Page 239 - International Perspectives on Effective Teaching and Learning in Digital Education

Culturally Sensitive and Congruent Digital Learning Initiative

shape public health and health systems, as well as the educational
systems, in the digital era.

In an age where digital technology permeates every aspect of our lives;
accessing, understanding, and utilising digital health information and sys-
tems is paramount, not only to care of populations’ health but also towards
training those who will be attending those populations – the health profes-
sionals. This is not just a matter of convenience, it is necessary for equitable
healthcare delivery, empowerment of individuals in managing their health
and inclusive education. It is also important to create environments, which
are favourable and supportive to the health-related behaviours we want the
individuals to engage in. It is not enough to merely provide digital health
services, literacy and education for professionals, populations and stakehold-
ers; it must also be ensured that they are culturally sensitive and congruent,
appropriate, accessible, and convenient, that individuals whether they are
health systems’ users or professionals, have the skills and knowledge to use
these services effectively, and the systems support them.

The Traditional European Mobility Action for Health Professions’
Education and the Potential Contribution of Digital Learning Initiatives
to its Improvement.
According to the information provided by the European Union programme
for education, training, youth and sport (European Commission, n.d.), the
Erasmus programme was originally established by the European Union in
1987. It looked to promote closer cooperation between universities and high-
er education institutions across Europe. This meant setting up an organised
and integrated system of cross-border student interchange. Over time, the
programme has expanded in its breadth and depth and is now known as
Erasmus+. Its extended form is a broad umbrella framework which combines
former EU’s different schemes for transnational cooperation and mobility in
education, training, youth and sport in Europe. Increasingly, it is also looking
beyond Europe. Since the start of the programme in 1987, over 16 million peo-
ple have taken part in Erasmus+, thanks to enthusiastic take-up of opportuni-
ties by staff, students, young people and learners of all ages. Erasmus began
as stand-alone programme for European cooperation and mobility which ran
through two programme phases between 1987 and 1994. It became the high-
er education sectoral programme within the broader Socrates programme for
education (1995–6) and the Lifelong Learning programme (7–13). EU
programmes on education and culture expanded, with Socrates and Leonardo

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