<< Background >>The Digital transformation is one of the two main strategic priorities in EU for the period 2020 – 2027. The Digital Education Action Plan has two strategic priorities:1.Fostering the development of a high-performing digital education ecosystem requiring:-infrastructure, connectivity, and digital equipment-effective digital capacity planning and development, including up-to-date organisational capabilities-digitally competent and confident teachers and education and training staff-high-quality learning content, user-friendly tools and secure platforms which respect privacy and ethical standards2.Enhancing digital skills and competences for the digital transformation requiring:-basic digital skills and competences from an early ageodigital literacy, including fighting disinformationocomputing educationogood knowledge and understanding of data-intensive technologies, such as artificial intelligence-advanced digital skills which produce more digital specialists and also ensure that girls and young women are equally represented in digital studies and careersMost educational institutions have problems addressing digital transformation on operational level although many supporting tools, literature and good practices have been developed. VET schools with all their sector specific challenges and rapid developments are put into an even more challenging situation as they have to apply digitalisation to these professional digital developments.We identified SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational technologies) a free tool designed to help schools embed digital technologies into teaching, learning and assessment developed by the Joint Research Centre (JRC) of the European Commission (launched in October 2018) as a useful tool to identify the digital readiness of schools. Nevertheless, it does not cover sector specific issues and apprenticeships which are one of the vital parts of VET schools.In spring 2020 JRC published a tender to pilot the SELFIE WBL tool (related to apprenticeships, involving also in-company trainers) in 4 EU countries (France, Germany, Poland, and Hungary). EfVET applied to the tender supported by the members in these countries (SEPR, BBSW, OIC Foundation Poland and AHDE) and the research partner from Slovenia (Skupnost VSŠ). The partnership piloted SELFIE WBL in the 4 mentioned countries engaging a total of 59 VET schools, 97 in-company trainers, 177 school leaders, 1,221 VET teachers, 10,294 VET students, and 43 school coordinators in the pilot.VET schools received a colourful report with a lot of data and information from different stakeholders. Nevertheless, all of them found it difficult to translate the results into actions to effectively address the digital transformation of their VET school. They missed recommendations based on results, good practices and a possibility to benchmark not as a ranking list but rather to have an indication what these results mean in the national or EU context. Furthermore, VET schools learned that their communication with the companies is quite poor and expressed the need to strengthen the ecosystem with their regional stakeholders.To address all these open questions of the VET schools engaged in the pilot the same partnership decided to apply for this SELFIE WBL Follow Up project.<< Objectives >>The objectives of the SELFIE WBL Follow Up project are:-For the VET schools to understand fully the results received through the SELFIE WBL institutional report.-Use these results to effectively address the actions for digital transformation.-Build the capacity for digital transformation of their VET school.-To use SELFIE WBL to strengthen the ecosystem and cooperation with companies and other stakeholders which will contribute to better professional and digital skills and competencies of all stakeholders (especially students).-For VET schools to use the SELFIE WBL tool on regular basis and follow their achievements towards their digital transformation.-Prepare guidelines with recommendations and good practices for all other users of the SELFIE WBL tool to make the use of their report easier.-Propose the project result SELFIE WBL supporting toolkit as supporting materials to JRC.-To make it easier to all further VET schools to use the SELFIE WBL tool as an effective toll towards their digital transformation.<< Implementation >>The SELFIE WBL Follow Up project aims to produce the following project results:Institutional Digital Action Plans by:-Comparing and analysing anonymous institutional SELFIE WBL pilot report results per stakeholder and section (Peer Learning Activity)-Reading and understanding institutional SELFIE WBL pilot report results-Analysing institutional SELFIE WBL pilot report results-Designing an institutional Digital Action Plan through the identification of “Excellence” by means of the McKinsey 7s model-Putting the Digital Action Plan into action (activating the Digital Action Plan, monitoring actions)Collection of good/bad practices/networking by:-Preparing a template for good/bad practice collection-Identifying and collecting good/bad practices-Quality check and