The EC2U Think Tank, held at the University of Turku on 20 January, brought together experts to discuss Equitable and Universal Access to Education from the perspective of digital citizenship education and linguistic and cultural competences.
European Campus of City-Universities (EC2U) Think Tank is designed to act as a catalyst for ideas and a channel for the dissemination of knowledge and solutions. It aims to facilitate an open dialogue between citizens, researchers, policy makers and other stakeholders on societal issues. Each university in the EC2U Alliance hosts its own Think Tank, the results of which are presented at the annual EC2U Forum. This year's Forum will be held in Turku from May 18 to 21. The joint observations of the Think Tanks are then compiled into policy recommendations.
The theme of this year’s Think Tank was Equitable and Universal Access to Education, which was further divided into two subtopics: Digital citizenship education and Linguistic and cultural competences. The Think Tank at the University of Turku brought together various experts to explore the topics from different angles, including scientific research, policy considerations, and community perspectives.
The Think Tank in Turku was organised using the World Café method, in which two groups of experts took turns discussing both of the subtopics at each table. The discussions were moderated by University Lecturer Outi Veivo (University of Turku) and Professor Elina Kilpi-Jakonen (University of Turku). The experts were Professor Marjut Johansson (University of Turku), Doctoral Researcher Satu Koistinen (University of Turku), Professor Ulpukka Isopahkala-Bouret (University of Turku), University Lecturer Hanna Jokela (University of Turku), PhD Miira Häkkinen (University of Turku), School Counselor Juudit Hurtig (City of Turku) and Executive Director Jouni Paakkinen (City of Turku).
The significant role of education in reducing digital inequality
The discussions highlighted that digital citizenship extends beyond technical skills to participation, agency, understanding democratic processes and ethical action in digital environments. Digital skills support everyday life, access to information, having a voice and democratic engagement.
The experts emphasised that digital inequality persists despite widespread access to technology. Digital citizenship is not only about access to devices, but also about the ability and confidence to use them meaningfully. Differences in digital skills are linked to language background, age, educational background and support received at home. The discussions highlighted that digital technologies can also enable inclusive, multilingual and transnational participation and digital tools can support inclusion and learners’ individual strengths.
The experts noted that education and teachers play a key role in building meaningful digital competence and promoting digital equality. However, their skills, attitudes and opportunities to use digital tools vary considerably, which is why the need for ongoing professional development was pointed out. The discussions emphasised that digital teaching methods create new opportunities for participation, learning and safe practice. However, as digital and remote participation increase, attention must be paid to the quality of interaction, social skills and the balance between digital and face-to-face environments. The discussions called for clear governance and shared frameworks to ensure equity and quality.
Multilingualism and language policy as builders of equality in education
The discussions highlighted linguistic and cultural competence as central resources for promoting equitable and inclusive access to education. Multilingualism was widely framed as a pedagogical strength rather than a challenge. The experts emphasized that teaching should actively draw on learners’ diverse linguistic backgrounds, dismantle language hierarchies, and foster positive attitudes toward linguistic diversity.
A major theme was the relationship between language policy and equality in selection to education. Language-based selection and bias in guidance may contribute to structural inequality and this is why it is important to assess selection methods and guidance practices critically at different stages of the educational path.
The experts called for more inclusive assessment practices and different support models. Educational transitions, especially from preparatory education into mainstream schooling, were identified as critical risk points. The experts emphasized that supporting inclusive transitions and pathways can contribute positively to access to education and to a sense of belonging.
The discussions called for more dialogue across educational levels and between cities, researchers and practitioners. The EC2U Alliance was seen as having the potential to foster collaboration, training, and sustainable policy development and facilitate the forming of inclusive pedagogical models.
