The European Economic and Social Committee has expressed some reservations about the Commission's recent proposal on introducing blended learning - traditional teacher-led learning combined with online or other independent work – in primary and secondary education, questioning its timeliness given how greatly the COVID-19 pandemic has affected education systems in Europe and elsewhere.

In the opinion on blended learning adopted at its October plenary session, the EESC also raised concerns about the suitability of this mode of learning for primary and early secondary school students, arguing that it should first be introduced in higher grades, as younger children, especially those in the early primary years, are generally not mature enough to learn independently.

"We doubt that this is the right time to introduce or push to have blended learning in schools. The COVID-19 pandemic has had a huge impact on education systems and children, especially young children who had only just started their schooling experience. Blended learning includes learning independently and that requires certain skills," said the rapporteur for the opinion, Tatjana Babrauskienė.

The EESC said it acknowledged that blended learning can improve access to education, training and digital skills, as seen during the COVID-19 crisis.

However, the pandemic also showed that some students lack the resources – practical or personal – to learn in this way, which in the worst cases might lead them to drop out of school. In addition, it showed that education involving close contact with peers is essential for children's socialisation and mental health.

"We cannot underestimate the value of the social role of education. It is not just about science, physics or maths: it is about children going to school together, mixing, meeting their peers. It's a matter of physical education and mental health,” said the co-rapporteur, Michael McLoughlin.

The EESC has made 21 recommendations on how to ensure that blended learning can have a positive role in education. One major point is that it should be implemented and funded to enhance education and training for all students, with particular focus on those from lower-income backgrounds, with disabilities and in rural areas.

During the COVID-19 crisis, it became apparent that blended learning demands considerable time and creativity from already overstretched teachers who are central to the successful design and supervision of independent learning.  

There are already not enough teachers in Europe, partly due to pay and difficult working conditions. It is therefore important to monitor blended-learning's impacts on conditions and workloads to avoid burnouts. To mitigate pressure, the EESC calls on national authorities to support teachers as they train for this new method of learning. (ll)