (Fagfornyelsen) (Date: April 18, 2024). This conference brought together educators, school leaders, and policymakers to discuss the implementation and impact of the new curricula under the Knowledge Promotion 2020 reform. 
2. Digital Strategy for Basic Education 2017-2021. The Norwegian Directorate for Education and Training was instructed to implement selected measures in the strategy. The directorate reported annually on target attainment where target descriptions were derived from the description of measures. Further direct impact assessment analyses were not planned or implemented. 
3. Strategy for digital competences and infrastructure in ECEC (kindergartens) and schools 2023-2030. Continuous stakeholder dialogue on general topics. 

Sources

1. https://www.udir.no/laring-og-trivsel/lareplanverket/
2. https://www.regjeringen.no/contentassets/dc02a65c18a7464db394766247e5f5fc/kd_framtid_fornyelse_digitalisering_nett.pdf
3. Online survey with national authorities

1. Knowledge Promotion 2020 (Kunnskapsløftet 2020). Stakeholders involved in the design: 

• Norwegian Directorate for Education and Training (Udir) 

• Ministry of Education and Research 

• Municipalities, The Norwegian Association of Municipalities 

• Key sector stakeholder organisations: The Sami Parliament, The School Student Union of Norway, Union of Education Norway, The Norwegian School Leader Association, The Norwegian Union of School Employees and The Norwegian Association of Graduate Teachers 

• Educators and Curriculum Experts 

The individual subject curriculums in the Knowledge Promotion were also sent on general hearings, and over 7000 contributions were received. 

2. Digital Strategy for Basic Education 2017-2021.  

• Stakeholders involved in design: Norwegian Ministry of Education and Research 

• Norwegian Directorate for Education and Training (Udir) 

• Associations of teachers, school leaders and Municipalities, see above. 

• Educational Technologists and developers of digital learning materials, through their organizations: The Norwegian Publishers Association, ICT-Norway, Abelia and Virke.  

3. The Strategy for digital competences and infrastructure in ECEC (kindergartens) and schools 2023-2030 is subjected to binding political resolutions by the Norwegian Association of Municipalities and the government. This promotes the strategy to serve as a comprehensive framework for cooperation between the government (including agencies, universities and other bodies) and the municipalities (including a diverse landscape of stakeholders, networks and other organisations). Further, the strategy draws on existing partnerships such as between EdTech and publishers’ organisations and public authorities. The Strategy for digital competences and infrastructure in ECEC (kindergartens) and schools 2023-2030 was created using extensive stakeholder involvement and engagement. 

Sources

1. https://www.udir.no/laring-og-trivsel/lareplanverket/   
2. https://www.regjeringen.no/contentassets/dc02a65c18a7464db394766247e5f5fc/kd_framtid_fornyelse_digitalisering_nett.pdf  
3. Online survey with national authorities 

1. Knowledge Promotion 2020 (Kunnskapsløftet 2020). Stakeholders involved in the implementation: 

• Schools and Municipalities 

• Teachers and School Administrators 

• Udir (Norwegian Directorate for Education and Training) 

2. Digital Strategy for Basic Education 2017-2021. Stakeholders involved in implementation: 

• Schools and Municipalities 

• Teachers and School Administrators 

• Norwegian Directorate for Education and Training (Udir)  

3. The Strategy for digital competences and infrastructure in ECEC (kindergartens) and schools 2023-2030. 

Stakeholders involved in implementation:  

• Municipalities, The Norwegian Association of Municipalities 

• Norwegian directorate for Education and Training (Udir) 

• Key sector stakeholder organisations: The Sami Parliament, The School Student Union of Norway, Union of Education Norway, The Norwegian School Leader Association, The Norwegian Union of School Employees, The Norwegian Association of Graduate Teachers 

• Educational Technologists and developers of digital learning materials, through their organizations: The Norwegian Publishers Association, ICT-Norway, Abelia and Virke. 

Sources

1. https://www.udir.no/laring-og-trivsel/lareplanverket/    
2. https://www.regjeringen.no/contentassets/dc02a65c18a7464db394766247e5f5fc/kd_framtid_fornyelse_digitalisering_nett.pdf  
3. Online survey with national authorities 

1. 1. Knowledge Promotion 2020 (Kunnskapsløftet 2020).  Stakeholders involved in the impact Assessment: Udir (Norwegian Directorate for Education and Training), External Evaluation Bodies, Feedback from Educators, Students, and Parentsю, Participation of educators, school leaders, and policymakers in National Conference on Curriculum Renewal (Date: April 18, 2024). They discussed the implementation and impact of the new curricula under the Knowledge Promotion 2020 reform.  
2. Digital Strategy for Basic Education 2017-2021. Not evaluated 
3. The Strategy for digital competences and infrastructure in ECEC (kindergartens) and schools 2023-2030. Stakeholders and public consultation feedback was taken into account in decision making process. 