selection of good/bad practices. identification of “Excellence” by means of the McKinsey 7s model-Sharing the collection good/bad practicesCPD solutions for leadership and management/teachers/students by:-Identifying digitalisation gaps among leadership/teachers/students-Developing CPD solutions for leadership/teachers/students-Piloting (Test) the CPD solutions-Implementing CPD solutions for leadership/teachers/students-Evaluating CPD solutions for leadership/teachers/studentsBuilding the ecosystem with companies by:-Identifying existing gaps with companies-Developing solutions to strengthen bounds to companies-Implementing solutions to empower the school – company ecosystem-Evaluating solutions to empower the school – company ecosystemRepeating the SELFIE WBL self-reflection exercise by:-Preparing the repeated SELFIE WBL self-reflection exercise by:oIdentifying areas of more detailed interestoSelecting the appropriate optional questionsoDefining and designing own questionsoDefining the best timeslot for the repeated SELFIE WBL self-reflection exerciseoMobilising stakeholders for the repeated SELFIE WBL self-reflection exerciseoPromoting the reasoning and benefits of the repeated SELFIE WBL self-reflection exercise among stakeholders-Conducting the repeated SELFIE WBL self-reflection exercise-Following-up focus groups and interviews-Collecting the repeated institutional SELFIE WBL report results-Analysing the of the repeated institutional SELFIE WBL report results and trends-Evaluating progress and trends according to the set Digital Action Plan-Updating the Digital Action PlanDeveloping the SELFIE WBL supporting toolkit-Preparation guide before the SELFIE WBL self-reflection exercise.-Follow-up guide.-How to translate results into an institutional Digital Action Plan.-Publishing and sharing the collection good/bad practices.-Country Progress Reports.<< Results >>As a direct project result, we expect:-50 Institutional Digital Action Plans (10 per country – FR, DE, HU, PL, SI)-50 Good/bad practices (10 per country – FR, DE, HU, PL, SI)-5 CPD solutions for leadership and management (1 per country – FR, DE, HU, PL, SI)-5 CPD solutions for teachers (1 per country – FR, DE, HU, PL, SI)-5 CPD solutions for students (1 per country – FR, DE, HU, PL, SI)-500 in-company trainers engaged the repeated SELFIE WBL exercise (FR, DE, HU, PL, SI)-200 school leaders engaged the repeated SELFIE WBL exercise (FR, DE, HU, PL, SI)-1,500 VET teachers engaged the repeated SELFIE WBL exercise (FR, DE, HU, PL, SI)-15,000 VET students engaged the repeated SELFIE WBL exercise (FR, DE, HU, PL, SI)-50 school coordinators engaged the repeated SELFIE WBL exercise (10 per country – FR, DE, HU, PL, SI)-50 focus groups with 5-10 teaching staff (10 per country – FR, DE, HU, PL, SI)-50 focus groups with 5-10 students (10 per country – FR, DE, HU, PL, SI)-50 interviews with school leaders (10 per country – FR, DE, HU, PL, SI)-50 interviews with company representatives (10 per country – FR, DE, HU, PL, SI)-50 interviews with institutional SELFIE WBL coordinators (10 per country – FR, DE, HU, PL, SI)-50 Updated Institutional Digital Action Plans (10 per country – FR, DE, HU, PL, SI)-1 Preparation guide before the SELFIE WBL self-reflection exercise in 6 languages (EN, FR, DE, HU, PL, SI)-1 SELFIE WBL Follow-up guide in 6 languages (EN, FR, DE, HU, PL, SI)-1 Guidelines on how to translate SELFIE WBL report results into an institutional Digital Action Plan in 6 languages (EN, FR, DE, HU, PL, SI)-1 Collection good/bad practices in 6 languages (EN, FR, DE, HU, PL, SI)-5 Country Progress Reports (FR, DE, HU, PL, SI)-Strengthening the digital capacity on national and international level in FR, DE, HU, PL, SIAs indirect project results, we expect:-Strengthening internationalisation among the 50 VET schools in FR, DE, HU, PL, SI-Promote digital transformation in VET-Promote the use of SELFIE WBL (EfVET has the reach of 205 associations in 33 countries, approximately 200 000 VET professionals and 2.000.000 VET learners)-To make the effective use of the SELFIE WBL for VET schools in all EU countries-Strengthen the SELFIE WBL ecosystem on regional and national level-Contribute to the further development of the SELFIE WBL tool also for Higher VET and PHE

<< Background >>The primary beneficiaries of the results of our cooperation are teachers and students in higher education. Based on an internal survey at the University of Debrecen, we concluded that developing the digital competencies of both students and teachers could have a positive impact on the quality of education. This would be true even if we were not experiencing a global pandemic, but at the moment, when the vast majority of pedagogical processes are forced into the digital space, it seems downright essential.The University of Debrecen and its partner universities (Sapientia University, János Selye University, Presov University) and the Hungarian Association for Digital Education are involved in the proposed activities to participate in international projects, thus in an innovative way. By following the results, good practices, and trends carried