Bournemouth Pupils Use Technology To Unite for Anti-Bullying Week


Bournemouth school children have been celebrating Anti-Bullying Week by using the latest in educational technology to learn about friendships, kindness and how to stay safe online. 


Pupils from Kingsleigh Primary School took part in a week of special activities to mark the event, which included using digital resources from Discovery Education Espresso . Taking place in November each year, Anti-Bullying Week is a nationwide campaign to raise awareness of different kinds of bullying and empower children to take a stand and make a difference.


Kingsleigh Primary School pupils began their learning by coming together for ‘circle time’, where they used digital resources to investigate what bullying looks like and how it can be prevented. The children discussed what it means to be a good friend and explored how to take a stand against unkind behaviour. 


Next, the pupils took part in a whole-school assembly, where they watched a Discovery Education video about the importance of respect and kindness. Produced in partnership with the Anti Bullying Alliance, ‘One Kind Word’ gave the children lots of ideas for ‘random acts of kindness’, which can break down barriers and brighten the lives of those around them. 


Teacher Janet Beauchamp said:

“It was wonderful to see the children work together to take a stand against bullying. Discovery Education’s anti-bullying resources gave us lots of different scenarios to explore and prompted valuable discussion points.  Although the children were already fairly knowledgeable about the different types of bullying, it was a good refresher of how we can beat bullying with kindness.”


Discovery Education Espresso offers a vast array of anti-bullying and online-safety resources, spanning all primary key stages and subjects and including video, text, audio, images and interactive activities.  


Explore Discovery Education’s award-winning, curriculum-matched digital resources at


KnowBe4 Launches New Mobile Learner App for Anytime, Anywhere Cybersecurity Learning


KnowBe4 empowers end users by introducing security awareness and compliance training on the go at no additional cost 

London, UK (November 28, 2022) – KnowBe4, the provider of the world’s largest security awareness training and simulated phishing platform, today announced it is launching the new KnowBe4 Mobile Learner App to empower end users by introducing security awareness and compliance training on the go at no additional cost to customers, improving user engagement and strengthening security culture. 

With a large majority of the world’s population using smartphones today, mobile training revolutionises the way people learn. This new app will enable end users to complete their security awareness and compliance training conveniently from their tablets or smartphones, giving them 24/7/365 access. 

“The KnowBe4 Mobile Learner App is the first of its kind to launch in the security awareness and compliance training space, making it easier than ever to train users while subsequently strengthening an organisation’s security culture,” said Stu Sjouwerman, CEO, KnowBe4. “This new app will enable IT and security teams to improve engagement and completion rates for required training thanks to a seamless user experience. This will also help users to associate security with their personal devices, keeping it top of mind all the time rather than only when they are at work on their computers. We are making this substantial new capability available at no additional cost to all subscription levels as a show of our commitment to supporting our customers’ security and human risk management objectives.” 

Based on subscription levels, KnowBe4 offers 100+ Mobile-First training modules that were designed specifically for mobile. The KnowBe4 Learner App supports push notifications for custom announcements, updates on assigned training as well as KnowBe4 newsletters. 

The app is available for iOS and Android, and free to all KnowBe4 customers with a KnowBe4 training platform subscription. For more information, visit  

About KnowBe4 

KnowBe4, the provider of the world’s largest security awareness training and simulated phishing platform, is used by more than 54,000 organisations around the globe. Founded by IT and data security specialist Stu Sjouwerman, KnowBe4 helps organisations address the human element of security by raising awareness about ransomware, CEO fraud and other social engineering tactics through a new-school approach to awareness training on security. Kevin Mitnick, an internationally recognised cybersecurity specialist and KnowBe4’s Chief Hacking Officer, helped design the KnowBe4 training based on his well-documented social engineering tactics. Tens of thousands of organisations rely on KnowBe4 to mobilise their end users as their last line of defence. 

VIP’s cut the ribbon on Eastbourne’s new SEND school


Morgan Sindall Construction’s Southern Home Counties business celebrated the completion of Eastbourne’s new special educational needs (SEN) school, Summerdown, with an opening ceremony on the 22nd of November. 


Procured through the Department for Education (DfE) framework, the event marked the final milestone of the new multi-faceted building which has been built for the Department of Education on behalf of East Sussex County Council (ESCC).  