Sources

1. https://www.udir.no/laring-og-trivsel/lareplanverket/    
2. https://www.regjeringen.no/contentassets/dc02a65c18a7464db394766247e5f5fc/kd_framtid_fornyelse_digitalisering_nett.pdf 
3. Online survey with national authorities 

1. Norwegian Directorate for Education and Training (Udir). The Norwegian Directorate for Education and Training is the executive agency for the Ministry of Education and Research, responsible for kindergartens, as well as primary and secondary education. Udir is responsible for implementing and overseeing digital citizenship education through the development of digital learning resources, teacher training programs, and continuous curriculum updates to integrate digital competencies. It ensures that national education policies are carried out effectively, and it supports schools in meeting digital education standards. Udir collaborates with educational institutions, municipalities, and teachers to implement digital citizenship education initiatives. They also partner with international bodies like the OECD and UNESCO to align with global education standards. 
2. National Digital Learning Arena (NDLA): NDLA provides digital learning resources and platforms to support teachers and students in secondary education. It offers open-access educational materials that align with the national curriculum and promote digital literacy. NDLA works with secondary schools, teachers, and educational technologists, alongside the Norwegian government, to provide digital learning resources. This collaboration ensures that the materials meet national educational standards. NDLA is owned by the county municipalities, and not nationally governed. 
3. In the strategy and action plan for a safe digital upbringing, systematic collaboration through meetings with the civil sector to disseminate updated knowledge about internet-related abuse and children’s media use is a central point. Regular meetings are initiated by National Media Authority in collaboration with 6 other directorates, to ensure that updated knowledge about internet-related abuse and harmful media content reaches key stakeholders in the field. Important contributors to these meetings will be the police and representatives from the research field. These meetings can also serve as a platform for input and knowledge sharing from key stakeholders in the field. Representatives from relevant professions (child welfare, parental support, healthcare professionals/therapists, as well as representatives from relevant professional education, etc.) are included in the civil sector network, along with representatives from children’s and youth organisations. Among important contributors are Save the children Norway, UNICEF Norway and the Red Cross Norway. 

Sources

1. https://www.udir.no/in-english/   
2. https://ndla.no/   
3. Online survey with national authorities 

1. Norwegian Directorate for Education and Training (Udir): Udir aligns with international standards set by the OECD, participating in international evaluations and research collaborations to ensure quality education. For instance, publication « The Norwegian Education Mirror 2022 » includes references to OECD guidelines and standards.

1. Digital Public Goods Alliance  
2. OECD Expert Group on Governance Responses to Mis- and Disinformation 
3. Global Education Network Europe (GENE)   
4. Member of INHOPE / INSAFE (Centres from BIK+)  
5. Media literacy expert group (E02541) 
6. EU Working Group on Digital Education: Learning, Teaching and Assessment (DELTA) (E03787)     
7. Commission Expert group for Digital Education Content (E03942)  
8. Commission Expert Group – Expert group on Safer Internet for Children 
9. Member of CEDMO – Central European Digital Media Observatory 
10. Member of Commission Working group on Schools 

Sources

Training on DCE to teachers and other professionals:
According to the national authorities responding to the online survey, the Norwegian government does not regulate initial or in-service teacher education on this level. The content of teacher education is managed by the various institutions of higher education, in accordance with a national regulatory framework (see i.e. Regulations Relating to the Framework Plan for Primary and Lower Secondary Teacher Education for Years 1–7). However, as DCE is an integral part of the national curriculum (Kunnskapsløftet 2020) it also has a natural place in teacher education. DCE is also an integral part of the Norwegian Directorate for Education and Training’s digital resources for schools. Se for example the resource: Læreplanen og KI (The national curriculum and AI). 

DCE is also a part of the framework for teachers professional digital competence, developed by the directorate for Education and Training in collaboration with teacher training institutions, and widely used in both initial and in-service teacher training. See Rammeverk for profesjonsfaglig digital kompetanse: https://www.udir.no/contentassets/c3734689561a407cb4de329f5966233d/24-06-03-pfdk-rammeverk-2.0.pdf 

Translation and dissemination of DCE Recommendation:

According to the national authorities responding to the online survey, the DCE Recommendation has not been translated by the government. However, Norwegian professionals generally read English well and the Recommendation is therefore accessible to competent authorities and stakeholders in its original form.