out and summarized jointly in the international environment, outputs can be created from which the professionals and people of the future can learn. The Covid situation has accelerated digitalization and provided opportunities for online education. The new generations, the Z and the Alpha, expect you to learn in a digital environment at a basic level, but at the same time take care of health. We submit the application with the intention to be able to produce higher-quality teaching materials through transnational cooperation. The teaching staff of the consortium has to prepare digital study materials already, but sometimes colleagues do not have the necessary skills. In order to get to know the integrated systems, and the advanced possibilities in digital presentation, the higher education members need education in these fields. The pushing necessity of the COVID pandemic forced us to integrate the basic healthcare and infection control methods for pedagogic education, while in exchange, teachers without a pedagogic degree will have a possibility of self-development. Through the training for trainers, the education staff gains abilities to produce quality guaranteed (validated by MDO Association) teaching materials. Eight Subjects Curriculum will undergo an international overview and development process. Four of these subjects will be integrated into the education system of the partners and kept bilaterally with e-Twinning methods. The project covers digital technologies, that have expanded the activities of the individual with a renewed awareness. On the one hand, they have provided meaningful informal learning activities, on the other hand, they have functioned as a useful strategic tool for effective sharing, and they have also enhanced learning. The meaningful use of digital competencies has reached the level of literacy and numeracy, as a third basic skill.The final benefit of the project can be derived from the students getting a better education, which prepares them for being a part of a digital society, with enhanced openness, and sensitivity for information source trust.We would like to work together with Romanian, Slovak universities and our partners. Active participation in international processes is one of the basic principles of current education policy. We want to gather good practices, use the knowledge of professionals and integrate it into education. We want to meet the needs of our students, leaders, faculty, and partners, all using health security, available knowledge, and available technologies.<< Objectives >>The INDEHEP project aims to integrate innovative educational processes accelerated by the challenges of the Covid situation into curriculum development and teaching in the field of health sciences. Implementation will take place over a 3-year project period, in English, basically. The members of the project consortium are: University of Debrecen, Sapientia University, University of Prešov, János Selye University, Hungarian Association for Digital Education.The objective of the project can be formulated simply: the activities should increase the health knowledge of the teachers and the prospective teachers. The knowledge transferred is disseminated at secondary and higher education levels. This will be passed on to a wider population.General goals and topics:- Addressing digital transformation through the development of digital readiness, resilience, and capacity- Stimulating innovative learning and teaching practices- Strategic partnership for the development of digital educational skills- Improving the feasibility and synergies of online education, distance learning, and the traditional hybrid of traditional education, adopting the good practice, supporting educators- Develop skills and competencies that stimulate creativity and increase learning efficiency.- Creating new, innovative, or joint curricula or courses- Development of training courses- New learning and teaching methodsExpected results:- Results of digital skills survey among higher education partners (online)- Improving the competence and knowledge of teachers and staff in the technological and online training of higher education staff in the field of digital technology- Competence and knowledge of teachers and staff is improved in the field of pedagogical knowledge, focus on the pedagogy of online blended hybrid education- The competence and knowledge of trainers and staff are improved in the field of health and hygiene- Separated development of blended hybrid education related to subjects and curricula related to health sciences- Publicity and publication of resultsOur goal is a sustainable but innovative educational development in which the needs of the students are met to the maximum. We are the professionals of the future, we are training the people for the nation. In international competition, it is also important for the Hungarian people to have knowledge that they can live safely, healthily, sustainably, and innovatively. Quality of life is based on the perception of life, value preference, which is based on socialization. Young people are the driving force behind the educational process, including higher education, so it is important that we pass on the best knowledge. This requires such projects, international co-thinking. The essence of our concept is to start a new development path with the joint examination and knowledge transport of 4 relevant areas (health, pedagogy, digital systems, digital illustration) based on research and needs assessments and management needs. Continuing with this, what the University of Debrecen and its partners have represented in recent decades. The finished products can be used widely and internationally.