Institutional Policy​

STANDARD: at institution level, policies are in place to raise awareness about inclusiveness of digital education. The policies and regulations that exist for face-to-face education are extended to digital education with the necessary adjustments. A proactive approach is taken to foster cooperation and exchange of information among the various actors of the programme (faculty and programme management).


1.1. Equipment is made available to ensure good quality participation in the courses and for the courses’ successful execution. It also covers hybrid participation to ensure that distance students can follow the course, participate and interact with presential students.

1.2. At institutional level, there is a clear and proactive approach to involve digital education students in university activities, including extra-curricular ones. Efforts are consented to strengthen the integration of students participating online, promote interaction between the face to face and online participating students and build a common sense of belonging.

1.3. In the case of continuity digital education:

  • solutions are offered to students who don’t have suitable logistic conditions to follow courses from home (equipment/environment/Internet connection)
  • support is offered for equipment/lending of computers/repairs, and/or financial help
  • technical and methodological support (learn to learn) prepare students for online education

3.2. The course is designed taking into consideration the fact that it may be attended by students with limited bandwidth. Materials are kept of a reasonable size to ensure easy access and/or download. The course platform should be easily accessible even with limited bandwidth.

3.3. Students are informed of which equipment (in particular computer/mobile device) should be used to follow and participate to the course. If mobile phone is considered, materials (presentation and access) should be adapted.accessible even with limited bandwidth.


1.4. The institution encourages the faculty to use a limited number of platforms and devices, in order to avoid dispersion, enhance streamlining and decrease costs. Platform and communication protocols are harmonized.

1.5. The existing accessibility and barrier-free provisions and actions in place at institutional level also apply to digital education.

1.6. The institution has clear policies regarding digital education etiquette.

Examples of such policies may include among other, the regulations for recording, use of camera, moderation of discussions and fora, codes of conduct…

1.7. The institution ensures that appropriate training and support is provided to staff and faculty and that this training is updated in the light of technological and educational developments.


No information is available or no evidence had been encountered. It is not possible to define whether inclusiveness is taken into consideration at the course design stage.

Partial evidence has been encountered; it indicates that inclusiveness is taken into consideration at the course design stage, but further progress could be made.

Much concordant evidences indicate that inclusiveness is an important aspect and efforts are made take it into consideration at course design and preparation stage.


o Suggested improvements for institutional policy.

o Main shortcomings that should be remedied.

o Best practice or remarkable achievement.