The aim of this contribution is to share the findings from the Horizon Europe EDU4Standards.eu project and to propose a structured solution to address these challenges. In the EDU4Standards.eu project, 17 partners from 11 EU Member States are developing and testing a new “Innovative Teaching Concept of Standardisation” (ITCoS) in several pilots. The aim of the ITCoS is to connect industrial and societal dimensions while embedding responsible, human-centred standardisation and EU core values in the standards
development process (Edu4Standards.eu GA). The basis of the ITCoS is an Intended Learning Outcomes (ILOs) Framework that focuses on European values and EU interests, in particular green, digital and gender aspects. The ILOs framework defines learning outcomes for all levels of formal education, from early childhood to doctoral studies, as well as for non-formal education, while embedding value considerations at each stage of the learning process. In addition, the ILOs framework builds on well-established educational frameworks such as the European Qualifications Framework (EQF), the International Standard Classification of
Education (ISCED) and Bloom’s Taxonomy. The work on the ITCoS is further enriched by the identification, mapping and analysis of existing teaching content, teaching methodologies and gaps in standardisation education against the ILOs Framework. A further important aspect of the ITCoS is the EDU4Standards.eu Teachers’ Support Tool, which should support teachers in preparing their standardisation courses by providing examples of key topics, concepts, support material and good practice. Finally, a four-level hierarchical framework model for curricula development and implementation (Framework Model of ITCoS) will be presented as
one of the elements of the ITCoS. The Framework Model serves as a foundation for the development, implementation and evaluation of teaching pilots to be carried out in the second project year, as well as for the development of policy recommendations.
This contribution will explore the rationale behind the proposed framework, its key components and the implications for educators, policymakers and industry from a pedagogical, ethical and legal perspective.
