Collaborative Digital Governance: Pseudo-Educational Identities on the International Political Agenda?

Abstract

[EN]In recent years, immersion in digital culture in the context of education is contributing to reorganising the governance of training institutions, placing digital strategy in a position of institutional power on a global scale. The regulation of supranational bodies in terms of innovation and technology1 is only a very partial reflection of the momentum achieved by digitalisation on the international stage. In this sense, addressing educational digitalisation in terms of governance is mostly translating into incorporating the digital political agenda (European and Spanish) in institutions, to understand the digital capacity of these educational organisations (Promoting Effective Digital-Age Learning, 2015), to design digitalisation strategies based on the technological performance of centres (SELFIE, 2018) and skills acquired by teachers (DigCompEdu) [2], and all from an ethical perspective and a respect of human rights. Other lines of development based on digital educational governance that have started to gain prominence are related to how states use the information systems offered by digital technologies [3] and which are used to draft education policies and to monitor teaching institutions. Hartong [4] refers to the algorithmisation of data as a common procedure in the different spheres of public administrations which in these times are related from coordinates of accountability and governmental transparency, confirming a trend that is prevailing with great dynamism and agility. For this reason, different international bodies have been especially active in promoting ethical frameworks to address digital governance and the progressive implementation of AI systems in both industrial and military sectors as well as services more related to the public and their care, as in the case of politics, education or healthcare.