Schools in Transformation with Readiness, Adaptations and Nurturing Digital Skills

The recent pandemic crisis has led to significant technological, organizational, cultural and social changes. These changes have required a review of the digital awareness and preparedness of all ...

General objective: Facilitate the transition towards blended learning and distance learning for educators and learners, supporting them in adopting digital methodologies in learning practices, while building emotional bonds between educators and learners, and between learners themselves. Specific objectives: - Strengthen the methodological and pedagogical skills of teachers and educators, allowing them to use digital technologies and increasing their digital mentality. - Support learners in the transition to distance learning and in integrating digital means into their lives. - Engage families and communities in learning practices to increase digital awareness while addressing isolation.

STRANDS provided innovative open educational resources for teachers, students and their families to ease the transition of educators and learners to blended learning and distance learning. Teachers were more motivated to work at school using digital tools, thanks to a better understanding of the principles of non-formal education and its benefits. By collaborating with peers and through different training activities, teachers increased their interest and skills in digital learning methodologies. Furthermore, teachers and school staff have become more aware of the European frameworks on digital competences for educators. At the same time, students, especially those with fewer opportunities, have benefited from the improved accessibility and improved quality of online learning materials. They gained awareness on the topic, especially during C1 in Dublin, where they had the opportunity to share ideas with people from different countries and gain knowledge about online safety. STRANDS results are freely available for schools, teachers, communities and youth workers who wish to adopt them; this contributes to a broader positive change in online education and more effective educational methods both nationally and internationally. The schools contributed to a sustainable and effective promotion of the project and develop new educational models based on society's needs. Family and community members were equipped with tangible tools to recognize the risk factors of youth digitalization and act accordingly to prevent them. They made their contribution to the positive social change achieved. Policy makers became more aware of the issue locally and internationally, especially during the final EU conference held in Bratislava, the Slovak capital.