Page 3 - AMOR_Policy.Recommendations_final

Introduction

The A.M.O.R. project has examined the challenges and opportunities of developing

social skills in the digital era, particularly for young people with disabilities and special
educational needs. As an EU-funded initiative, the project's materials and findings are
01 grounded in the European context. Based on our learning, we present a set of policy

recommendations aimed at enhancing inclusive digital education and social
participation within the EU framework.

Given the chosen scope of this analysis, national policy levels were intentionally left out
to maintain focus and avoid excessive breadth. However, insights on the local level are

explored in Chapter 5 of the A.M.O.R. Digital Handbook. This chapter highlights how the
handbook has been received in partner countries and examines which aspects can be
adapted or transferred to specific local contexts.

Our recommendations align with key European Union frameworks that promote equal
opportunities, digital skills development, and social inclusion. The European Pillar of
Social Rights underscores the right to high-quality education and lifelong learning

(Principle 1), equal opportunities for all (Principle 3), and the inclusion of people with
disabilities (Principle 17). Similarly, the Digital Education Action Plan (2021-2027) calls
for a high-performing digital education ecosystem and enhanced digital competences to
ensure no learner is left behind. Additionally, the European Skills Agenda and the
Upskilling Pathways initiative highlight the need for accessible learning opportunities

and personalised support to address skills gaps and social exclusion.

By integrating these policy frameworks, our recommendations seek to foster a more

inclusive and resilient digital education system, empowering young people to actively
participate in society and the labour market.

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