Abstract
This chapter provides an overview of smart education in Greece. The provision of connectivity and ICT equipment in schools remains a key priority in many countries and Greece has made considerable efforts to upgrade the technological infrastructure and ensure access to a stable and high-speed connection to the Internet. The related policies of ICT in Greek education and some key projects are presented to describe the vision, philosophy, and goals of the national strategy for Digital Greece. Furthermore, the Ministry of Education in Greece is responsible for the implementation of considerable actions to promote the collection, organization, efficient search, and distribution of digital educational content for primary, secondary, and tertiary education following a set of specific guiding principles. To this extent, this chapter aims to uncover the best practices and current trends of smart education in Greece regarding the curriculum and practices that are conducted on promoting both teachers’ and students’ digital literacy, the innovative teaching methods and strategies that will support the deep integration of ICT in education, as well as the solutions and policies on open educational resources to promote equal and inclusive education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Brecko, B., Kampylis, P., & Punie, Y. (2014). Mainstreaming ICT enabled innovation in education and training in Europe-policy actions for sustainability, scalability and impact at system level’. JRC Research Reports JRC83502, Joint Research Centre (Seville site).
Chondrogiannis, E., Symeonaki, E., Papachristos, D., Loukatos, D., & Arvanitis, K. G. (2021). Computational thinking and STEM in agriculture vocational training: A case study in a Greek vocational education institution. European Journal of Investigation in Health, Psychology and Education, 11(1), 230–250.
Christaki, S., Anastasopoulou, Ch., Koutsileou, K. S., & Mitrou, N. (2019). The contribution of open educational resources to lifelong learning: A case study for the centers for lifelong learning of the Greek higher education institutions. In Proceedings of 10th International Conference in Open and Distance Learning, Athens, Greece
Code Week. (2022). EU code week hackathons. Retrieved from https://codeweek.eu/hackathons
European Commission. (2019). 2nd survey of schools: ICT in education—benchmark progress in ICT in schools. Luxembourg: Publications Office of the European Union.
European Commission. (2020). Education and training monitor 2020: Country analysis. Luxembourg: Publications Office of the European Union.
European Commission. (2022). EU code week breaks record for number of activities in 2021 with 78,000 events. Retrieved from https://digital-strategy.ec.europa.eu/en/news/eu-code-week-breaks-record-number-activities-2021-78000-events
Fokides, E., Polydorou, E., & Mazarakis, P. (2020). Using google cardboard compatible HMDS and spherical videos for teaching history to high school students. International Journal of Smart Education and Urban Society, 11(4), 18–34. https://doi.org/10.4018/ijseus.2020100102
GoDigital (2017). -Integrading mobile learning and upgrating teachers’ digital skills: A tool kit for effective in primary school, Intellectual output 1: The digital competence framework for primary schools, National Report-Greece, P2-PDE Crete.
González-González, I., & Jiménez-Zarco, A. I. (2014). The MOOC phenomenon: The current situation and an alternative business model. eLearn Center Research Paper Series, pp. 26–33.
Greek School Network (2018). The network in the service of Education. Retrieved from https://www.sch.gr/wp-content/uploads/2018/05/GSN_Detailed_Memo_EN_Apr_2018.pdf
Hatzikraniotis, E., Kallery, M., Molohidis, A., & Psillos, D. (2010). Students design of experiments: An inquiry module on the conduction of heat. Physics Education, 45(4), 335–344. https://doi.org/10.1088/0031-9120/45/4/002
Hellenic Institute of Educational Policy. (2014). Science curriculum for elementary school. Retrieved from http://ebooks.edu.gr/info/newps/Φυσικές%20επιστήμες/Φυσικά%20Δημοτικού.pdf
Hellenic Institute of Educational Policy. (2017). Open schools for open societies (OSOS). Retrieved from http://www.iep.edu.gr/images/IEP/PROKIRIKSEIS-ERGA/Erga/2017/2017-09-25_Prosklisi_OSOS.pdf
Hellenic Institute of Educational Policy. (2021). Skill labs 21+. Retrieved from http://www.iep.edu.gr/el/psifiako-apothetirio/skill-labs
ICT-INOV. (2020). Modernizing ICT education for harvesting innovation. Retrieved from http://ictinov-project.eu
iMath. (2022). iMath: An intelligent system to learn mathematics project. Retrieved from https://imath.pixel-online.org
iTEC. (2011). Designing the future classroom EUN project. iTEC knowledge map. Retrieved from http://itec.eun.org/web/guest/knowledge-map
Kaltsidis, C., Kedraka, K., & Grigoriou, M. (2021). Training higher education bioscience students with virtual reality simulator. European Journal of Alternative Education Studies., 6(1), 138–150.