<< Implementation >>As usual, an opening and closing conference will be held for the projects. These are complemented by management, quality control and dissemination meetings. To achieve the goals of the project, we firstly organize 4 trainings, where the participants get to know the pedagogical processes, healthcare, and hygiene knowledge. This is followed by digital systems and digital demonstration trainings. The presentations will be given by experienced professionals from invited and CVs. They are also consultants and developers during the project. University research confirms that these areas are in need of development or need to be addressed together. Following the training, an e-handbook will be created, which, in addition to the presentations, will also include good practices and curriculum development processes and methodologies. It is written in English, but for further use, it is also necessary to translate them into the national language. After the birth of the handbook, we will present the training summaries, the handbook itself at a conference, and we will start the preparations for the curriculum development work in the framework of a workshop. We would also like to invite relevant and protocol people to the conference, which is also a dissemination point. The conference provides an opportunity for Sapientia Egetem, János Selye University, the University of Prešov, and the Hungarian Association for Digital Education to talk about the challenges of their special field and to find solutions together. A short animated film will be made, which will already include innovative content that handles 4 thematic areas together and uses good practices. It shows in English why health, pedagogical planning, and principles are important, why the target group is important, what the idea of ​​the process is and what the possibilities are, what technology and technology allow today. Smartling is of great importance, but it must all be interpreted in a sustainable context. After that, the curriculum development starts, where the professionals help them work with advice, 4 out of the 8 curricula, E-Twinning, ie joint project work is developed. This E-Twinning will be taught together after the project is completed, and all partner universities will announce the course. The course will be worked together by a delegated instructor from each sky and a student from each university taking the course. The end result is a project work that can be socialized and re-used. The curriculum is validated by the Hungarian Digital Association as a quasi-independent expert, involving experts. Validation is also the formulation of constructive suggestions. The completed study materials (8 of them 4 E-Twinning) will be presented at a conference, which is a public and dissemination point.The proposed project activities in Summary:1. Trainingsa) Healthcare & Hygiene training - with the newest information focused on infectious disease controlb) Pedagogical training - for university teachers without pedagogical educationc) Digital presentation trends - for skill development of teachers preparing for e-education (e-Twinning, or distance learning)d) Integrated e-Learning Systems - for a better understanding and skilled use of these systems2. Theoretical and practical guidancea) E-Handbook - Summarizing the courses (also in national languages) - open access for non-consortium membersb) Animated short film (s - also in national languages) - also open accessc) Workshop - Summarizing the acquired knowledge and preparation for subject development3. Subject developmenta) Development and validation of 8 subjectsb) E-Twinning of 4 subjects of the developed 8 ones4. Dissemination - Project homepage and 3 conferences mainly for dissemination of other project results5. Management process - personal and online meetings for organizational issues and Quality Control<< Results >>The main outcomes of the project are as in the following:1. Trainingsa) Healthcare & Hygiene training - with newest information focused on infectious disesase control b) Pedagogic training - for university teachers without pedagogic educationc) Digital presentation trends - for skill development of teachers preparing for e-education (e-Twinning, or distance learning)d) Integrated e-Learning Systems - for a better understanding and skilled use of these systems 2. Theoretical and practical guidancea) e-Handbook - Summarizing the courses (also in national languages) - open access for non-consortium membersb) Animated short film(s - also in national