Several key stakeholders from Morgan Sindall Construction, ESCC and local government officials were in attendance, including Morgan Sindall Construction’s Southern Home Counties team, Eastbourne’s MP Caroline Ansell; the Lead Member for Education and Inclusion, Special Education Needs and Disability, Councillor Bob Stanley; Steven Hyland from the Department of Education; and Summerdown’s Headteacher, Penny Kershaw. 


As part of Morgan Sindall Construction’s commitment to Intelligent Solutions, the new school includes a host of bespoke and specialist equipment, including a hydrotherapy pool, sensory rooms, food technology and state-of-the-art science laboratories as well as landscaped gardens to provide an enriching outdoor environment.  


The school will create 135 much-needed local school places for children aged 5-16 with autism spectrum disorder (ASD), complex learning needs and medical difficulties.  


During construction, Morgan Sindall Construction worked with the Eastbourne community as part of its commitment to delivering social value where it is most needed in the areas it operates in. Eastbourne Investment Group ensured minimal disruptions to the local area, as well as minimising the project’s carbon footprint by utilising modern methods of construction.  


Caroline Ansell, MP for Eastbourne and Willingdon, said: “Five years ago, hope was planted for a purpose-built special school in Eastbourne and here we are today standing in this stunning new facility. I know first hand how special schools such as this can and will change the lives of children and their families. This is an important investment by the government in education in Eastbourne and I congratulate all involved in bringing this wonderful new school to fruition.” 

Councillor Bob Stanley, Lead Member for Education and Inclusion, Special Education Needs and Disability at East Sussex County Council, said: “These magnificent facilities give confidence to parents that we are investing in their children to fulfil and explore their potential.” 


Nick Beaumont, Morgan Sindall Construction’s Project Manager for Summerdown School, said: “I’ve thought about this day for a long time, and I can honestly say we as a team have put our heart and soul into delivering it. This is a long awaited and much needed, vital resource to the Eastbourne community. We saw the children on the very first day they entered the school and to see their beaming faces, you can’t ask for a better reward. Going forward, this must be the norm for SEND provision. 


Penny Kershaw, Principal Designate at Summerdown School, said: “It is an absolute privilege and a pleasure to be Principal Designate here at Summerdown and to celebrate the opening of this fantastic new school. Everyone has gone above and beyond to ensure the successful delivery of the project; it’s an incredible responsibility to know how much schools such as Summerdown can change the lives of both children who attend and their families alike. Thank you to the Department for Education for providing support and funding.  


“To Morgan Sindall Construction, what an amazing experience; the professionalism, enthusiasm and commitment of the whole team has been evident from day one. This wasn’t just perfect delivery, this was an uber perfect delivery!” 


Margaret Neal, Chair of Trustees at Southfield Academy Trust, said: “There has been a vital need for a purpose built SEN School in this area for some time and to have achieved this whilst battling lockdowns, Brexit and all manner of other obstacles is quite some achievement. This magnificent bespoke learning resource is state-of-the-art and finished to the highest standards. I can’t fault the Morgan Sindall Construction team and their ability to interact with both the children and the school community as a whole.” 


National Institute of Teaching publishes first phase of inaugural research on mentoring for teachers

The National Institute of Teaching (NIoT) has published the first phase of its inaugural research project, ‘Mentoring and coaching trainee and early career teachers: conceptual review and current practice survey’. The aim of the research function of NIoT is to find workable and evidence-based solutions for the most urgent and complex teacher professional development challenges faced by schools everywhere.


The mentoring project draws on a diversity of perspectives and reference points from across the teacher development and wider education sectors*, bringing together a wide range of experts, organisations, skills and expertise. This first phase clarifies definitions and approaches – and explains the theories behind how schools-based mentoring can achieve a range of positive outcomes.


To inform the project’s recommendations to the sector, this phase also includes findings from a Teacher Tapp survey of around 300 mentees in their first five years of teaching and more than 1,000 mentors**, including:


  • Mentees in the sample were generally positive about being mentored: 87 per cent named at least one benefit, particularly greater confidence and improved teaching practices.
  • Whilst almost all mentors report experiencing some benefits, most also named some detrimental effects, and these frequently relate to lack of time and mentoring detracting from other activities.
  • A third of primary teachers in the sample did not feel that they had been given an appropriate mentor – twice the proportion of secondary teachers, who will typically work in schools with larger staff teams.
  • The benefits and challenges of mentorship reported by mentees did not differ substantially between those who were mentored by their line manager and those who had a separate line manager and mentor. However, more than half of all teachers surveyed said they would prefer not to be mentored by their line manager.