Karampelas, K., & Karvounidis, S. (2014). Virtual reality in elementary science class: The case of a Greek primary school. In International Conference on Information and Communication Technologies in Education, Kos, Greece.
Klouvatos, K. (2021). The discovery of the “digital wheel” in the time of corona virus. What is to be born? In 1st International Online Training Conference: From the 20th to the 21st Century in 15 Days, pp. 532–543.
Management of Learning Systems Educational Resources. (2018). Report on national centre for public administration & local government, Athens.
McCoy, S., Lyons, S., Coyne, B., & Darmody, M. (2016). Teaching and learning in second-level schools at the advent of high-speed broadband. Dublin: ESRI.
Megalou, E., & Kaklamanis, C. (2014). Photodentro LOR, The Greek national learning object repository. In INTED2014: The 8th International Technology, Education and Development Conference, Valencia, Spain
Megalou, E., Koutoumanos, A., Tsilivigos, Y., & Kaklamanis, C. (2015). Introducing “e-me”, the Hellenic Digital Educational Platform for Pupils and Teachers. In Proceedings of EDULEARN15, pp. 4858–4868.
Megalou, E., Gkamas, V., Papadimitriou, S., Paraskevas, M., & Kaklamanis, C. (2016). Open educational practices: Motivating teachers to use and reuse open educational resources. In Proceedings of END 2016 International Conference on Education and New Developments, Ljubljana.
Megalou, E., & Kaklamanis, C. (2018). Open content, OER repositories, interactive textbooks, and a digital social platform: The case of Greece. In M. Carmo (Ed.), Education and New Developments, pp. 146–149. Science Press
Mesidou, I. (2020). Utilization of digital educational content and open educational resources in special education and training. (Postgraduate thesis, Postgraduate curriculum of Sciences of Education–Training using New Technologies, University of Aegean, Greece).
Michalakis, V., Vaitis, M. and Klonari, A. (2019). The ICT literacy skills of secondary education teachers in Greece. In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pp. 376–383.
Misra, P. (2018). MOOCs for teacher professional development: Reflections and suggested actions. Open Praxis, 10(1), 67–77.
Mouzakis, Ch., Mpiniari, L. & Papadimitriou, S. (2019). Open education and policies for the implementation of ICT in schools: A comparative study. Open Education–The Journal for Open and Distance Education and Educational Technology, 15(2).
Mystakidis, S., Papantzikos, G., & Stylios, C. (2021). Virtual reality escape rooms for STEM education in industry 4.0: Greek teachers perspectives. In 2021 6th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM, Greece.
