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and Content Analysis  \nVasileios Symeonidis*1, Denis Francesconi2 and Evi Agostini3  \n• Following the severe impact of the Covid-19 pandemic on education systems in Europe, the EU has been called upon to provide a concerted response to the crisis in a context where member states provided their own diverse responses. Against this background, the aim of this article is to uncover and critically examine the EU’s education policy discourse and promoted narratives since the outbreak of the Covid-19 pandemic, and by doing so evaluate the EU’s response-ability for education recovery during the crisis. A conceptual framework has been devised to analyse the responsiveness of an international entity, such as the EU, based on organisational and neo-institutionalist theories. Data were collected through a combination of discourse analysis and computer-assisted content analysis, which was applied to official EU education policy documents published in  \n2020. The following categories emerged from the analysis process, indicating that the EU perceives education recovery as: “upskilling and reskilling”,“digital transformation” and “sustainable development”. The findings suggest a substantial continuation between the EU’s pre-and post-Covid-19 strategy in the education sector, and even an acceleration in the same direction, revealing a lack of real change in the EU’s response, which was focused predominantly on the economic and employability approach to education.  \nKeywords: Covid-19 pandemic, European Union, education recovery, response-ability, responsiveness  \n1 *Corresponding Author. Institute of Education Research and Teacher Education, University of Graz, Austria; [vasileios.symeonidis@uni-graz.at](vasileios.symeonidis@uni-graz.at).  \n2 Department of Teacher Education, University of Vienna, Austria.  \n3 Department of Teacher Education and Department of Education, University of Vienna, Austria.  \nOdziv izobraževalne politike EU na pandemijo covida-19: analiza diskurza in vsebine  \nVasileios Symeonidis, Denis Francesconi in Evi Agostini  \n• Močen vpliv pandemije covida-19 na izobraževalne sisteme v Evropi jespodbudil Evropsko unijo (EU) k usklajenemu odzivu na krizo v razmerah, v katerih so se države članice različno odzivale. Skladno s tem je cilj članka odkriti in kritično preučiti diskurz izobraževalne politike EU inspodbujene naracije od izbruha pandemije covida-19 ter s tem oceniti zmožnost odzivnosti EU na okrevanje izobraževanja med krizo. Da bianalizirali odzivnost mednarodnega subjekta, kot je EU, smo oblikovali konceptualni okvir, ki temelji na organizacijskih in neoinstitucionalističnih teorijah. Podatki so bili zbrani s kombinacijo analize diskurza in računalniško podprte analize vsebine, ki je bila uporabljena za uradnedokumente o izobraževalni politiki EU, objavljene leta 2020. V procesu analize so se izoblikovale kategorije, ki kažejo, da EU dojema okrevanjeizobraževanja kot »nadgradnjo in prekvalifikacijo«, »digitalno preobrazbo« in »trajnostni razvoj« . Ugotovitve kažejo na precejšnje nadaljevanjestrategije EU v izobraževalnem sektorju pred obdobjem in po obdobju covida-19 ter celo na pospešitev v isti smeri, kar razkriva pomanjkanje dejanskih sprememb v odzivu EU, ki je bil osredinjen predvsem na gospodarski in zaposljivostni pristop k izobraževanju.  \nKljučne besede: pandemija covida-19, Evropska unija, okrevanjeizobraževanja, zmožnost odzivnosti, odzivnost  \nIntroduction  \nThe Covid-19 crisis is a systemic crisis that has created the largest disruption of education systems in history, impacting approximately 1.6 billion learners in more than 190 countries and all continents (United Nations, 2020) . While the pandemic is still hitting large parts of the world – it is stated that Covid-19 has sharpened the precarious economic and social situation of millions of people all around the globe (Tcherneva, 2020)– some initial an","cbCaiki3piNxWS66","https://ap.wps.com/l/cbCaiki3piNxWS66","pdf",252567,27,"English","# Introduction\n## EU-level context and policy decisions\n## Discourse and content analysis approach","[{\"question\":\"What is the article’s main goal regarding EU education policy during Covid-19?\",\"answer\":\"It uncovers and critically examines the EU’s education-policy discourse and narratives since the outbreak of Covid-19, evaluating the EU’s responsiveness for education recovery during the crisis.\"},{\"question\":\"How did the study analyze EU policy and narratives?\",\"answer\":\"It devised a conceptual framework for responsiveness and used discourse analysis combined with computer-assisted content analysis on official EU education policy documents from 2020.\"},{\"question\":\"What categories did the analysis identify about how the EU frames education recovery?\",\"answer\":\"The EU perceives recovery mainly as “upskilling and reskilling”, “digital transformation”, and “sustainable development”.\"}]","The EU’s Education Policy Response to the Covid-19 Pandemic - A Discourse and Content Analysis | PDF",1792086638,68]