This work will help inform the final stage of this project, the publication in Spring 2023 of recommendations on effective practice for mentoring in primary and secondary education. Recommendations will also be informed by a review of the evidence. We will bridge gaps in evidence with practical, transparent and actionable recommendations that can benefit the whole school system, including other teacher-development providers, as well as NIoT’s own programmes. 


Executive Director of Research and Best Practice, Calum Davey, said: “Achieving our mission to improve the quality of teaching across the country means conducting rigorous research on areas of professional development that are challenging for schools to implement.”


“We chose teacher mentoring as our first research project because mentoring is a fundamental element of trainee and early career teacher training and, when done well, is a powerful way to support, develop and retain effective teachers. Issues such as capacity and expertise persist, which mean that schools can struggle to identify appropriate mentors and to provide them with sufficient time and support. 


“Schools, training providers and policy makers can benefit from guidance on where to focus effort and resource. Working closely with our research partners across the sector, the next phase of this project will analyse the evidence and findings to produce evidence-based recommendations.  These will inform our own training programmes and, crucially, be proactively shared with everyone in education for the purpose of benefiting teachers and pupils everywhere.”


To read the full conceptual review and research findings, go to


* The core project team consists of education and research experts including teachers, leaders and academics.


The expert panel has senior-level practitioner, academic and provider representation from seven leading teacher training universities, providers and academies. 


** This data was collected via the Teacher Tapp survey app in early July 2022 in order to give an overview of current mentoring practice in state-funded schools in England for teachers with fewer than five years’ experience.  

Softcat reveals cyber security is top IT priority for education sector in 2023


60% of education sector prioritising Cyber Security over the next year –

25% say sustainability is an important factor in their IT investments –

A new report by leading providers of IT infrastructure, Softcat, offers an exclusive look at the tech investments the education sector is prioritising in the year ahead. 


The findings form part of a report based on the views of more than 1,800 customers in the UK and Ireland – across 27 corporate and public sectors. 


The annual report reveals the education sector is prioritising Cyber Security above all other technology areas, with 60% of respondents saying it is their top focus over the next 12 months. 


Maintaining robust cyber security is a major challenge for the education sector, as demonstrated by the Cyber Security Breaches Survey 2022. According to the data, 92% of higher education colleges identified at least one breach or attack in the past 12 months – much higher than the average for UK businesses (39%).  


Universities have become lucrative targets for cybercriminals in recent years, mainly due to the huge amounts of non-public research information they hold. A report published by the National Cyber Security Centre shows that the university sector was the third most vulnerable to cyberattacks.  


Breaches or attacks identified within primary schools stayed at similar levels to 2021 (41% vs 36%), but within secondary schools, there was a significant increase in breaches and attacks (70% up from 58% in 2021). 


As the education sector becomes more digitalised and reliant on technology, cyber resilience has become a top priority. This involves taking a proactive approach to securing networks, devices and data, rather than responding ad-hoc to incidents. 


After Cyber Security, Devices is the second most cited technology investment area for the next year as organisations continue to invest in the digital workspace (58% of respondents). 


Covid-19 and its associated disruption has emphasised the need for educational institutions to have an agile method to onboard, secure, manage and monitor the devices used. This is particularly true for increasingly popular hybrid working and bring-your-own-device models. 


This is also reflected in the third top priority for education organisations – End Point Management (41%). 


Effective end-point management can support organisations from a security standpoint, allowing administrators to geofence features, track devices and assign policies and restrictions based on location. It can also help organisations limit accessibility on devices on-premises and at home, as well as speed up configuration, assignment and updates on a large scale. 


It’s clear from the survey findings that sustainability is moving higher up the agenda in the education sector when considering technology investments, with 25% of respondents citing it as a priority this year. 


Richard Wyn Griffith, Chief Commercial Officer, commented on the findings:  


“The past year has been one of transition and adjustment for our customers after the disruption and uncertainty of recent years.   


“Today, organisations are focused on switching off ‘emergency’ digital transformation mode and turning on smarter digital transformation, setting a clear and concise roadmap for the deployment of new technologies.  


“This will help them to remain agile in the face of new headwinds, as well as taking positive action towards our shared sustainability goals.   


“One thing is certain; it will be the digitally mature who prosper in the future.”  


