The researchers Thomas André Prola and Emmanuel Soriano Flores recently published a chapter in a book titled “Aprender para el futuro: educación y competencias digitales en la era de la inteligencia artificial” by Dykinson S.L. publishing house. This chapter addresses a critical issue in the European education system: the high early attrition rate among new teachers—those with less than five years of experience.
To better understand and tackle this issue, the authors present findings from the European project DigitalTA (2022–2025), funded by Erasmus+, which investigates effective forms of support to retain newly qualified teachers.The chapter highlights that nearly 28% of novice teachers in Europe leave the profession within their first few years. There are various reasons why this is occurring, rooted in personal, organizational, social and cultural factors. A common factor among these is the lack of adequate support from the educational community.
The study was conducted in Spain and Poland—countries chosen for their contrasting educational contexts. It took place in two phases: first, a survey completed by 134 teachers; second, focus group discussions with an additional 18 participants. The research emphasizes the “onlife” environment, a term used to describe the blend of physical and digital learning spaces that shape the professional experiences of today’s teachers.
A key finding of the study is that novice teachers need robust, ongoing support networks to build confidence and remain committed to their profession. These networks should not only include fellow educators but also mentors, training institutions and digital platforms that enable collaborative learning. Furthermore, the chapter emphasizes the importance of setting realistic and motivating expectations during initial teacher training in order to prevent “functional dropout”—where teachers remain in the profession but disengage from meaningful teaching and learning.
The authors advocate for an approach that focuses on school culture and institutional daily experiences. Specifically, the history of the school as an institution but also the human relationships that are established in the school, as an anthropological space for professional continuous learning. They want to implement this approach in designing these support systems—one that acknowledges teachers’ identities, interests and challenges. They stress the value of creating spaces where new teachers can openly share experiences, reflect on their practice and receive continuous feedback.
Looking ahead, the chapter proposes that the findings from DigitalTA will help to build the development of a European digital training environment. This platform will aim to smooth the transition from teacher education to professional practice, reduce attrition and promote a culture of collaboration and lifelong learning across the education sector.
In conclusion, “Toward Reducing Teacher Turnover In Europe,” offers a thoughtful and forward-looking perspective on how to reduce teacher turnover in Europe thanks to physical and digital environment support. It highlights the essential role of community—both physical and digital—in supporting newly qualified educators and ensuring their long-term success and satisfaction in the teaching profession.