The strategic framework for European cooperation in education and training (Council of the European Union \\[EUCO\\], 2021) sets out six key strategic priorities, which reinforce the EU's commitment towards the European Education Area (EUCO, 2019b) and support its further development, while also delineating the key directions of the EU in education policy. These priorities envision a European education which is inclusive, diverse and equitable, high-quality and accessible for all, future-oriented, digital-focused, reflective of the green transition, appreciative of teachers and enables lifelong learning (including high-quality teacher training) – while it also underlines the key role of education in promoting active and responsible citizenship in an "era in which globalisation, technological progress, sustainability challenges, persistent social inclusion challenges, political instability and demographic change are having a profound impact on European societies and citizens" (EUCO, 2019b, p. 1). The priorities of the Strategic framework for European cooperation in education and training are reflected in the focus topics of the EEA, which are: 1) quality and equity in education and training, 2) teacher training and teaching as a profession, 3) digital education and 4) green education. These four principles – aligned with other strategic documents even outside the direct field of education, such as the European Pillar of Social Rights, the European Skills Agenda (European Commission \\[EC\\], 2020b), the European Digital Strategy, the European Democracy Action Plan (EC, 2020d) and the European Green Deal – provide the fabric of the European dimension of the SciLMi Framework. Embedded in this policy and professional context, the SciLMi Framework is inherently European. It has been developed to reflect and further the vision and priorities of the EU for education and training through a new, extended approach to scientific literacy. The Framework's overall aims are directly linked to the EU's goals on improving quality and equity in education, supporting educators, and enhancing lifelong learning, digital, transversal and employability skills. The Framework emphasizes the importance of understanding diverse perspectives, distinguishing between reliable and unreliable sources, understanding the role and impact of media in society, developing critical thinking skills and constructing well-founded arguments. In this way, it supports the EU's vision of helping learners navigate an increasingly complex digital and information-rich world (EUCO, 2021; EC, 2020b) and equipping them with essential skills for future challenges (Organisation for Economic Co-Operation and Development \\[OECD\\], 2019b), while also preparing them to engage with complex global issues (scientific and non-scientific), and to become resilient, responsible and active citizens (EC et al., 2012; EC & European Education and Culture Executive Agency \\[EACEA\\], 2018; EACEA & Eurydice, 2016).
\nInclusion, diversity and equality are fundamental principles of the EU's education priorities (EUCO, 2018, 2019b, 2021; EACEA & Eurydice, 2016). The SciLMi Framework puts forth an educational approach to meta-scientific literacies that is innately inclusive. With a strong emphasis on Universal Design for Learning (UDL) and differentiated instruction, it strives for educational practices that are accessible and tailored to the diverse needs of all students. The Framework's elements encourage values such as human dignity and human rights, openness, and showing respect and appreciation towards others, and towards all forms of diversity – including social, cultural and linguistic differences. It incorporates a linguistic perspective, not only directly for the competences of meta-scientific literacies, but also by emphasising multilingualism as a key aspect of inclusion in the classroom (in line with the principles of the EEA and (EUCO, 2019a)). The inclusion aspect of the Framework does not only support the EU's goal of creating inclusive education systems but also promotes equity, ensuring that all learners, regardless of their background, have access to high-quality education.
\nThe progress in digital transformation is a key priority of the EU that points to the constantly growing need to foster digital literacy skills of citizens based on a well-established approach that reflects on future challenges. While the 2030 Digital Compass paves the way for EU Member States to achieve goals such as a digitally skilled population and highly skilled digital professionals (EC, 2021a, p. 4), the Digital Education Action Plan (2021–2027) provides a detailed vision of high-quality, inclusive and accessible digital education in Europe. Having digitally competent and confident educators is vital for supporting the provision of basic digital skills and competences from an early age, and for boosting advanced digital skills to successfully enhance the number of digital specialists (EC, 2020a). The SciLMi Framework includes both the necessary skills to navigate and utilize digital technologies effectively, and the educators' competences and attitudes that are required to foster the skills of their students. By providing a set of skills that are important for the responsible use of digital media, the Framework aims to prepare students to be competent users in the digital age, where resilience to mis- and disinformation is essential. The SciLMi Framework aligns with the Digital Competence Framework for Citizens (DigComp 2.2) by focusing on competences needed to successfully navigate in an environment where information sources are mostly digitalised (Vuorkari et al., 2022). In the larger context of promoting digital skills, the improvement of AI skills gains increasing importance (EC, 2021b, p. 28). Supporting learners and educators in acquiring and sharing the necessary digital skills and competences related to the understanding of AI is increasingly important for a European citizen to take an active part in the economy, society, and democratic processes (EP, 2024, p. 53).
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