Bridging pedagogy, curriculum, and assessment in digital education: Ensuring a constructive alignment

Abstract

An individual has the right to a quality and inclusive education and to training throughout their life. This is described in the European Pillar of Social Rights’ principles of Education, training, and lifelong learning, and Equal opportunities. Given that digitalization processes are leading to pedagogical change, how this education and training are designed and delivered may be impacted. This article explores the important interplay between pedagogy, curriculum, and assessment in digital education. We begin by discussing the acquisition of digital skills—an important indicator of an individual’s capacity to manage transitions— particularly focusing on the Portuguese context. Next, we reflect on how different learning theories and models can be applied in digital environments. In particular, we address the evolving roles of teachers and students, and the relevant pedagogical strategies, and propose the need for an alignment between pedagogy, curriculum, and assessment in digital education. By reflecting on how these aspects can be effectively integrated into the digital learning landscape, this overview provides valuable insights for both practice and policymaking, fostering meaningful and enriching educational experiences in the digital realm.