The full findings from the 2022 Softcat Business Tech Priorities Report, including expert analysis, can be downloaded here.  

From pitch to classroom: storytelling platform launches free live football themed learning


Following the buzz surrounding the kick off to the FIFA World Cup, immersive storytelling platform, Lyfta, is launching free live lessons to stream into classrooms across the UK, themed around the positive values that sport encourages including resilience, leadership and teamwork.

The interactive 30 minutes live streamed lessons take place on 30th November and 2nd December. Teachers will be able to access the live lessons via a Zoom link with no preparation required. 

As the world gets swept up in the excitement surrounding the World Cup, it is an ideal opportunity to engage pupils in meaningful learning and discussion on important skills such as teamwork, leadership and coping with success and failure. Utilising sport is an excellent way to nurture positive values and personal skill sets.  

Participating pupils will experience one of the stories from Lyfta’s Kids’ Cup which features Anna from Norway as she prepares to compete in the international Kids’ Cup competition. We’ll see Anna’s home and bedroom in 360° and see how she has to learn that coping with disappointment is all part of the game.

Pupils will get an insight into the different lives children across the world lead, and understand how sport is integral to fostering positive values to unite communities. 

Serdar Ferit, CEO at Lyfta, said:

“We know that real human stories provide a powerful tool to model positive values to children – a way for them to learn from others and reflect on their own values and behaviours at a safe distance. We hope our live lessons will provide an easy and impactful way for educators to  leverage the excitement of the World Cup as a powerful learning opportunity for students.”


The sports-related immersive lessons will take place on Wednesday, 30th November and Friday, 2nd December. For more information and to register a class for the 2022 Fifa Men’s Football World Cup Lyfta Live Lesson, please visit:

The Blair Project seeking teams for ultimate motorsport STEM competition


The Blair Project, a Manchester-based provider of STEM education for young people and adults, is seeking secondary schools, colleges and youth clubs across Greater Manchester to register for its upcoming ProtoEV STEM Challenge.


Set to launch in January 2023, the ProtoEV STEM Challenge gives young people from ages 11 to 19 the opportunity to learn how to retrofit petrol go karts and convert them into fully electric ekarts which they get to test and race to see which is the fastest and most energy efficient. In the process, the teams learn about the electrification of transport, and leave equipped with the skills required for a career within the digital, technology or engineering sectors.


Through ProtoEV, underrepresented youth discover talents that they never knew they had; develop skills that industry needs and get hands on with electric vehicle propulsion systems and battery technologies; and discover career progression pathways. The Blair Project is building the schools to employment talent pipeline that the UK needs to reach Net Zero.


The challenge requires students to learn about physics, aerodynamics, design, manufacturing, branding, graphics, sponsorship, marketing, teamwork, media skills and financial strategy, and apply them in a practical, imaginative, competitive and life changing way.


The Blair Project seeks to engage young people who may have low awareness of careers in engineering and technology, inspiring them to pursue well-paid careers as innovators, technicians, scientists and engineers. It is focused on championing diversity, inclusion and social mobility in STEM, with a particular focus on growing the pipeline of female, BAME and working-class talent.


Having begun in Greater Manchester in 2018, this year ProtoEV is being rolled out nationally to widen the opportunity to students living in London, Oxford, and the West Midlands in partnership with Oxford Brookes University’s Centre for Motorsport Engineering and University of Birmingham.


Nile Henry, founder and CEO of The Blair Project, said: “This an exciting opportunity for schools, colleges and youth clubs to get involved in something that is truly transformational. Since launching ProtoEV in 2018, 55 students have been involved in the challenge, with 95% going on to pursue further education and careers in STEM.


“We know that there is a diversity problem in STEM and in the world of motorsport but can’t stand by as talent potential is wasted. At The Blair Project, we look to enable young people to meaningfully engage with the sector and remove the barriers that are stopping them from taking up careers in STEM and motorsport and driving lasting, transformational change.


“After some time off due to the pandemic, we are incredibly excited to relaunch ProtoEV, and can’t wait to see what our teams achieve!”


Teams can find out more and sign up here:


Esri UK provides mapping expertise for Department for Education’s major new climate project

Nature Park project will map grounds of every school, creating one vast nature park roughly twice the size of Birmingham


The Department for Education (DfE) has released further details of its National Education Nature Park, created to teach children of all ages about climate change and improve biodiversity across the country. Esri UK is providing a digital mapping platform and expertise in biodiversity mapping to help underpin this exciting initiative, first announced at COP26 by the Education Secretary. 