languages) - also open accessc) Workshop - Summarizing the gained knowledge and preparation for subject development 3. Subject develeopmenta) Development and validation of 8 subjectsb) e-Twinning of 4 subjects of the developed 8 ones4. Dissemination - Project homepage and 3 conferences mainly for dissemination of the other project results5. Management process - personal and online meetings for organisational questions and Quality ControlBased on the skills gained at the trainings (1), the teaching staff of the Consortium creates a Theoretical and practical guidance (2) what includes an e-Handbook and a short film followed by a workshop. The Subject development (3) starts after the workshop. The team develops eight subjects, of which 4 will be incorporated into the e-Twinning education. The remaining Disseminational and Management activities are integral part of the project.The primary beneficiaries of the results of our competition are teachers and students in higher education. Developing the digital competences of both students and teachers could have a positive impact on the quality of education. This would be true even if we were not experiencing a global pandemic, but at the moment, when the vast majority of pedagogical processes are forced into the digital space, it seems downright essential.Digital technologies have expanded the activities of the individual with a renewed awareness. On the one hand, they have provided meaningful informal learning activities, on the other hand, they have functioned as a useful strategic tool for effective sharing, and they have also enhanced learning. The meaningful use of digital competences has reached the level of literacy and numeracy, as a third basic skill.The unaware, or hard to measure developments will be the experience gained by the trainings of the proposal, that will contribute to a growing quality of the produced teaching materials, thus giving a better student experience during the study years. The better education and intensified use of ICT in teaching will result in better-educated workforce in the region. Better educated people with up-to-date ICT knowledge will lead to a deeper understanding of world happenings, a more inclusive society, and a better competitiveness of the EU in the 3rd decade of the 21st century.

<< Background >>The partners involved in this project are strongly connected by their common interest on the topics responsible citizenship and community building at school. The partners perceive these topics as necessary components to a greater common goal which is the effective contribution to global efforts that address global issues (UN SDGs). Throughout the educational crisis caused by the corona-pandemic the partners felt each in a similar way how citizenship education and the democratic school climate where at risk. While shifting to more online teaching activities, teachers focussed mainly on content education (e.g. math, languages) not realising how essential social skills are to students' motivation and achievement in education. On the one hand the project partners saw teachers in need for more and better online teaching skills, but on the other hand they also saw how teachers also struggle with higher dropout rates and decreasing student motivation. But not only teachers also students do not have the skills to take full advantage of online learning opportunities. Next students often do not feel engaged or motivated in these online learning activities. Hence this project will seek for opportunities to both increase students' digital skills and increase their active involvement in online teaching activities.The project partners strongly believe that online and blended education will play an increasingly important role in our future education. This is why the educational needs pointed out by the covid-pandemic cannot be ignored. When our education aims to be inclusive and aims to contribute to raising active and engaged future citizens we need to pay more attention to social skills in blended learning. This will not only contribute to higher student involvement and higher student motivation. It will also contribute to better student achievement.<< Objectives >>First of all the project aims to raise awareness on the importance of social skills in blended learning. We realise we still have a long way to go to make people more aware of the importance of social skills in blended learning. Hence, this project aims to raise awareness at all levels from students, teachers, educational experts to policymakers. Next to raising students and teachers awareness, the project aims to enhance both students and teachers digital skills and to empower teachers to implement concrete tools in specific online educational situations, we will motivate them to try out new things, to share experiences with their colleagues or to share experiences in an online community specialised in this topic. In order for participants to get to that stage however, our project will strive to equip them with the necessary PSL competences ( Personal, Social and Learning to Learn competences) and transversal skills needed