National Coalition. (2022). National coalition for digital skills and jobs. Retrieved from https://www.nationalcoalition.gov.gr/en/
Nikolaidis, P., Michalopoulos, N., Kokkalas, C., Pateli, K., Anastasopoulou, I., Vrettaros, Y., Panopoulos, D., Papoulia, K., Sirros, Y., & Achileopoulos, N. (2017). Enhancing digital skills and jobs in Greece. National action plan 2017–2020. Retrieved from http://elke.eap.gr/wp-content/uploads/2018/07/dsgr_action_plan_eng_subm4_no-memo.pdf
OCED. (2017). OECD digital economy outlook 2017. Paris: OECD Publishing. https://doi.org/10.1787/9789264276284-en
OECD. (2019). Trends shaping education 2019. Paris: OECD Publishing. https://doi.org/10.1787/trends_edu-2019-en
Papadiamantopoulou, M., Papadiamantopoulou, C., Armakolas, S., & Gomatos, L. (2016). Pre-service and in-service teacher training: The use of technology in the Greek educational system. In Konference Olympiáda techniky Plzeņ, (pp. 32–40, ISBN:978-80-261-0620-3), Západoĉeská univerzita v Plzni.
Patrinopoulos, M., & Iatrou, P. (2019). Implementation of STEM tinkering approaches in primary school education in Greece. Sino-US English Teaching, 16(12), 510–516.
Perifanou, M., & Economides, A. A. (2021, May). Digital skills for teachers: Policies and initiatives in Greece. In 2021 Innovation and New Trends in Engineering, Science and Technology Education Conference (IETSEC).
2EK Peiraia. (2017). National report Greece P2. Retrieved from http://robovet.eu/wp-content/uploads/2018/05/r4a_180227_P2_IO1_National_Report_Greece.pdf
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.
Psycharis, S., & Kotzampasaki, E. (2019). The impact of a STEM inquiry game learning scenario on computational thinking and computer self-confidence. Eurasia Journal of Mathematics, Science and Technology Education, 15(4), em1689.
Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. Retrieved from https://read.oecd-ilibrary.org/view/?ref=126_126988-t63lxosohs&title=A-framework-to-guide-aneducation-response-to-the-Covid-19-Pandemic-of-2020
Standing Committee on Educational Affairs of the Parliament (2016). Findings, proposals and implementation schedules. Retrieved from https://www.minedu.gov.gr/news/20336-18-05-16-ethnikos-dialogos-oi-%09protaseis-tis-diarkoys-epitropis-morfotikon-ypotheseon
Stavroulia, K. E., Ruiz-Harisiou, A., Manouchou, E., Georgiou, K., Sella, F., & Lanitis, A. (2016, April). A 3D virtual environment for training teachers to identify bullying. In 2016 18th Mediterranean Electrotechnical Conference (MELECON), pp. 1–6. https://doi.org/10.1109/MELCON.2016.7495417
Tsakiridou, D. (2016). The effectiveness of teachers and staff in relation to the use of information and communication technologies (ICT) in their work: Theoretical and empirical approach. (Doctoral thesis, Department of Philosophy & Pedagogy, Aristotle University of Thessaloniki, Greece).
Tsiavos, P., & Sofos, A. (2019). The use of augmented reality in education: Development and use of application for the course “physics-explore and discover” in the 5th class of the primary school. Journal of Education and Human Development, 8(4), 149–158.
World Robot Olympiad. (2022). Panhellenic educational robotics competition. Retrieved from https://wrohellas.gr/?lang=en
Xipolitos, N., Paraskevas, M. & Varvarigos, E. (2006). The greek school network: Structure, design principles and services offered. In Proceedings of the International Joint Conference on E-Business and Telecommunications, Setubal, Portugal, pp. 283–288.
Zafiriadou, A. (2018). Attitudes and perceptions of teachers for the training b1 level ICT in the field b1.3. (Postgraduate Thesis, Postgraduate curriculum of Sciences of Education and Lifelong Training, University of Macedonia, Greece).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Karagiannidis, C., Karamatsouki, A., Chorozidis, G. (2023). Report on Smart Education in Greece. In: Zhuang, R., et al. Smart Education in China and Central & Eastern European Countries. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-7319-2_6
Download citation
DOI: https://doi.org/10.1007/978-981-19-7319-2_6
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-19-7318-5
Online ISBN: 978-981-19-7319-2
eBook Packages: EducationEducation (R0)