The National Education Nature Park will engage young people and teachers with nature, supporting them to play a driving role in mapping and monitoring biodiversity on their grounds using citizen science and, critically, taking action to enhance it. The DfE believe this could play an important part in increasing biodiversity across the education estate and have a real impact on halting the decline of nature in England.


The Nature Park project will map, manage and enhance the grounds in every school, college or nursery in the country, creating one, vast nature park roughly twice the size of Birmingham. Students will have the opportunity to transform their green spaces into their own Nature Park and play leadership roles in studying, managing and enhancing biodiversity and climate resilience.


To deliver the project, DfE has created a partnership led by the Natural History Museum working with Esri UK, the Royal Horticultural Society, the Royal Society, Royal Geographical Society, Learning through Landscapes, Manchester Metropolitan University and other supporting partners. 


The partnership will be working with Esri UK to devise digital tools for use by children and young people, such as mobile apps, enabling them to map the biodiversity of their school grounds and its improvement over time. 


“We are delighted to be working with the Department for Education and partners on the National Education Nature Park initiative,” said Stuart Bonthrone, Managing Director of Esri UK. “Biodiversity and environmental sustainability are at the heart of much of the work that Esri UK and our customers are involved in globally and we have a long-standing commitment to Education, providing our software free to schools in the UK and around the world. We are therefore particularly proud to be part of this initiative which closely reflects the core nature and values of our business.”


In addition to improving biodiversity across the country and engaging young people in nature, the application of biodiversity mapping will help children and young people develop competences in mapping, numeracy and spatial awareness. The Nature Park will therefore help pupils and students to develop skills in data visualisation and analysis, encouraging analytical thinking and problem solving.


The project is a perfect fit for Esri UK. For over 50 years, Esri has been committed to the conservation of the planet, developing geospatial solutions that help to protect it. In the UK Education sector, over 3,000 schools currently use its Geographic Information Systems (GIS) software as part of the Esri UK Education programme, which provides free access to its software, teaching resources and teacher training.


The partnership will be creating a wealth of curated and quality assured information and teaching resources easily accessible to teachers to support them in delivering climate education across the curriculum. A new climate action award scheme will also recognise the work being undertaken in all education settings to protect green spaces and promote biodiversity.


To find out more about the National Education Nature Park, schools and students can read the Department for Education’s blog and register for updates on the Natural History Museum’s website.

“Made for Mentors”: NASBTT Curriculum Designer champions new teacher development programmes

A former School Centred Initial Teacher Training (SCITT) tutor and Assistant Principal for Teaching and Learning is making her mark as the newly-appointed Curriculum Designer at the National Association of School-Based Teacher Trainers (NASBTT).


Clare Haly, who previously spent three-and-a-half years at The Buckinghamshire Partnership SCITT, joined NASBTT in the summer to lead on curriculum design, ensuring that NASBTT’s resources and practices are evidence-informed and fully up-to-date for members and mentors.


With the 2024-25 mentoring requirements signalling a clear need for greater flexibility in the design and delivery of mentor development programmes, Clare is leading the creation of NASBTT’s new Mentor Development Modules. This will give all mentors in schools access to 60 modules to support their “ongoing development, refinement and expansion” – and help them to manage the number of hours of development required.


The first five modules are set to be available in January. A small-scale pilot of both taught and self-study materials, which will be hosted on NASBTT Learn, will then be undertaken in spring and summer 2023 building up to a wider pilot of 20-30 modules during the 2023-24 academic year. The final rubber-stamped Mentor Development Modules will then be made available to NASBTT members ahead of September 2024, and for licensing to other institutions including MATs, Teaching School Hubs and universities.


As part of her remit, Clare is also teaching on a new National Professional Qualification in Leading Teacher Development (NPQLTD), delivered in partnership with the Teacher Development Trust, which started in September.


The NPQLTD is a recommended qualification for lead mentors working within ITT partnerships, as set out in the Department for Education’s quality requirements for 2024. Over 70 individuals are undertaking this qualification through NASBTT which allows them to work alongside a cohort of ITT professionals, contextualise the learning to the ITT sector, and share and build upon the extensive ITT expertise that exists within NASBTT membership. Applications are now open for the programme beginning next autumn.