for participants to develop the building blocks for responsible and efficient citizenship and problem solving as well as the disposition to collective contribution.This will partially be achieved through the different toolboxes developed in this project. The library toolbox will provide background information and will provide teachers more knowledge on the importance of social skills or transversal skills in education and especially in online education. The teaching and learning toolbox will provide practical and simple tools aimed at raising teachers digital skills. Un-experienced teachers can see this toolbox as practical guide with step by step guidelines for tools easy to use or implement. But also more experienced teachers will learn how specific tools are more suitable in specific situations. The discussion toolbox is a concrete toolbox supporting online discussions. The Gamified toolbox enables teachers to search for educational games to be used in concrete classroom activities. In short the main aim of these toolboxes is to empower and equip teachers to implement more blended learning activities in their classrooms, while paying attention to social skills en the active inclusion of all students.We acknowledge that in order for these efforts to have a wide enough reach we need to approach this project in a way that emphasizes and is guided by the philosophy of Inclusivity and Diversity in Education. Creating a project that is inclusive is one of our main objectives which is why we will structure our project in a manner where its transferability potential is not limited to educators and school students but will extend to groups of people beyond the two aforementioned categories (including people with fewer opportunities). In a further effort to ensure Inclusivity and Diversity, we have added an international dimension objective to the project where we will strategically network with educators and students from countries whose cultural and historical background with citizens with fewer opportunities will provide the project creators as well as participants with further insight into how to break inclusivity barriers. Barriers that we will address in our project will include economic, education & training, geographical, cultural, and discrimination related barriers. We anticipate that doing so will lead us to develop a baseline for educational practical guidelines that aim to equip young people from all walks of life to on the one hand, individually address life’s challenges successfully and on the other to collectively address common global issues.<< Implementation >>The project partners plan plenty of activities for the implementation and dissemination of the project results. All of our opportunities to work with potential participants will be viewed as learning and training opportunities. Participants will be involved starting from the very beginning of the project and they will be able to provide input, to test materials and evaluate the work in the project. Throughout our National and Transnational CPD courses, online monthly learning community meetings, podcasts, social-media based platforms and partner networking platforms we will aim to implement multifaceted learning/training based activities that will either occur Face-to-face ( if the pandemic allows ) or virtually/online trainings in a manner that allows for the results and goals of the project to be disseminated successfully. Regardless of the training setting ( i.e face-to-face or online) we will aim to create the trainings/learning opportunities in such a way that they will combine several training methodologies in order to reach all types of learner needs but also to equip participants holistically in the field of Blended Learning. Therefore the training methodologies will allow for Distance Learning, Mobile Learning and Self-Learning via Synchronised and Asynchronised Learning. The activities will also mimic the multifaceted approach of the methodologies which is why our learning opportunities will include the following activities :1) Lecture/Presentation activities through short video lectures or podcasts; 2) Dialogue facilitated discussions, brainstormings, Role-playing and Snowball technique exercises through group activities, 3) Experiential Workshop & Simulation Activities; 4) Video based Projection and Demonstration Activities; 5) Literature Review & Case Study Analysis activities; 6) Game-based self-evaluation video-based activities and 7) Online Poll activities.