DigiSkills-EU
DigiSkills: custom digital skills training for all of Europe
Erasmus+ project · Digital skills in European schools
- 5
- countries
- 50+
- centres
- 5
- languages
The context
Digital skills are taught everywhere, measured almost nowhere
DigiSkills-EU is a European project running from 2025 to 2028, funded by the Erasmus+ programme, that brings together eight partners from five countries: Germany, Italy, Finland, France and Spain. Among them are universities, school networks, a policy institute and a regional education authority, with MetaMedicsVR as the immersive-technology partner.
The goal is simple to say and hard to do: give schools and vocational training centres one shared, reliable way to measure students' digital skills. Today those skills are part of almost every subject, yet there is rarely a common standard to tell whether a learner has actually acquired them.
The challenge
Five countries, five ways of measuring the same thing
Europe already has a shared reference for what "being digitally skilled" means: the European framework of digital competence for citizens, published by the European Commission's Joint Research Centre. It groups everything into five plain areas of skill.
- Finding and judging information and data online
- Communicating and working with others through digital tools
- Creating digital content, from documents to media
- Staying safe: protecting devices, personal data and privacy
- Solving problems with technology and keeping skills up to date
The problem is what happens next. Each country reads that shared framework in its own way, so a result in one classroom rarely means the same as a result in another. Teachers, meanwhile, often work without a standard tool to assess digital competence across the different subjects they teach. The skills are everywhere, but the yardstick is missing.
What we built
A shared toolkit, from the framework to the classroom
Instead of writing one more report, the consortium is building a practical set of materials that any partner can pick up and use. It starts from the European digital competence framework and turns it into things teachers can actually work with:
- A progression map that describes what each skill looks like as a learner advances
- An assessment toolkit so different schools can measure the same thing in the same way
- Immersive virtual reality experiences, MetaMedicsVR's part, that let students practise and show skills in a realistic setting
- Short training modules so teachers can use it all with confidence
- Guidance to help education authorities fit the results into their own policies
Everything is published under an open licence and made available in five languages, English, Spanish, Italian, German and Finnish, so a centre anywhere in Europe can adopt it for free and adapt it to its own students.
How it works
Practising skills, not just answering questions
A multiple-choice quiz can tell you whether a student remembers a rule. It struggles to show whether they can apply it. That is where the immersive part comes in. MetaMedicsVR builds virtual reality scenarios where learners face a realistic situation, sorting fact from misinformation, protecting their data, working through a task, and the experience records how they handle it.
Because every scenario maps back to the same five competence areas, the results plug straight into the shared assessment toolkit. A teacher in Helsinki and a teacher in Seville end up looking at skills described in the same terms, which is exactly what cross-border comparison needs.
If a skill matters in every classroom, schools deserve a fair, shared way to see when a student has truly mastered it.
Why it matters
Built to be shared, designed to last beyond the project
The materials are being piloted in more than fifty schools and vocational training centres across the partner countries, spanning primary, secondary and vocational levels, and the work is reviewed by the educators who will actually use it. Because several of the partners are school networks rather than single sites, what is tested here is designed to spread to many classrooms at once.
Two choices make the project outlast its funding. First, everything is free and openly licensed, so any centre can keep using and adapting it after 2028 without asking permission. Second, it is co-designed with teachers, school networks and education authorities from the start, so the results are built to fit real policy, not to sit on a shelf. For MetaMedicsVR, it is a clear example of immersive technology serving a shared public goal: a fairer, common picture of digital skills across Europe.
If you recognise your own situation here, let's talk about how it could work for you.
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