“Throughout my career I have always been passionate about teacher development and CPD,” Clare said. “My view is children are front and centre of education – they need good teachers, and good mentors. I love challenge, I love research, and I have always listened out for valuable insight to feed into my trainees as a SCITT tutor, and colleagues as Assistant Principal for Teaching and Learning. In my later years working in a SCITT it became clear that there was not a lot around in terms of personal development for mentors. When I heard about the opportunity to join NASBTT in this capacity I knew this was a great opportunity to make a difference to teacher development and training that has real impact.”


Clare, who formerly taught English, RE and Philosophy in both primary and secondary settings, said that NASBTT’s overarching ethos and commitment to investing in the sector also attracted her to the role. “With the Mentor Development Modules, the NPQLTD and other CPD provision, NASBTT has shown that it is at the forefront of teacher development. Its main advantage is its reputation – it is trusted – and proven to be invaluable to school-led ITT providers for knowledge and insight. My own love of ITT, and desire to instil good practice in the teachers of tomorrow so they go into their classes and bring about change for the benefit of children, means this is the perfect match. I have learned a lot about mentor support and engagement and am bringing that into the role.”


Additionally, Clare is a qualified mental health first aider, with related knowledge of the importance of coaching and mentoring in schools. Always keen to learn and continue her own professional development, she has sat on working parties for curriculum development and whole school improvement planning. Clare is also completing research on inclusion and how children learn, particularly during mixed-ability teaching. 


NASBTT Executive Director Emma Hollis said: “We are delighted to welcome Clare to the team. Her sector knowledge, passion for teacher development, and strong work ethic are already making a significant difference to our work. Both the Mentor Development Modules and NPQLTD are key strategic developments for our sector, and we look forward to working with Clare on other new training innovations over time.”


Schools and environmental impact.


Since the Industrial Revolution, human polluting activity has caused 1.0°C of global warming and an increase to 1.5°C is expected between 2030 and 2052 if emissions continue to increase at the current rate. Despite the UK government’s Net Zero commitments and the Department for Education’s vision to be “the world-leading education sector in sustainability and climate change by 2030” only 38% of the responding organizations had so far committed to Net Zero as a target.


IT’s environmental impact.


Scientists and governments agree on the need to re-evaluate all aspects of human activity that cause pollution, education included. Low-carbon alternatives must be implemented if energy efficiency improvements are to grow by 4% annually; three times their current rate. EUC devices are responsible for 34% of IT-related pollution across the UK, with up to 80% of general pollution caused by their daily use. This creates 3m tonnes of CO2e equivalent to 650,000 cars driving on UK roads annually.


Green digital transformation.


Many are the signs that the IT industry is beginning to respond to environmental concerns pushing organizations and institution towards a greener digital transformation. To achieve this in a world influenced by the effects of climate change, Acer supports the education sector levelling up within a context of sustainability, giving all children, young people and adults the technological tools to thrive in a green economy and to help restore nature.


Start your green journey, with Acer.


As part of their wider sustainability strategy, Acer have designed the complete Vero range with eco-friendly PCR plastics, prioritizing ease of repair and optimum efficiency thanks to the inclusion of the custom eco mode. The Acer Chromebook Spin 513 and Chromebook Spin 311 allow for exceptionally low energy consumption; up to nearly 70% per annum when compared to a typical Windows device estate, as validated by the PX3 independent benchmarking.


Institutions can also benefit from the Acer Green Rewards programme for the sustainable, secure and affordable support of eco-friendly technological transformation. IT users are encouraged to register for instant valuations of their legacy devices, which can be sent to Acer for re-use. Green rewards may then be exchanged for new Acer devices, boosting energy efficiency by up to 84%.




Educational institutions have an important environmental impact that could be improved by implementing a green digital transformation with the support of Acer and not only its products, but also programs. Acer commissioned independent specialists PX3 to carry out benchmarking of devices to accurately quantify their use phase energy consumption. This data, available in technical reports and white-papers, provides with accurate information for CSR / ESG reporting as well as playing an important role in carbon reduction plans and “Net Zero” initiatives.


Would you like to read more? Download now the full research report ‘Sustainable IT in education – issues, trends & attitudes among decision makers’ on the Acer gated website:




[1] PX3, (2022). ‘Sustainable IT in education – issues, trends & attitudes among decision makers’. Warwick, UK.

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