<< Results >>Our project results goal is to synthesize a learning experience for participants such that it equips them with the Knowledge, Mindset and life skills to not only survive but thrive in the new technology based reality created due to the pandemic. For that reason our result-driven objectives are targeting digital transformation from holistically educational point of view that will not only provide participants with the ability to recognise blended learning techniques and find online teaching/learning tools but most importantly provide them with an educational experience that will foster and encourage creativity and critical thinking when using blended learning so that no matter the educational context participants find themselves challenged by in the future, they will be able to assess the situation, formulate and then implement a blended learning strategy that will best suit either their own learner needs or the learning needs of theirs students. As such our expected outcomes in regards to educators and students/learners will be the following :•To enhance learner & educator learning skills•To promote diversity & inclusivity in education•To make participants aware of the role they play in being a part of the solution for global issues (i.e. UN SDGs)•To empower learners and young citizens with transversal skills needed for problem solving with an emphasis on social skills•To emphasize the importance of effective communication in creating positive and productive school climates•To encourage & support creativity in Blended Learning teaching approaches•To improve learner motivation•To familiarise educators with the productive use of games and playing in education•To support participants efforts to learn how to learn independently •To foster learner & citizen flexibility Project results will include a framework for transversal competences as well as samples of lesson plans indicating pedagogic methods and techniques pertaining to the integration of transversal skill development during curriculum teaching at school. Moreover, a digital library with leaflets, journal articles and presentations regarding transversal skills will also be created. In regards to the outcomes related to digital transformation, toolboxes (the teaching and learning toolbox, the gamification toolbox and the discussion toolbox) and blended course materials these will include presentations, infographics , leaflets and online asynchronous self-paced videos that will be made available online through all partner organisations online presence platforms. The international learning community network’s outcomes will include a social-media based platform that will be used to promote access to the project as well as an online webinar channel.

<< Objectives >>- Increase awareness, knowledge and understanding regarding barriers, challenges and opportunities of inclusive engagement of VET students at European, national and institutional level- Encourage VET institutions to critically reflect on their own policies and practices around inclusive student engagement - Support VET institutions with concrete instruments to increase participation of underrepresented groups within VET institutional formal and informal systems of student engagement<< Implementation >>Activities leading to the main results are part of 3 key WPs:- Benchmarking student engagement in VET institutions - scorecards & self-assessment for making student engagement more inclusive & accessible for underrepresented & disadvantaged students- Action planning for inclusive student engagement policies & practices in VET institutions through self-assessment & student-led review- Online course & supporting resources on inclusive student engagement aimed at student support staff<< Results >>Main results consist of:- Mapping report on challenges & barriers of inclusive student engagement for underrepresented students- Benchmarking framework for inclusive engagement- Self-evaluation tool for inclusive engagement - Methodology & training manual for student-led institutional review on inclusive student engagement policies and practises- Guidelines for institutional Action Planning - Online course & supporting resources - Promotional campaign toolkit - Policy recommendations

<< Objectives >>IA-ME purpose is to support teachers in the assessment, monitoring, planning of tailored educational plans for SEN students, using an innovative AI-based tool.IA-ME has three main objectives:-To increase school institutions awareness about the most inclusive technologies to be applied in inclusive education-To provide teachers with digital tools to automatize and standardize teaching process of SEN students-To increase teachers’ professional skills in taking on students with SEN.<< Implementation >>The activities that IA-ME wants to implement, organised in 5 WP, are:-project management and coordination within Partnership-drafting guidelines for teachers in implementing ICTs in inclusive education-design of the AI-based tool, enable to support teacher in fostering inclusive education -development of a MOOC for teachers, based on the application of the ultimate technology for teaching with SEN students -development of EU guidelines for the personalization of teaching paths for SEN stude<< Results >>IA-ME main results will be:-a manual containing guidelines for teachers in implementing ICTs in inclusive education-an innovative multilingual AI-based web app, able to automatically assess each pupil’s needs, define tailored educational objectives, and suggest inclusive technology to reach them-a MOOC for the continuous professional development of teachers dealing with SEN pupils.-an handbook, containing EU guidelines for the personalization of teaching path with SEN students.