This conceptual paper interrogates the mismatch between policy rhetoric and classroom practice concerning teachers’ digital competence for deep learning. The notion of rhetorical absurdity is used as a conceptual lens to describe the recurring contradiction between competency frameworks that promise technology-enabled deep learning and the persistent difficulty of translating these frameworks into situated educational practice. In this paper we synthesise literature across learning sciences, educational technology and teacher professional learning, and present contemporary technological constellations of Generative Artificial Intelligence and hybrid learning spaces as illustrations of the complexities with technology integration for deep learning. We argue that many teacher competency lists risk reinforcing a checklist mentality rather than enabling adaptive, epistemic and ethical capacities required for deep learning. We conclude with two rejoinders that explore shifts from static competencies to dynamic capability models with local translation into authentic educational settings. This multi-authored paper represents a joint intellectual effort originating from a working group convened at the UNESCO EDUsummIT 2025 in Dublin, Ireland.
School principals are prone to mental health problems due to work demands. During the COVID-19 pandemic, school principals were additionally tasked with managing challenging responsibilities, i.e. implementing hygiene regulations, communicating frequent policy updates, and transitioning to online teaching. This international study aimed to assess school principals' COVID-19 health literacy (HL) levels as a resource during the pandemic and to examine associations with well-being and psychosomatic complaints. The COVID-19 Health Literacy School Principal Survey was jointly conducted in 11 countries during 2021 and 2022. N = 8644 school or vice principals completed the online survey. Well-being was assessed using the WHO-5 Well-Being Index, psychosomatic complaints with a subscale of the Burnout Assessment Tool and self-reported COVID-19 HL through the HLS-COVID-Q22. HL levels were computed using Rasch analysis. Multiple linear regression analysis was conducted to investigate the association of school principals' COVID-19 HL with well-being and psychosomatic complaints while controlling for sociodemographic and school-level factors. Overall, 0.1% of school principals had insufficient COVID-19 HL, 3.3% problematic, 65.7% sufficient, and 30.9% excellent. COVID-19 HL significantly predicted well-being and psychosomatic complaints even after controlling for sex, age, position, school type, teaching load, and working hours. Despite the small explained variance, the findings emphasize a need to invest in school principals' HL as a resource during times of crisis and beyond. Health promotion interventions should be developed to enhance HL and hence health, especially of female and younger school principals, who reported lower well-being and more frequent psychosomatic complaints.
The present study aimed to explore the implementation of health promotion (HP) in schools in Malaysia and Switzerland, investigate how school leaders’ attitudes are related to such efforts, and identify contextual factors that contribute to HP implementation. School leaders from both countries (Malaysia and Switzerland) completed an online survey including the School Promotion of Social and Emotional Health, and a comparative analysis (hierarchical regression analysis) was conducted to investigate the levels of HP implementation in both countries and the possible effects of school leaders’ attitudes. Although both countries had comparable results on overall HP implementation levels, Malaysia had higher levels for certain subscales, such as fostering a positive school community. In Switzerland, HP implementation was closely linked to school leaders’ attitudes. Possible explanations for these findings can be found in the distinct governing systems of the two countries. This study offers a unique comparative perspective on HP in two countries with distinctly different governing structures. It also contributes to educational policy by highlighting the need for context-sensitive approaches to HP implementation.
