<< Background >>The COVID-19 pandemic put universities in an unprecedented situation, which led to the cancellation of face-to-face courses and their relocation to the online environment, generating major changes in teacher’s work. The rapid digitalization required teachers and students to use more complex technologies, generating stress related to a lesser-known working and learning environment involving unfamiliar teaching rules. Negative emotions, loneliness, uncertainty, and stress exacerbated the effects of the need to rapidly adjust to emergency remote teaching in the context of the lack of substantial prior experience of using technologies. The COVID-19 crisis heavily impacted education and accelerated the digital transformation of HEI sector.Our project answer the following needs of the target group: the need for support, overcoming digital fatigue, pressure to learn new things, uncertainty, low work engagement. Therefore, the rationale of this project is to help universities to find a balance between digital and nondigital tools in teaching:-The end of crisis will offer information about digital skills which could be integrated and further developed to sustain the teachers use of digital tools with direct impact on the quality of education-Lack of systematic training for the development of digital skills and the use of online teaching methods in neither of the partners’ countries-Unawareness of HEI’s about the consequences of the inefficient use of technology on their own wellbeing and on student well-being and engagementThe target group are university teachers who struggle with the need to adjust to digitalization which become more accentuated during the pandemic, leading to negative emotions, low institutional attachment, digital fatigue, technostress and low well-being. By supporting them to develop their competences to self-regulate their well-being, the project will enhance the quality of the university education and the preoccupation for continuous teacher training. The positive effects will be visible also on the students’ engagement.<< Objectives >>Teacher well-being is highlighted as a topic of concern in education. The use of digital technologies is considered and important aspect of the teaching profession but the link between the use of technologies and their influence on teacher well-being has received limited attention to date. The main target group of the project will be the university teachers working in a more and more complex and digitally challenging environment. The specific objectives of the project are the following: - Raise the awareness of HEIs about the need to implement strategies increasing the well-being of teachers with direct impact on student learning engagement and performances and sustaining an efficient adjustment to the digital era.- Provide teachers tools supporting both work and learning engagement, and digital well-being and resilience.- Develop teachers’ digital competences in the context of the emerging trends of integrating technologies in teaching and learning.The objectives contribute to the development of a healthy and sustainable learning and working environments. Promoting digital well-being eases the inclusion of digitalization in HEI’s more as a job resource than a negative effect. The lessons learned lead to positive effects such as the inclusion of digital skills in the teaching routines, increased collaboration teachers-students or between teachers, increased productivity, and satisfaction.<< Implementation >>Teacher well-being and the use of digital technologies to support teaching and learning) represent one of the main priorities of the European funding programs in education – digitalisation. Therefore, it is crucial to develop instruments and programs able to positively support teacher well-being. The activities in the project will focus on the need of HEI’s to enhance academics’ digital skills and competences for the digital transformation and also to help them cope with the increasing technostress. Teachers need the confidence and skills to use technology effectively to support student learning, to ensure access to learning resources (Digital Education Action Plan, 2021-2027). The specific activities implemented will be: - a quantitative research study on the factors affecting digital well-being of teachers in different European countries; - a transnational training activity for the mentors in each university; - the implementation of a mentoring program for university teachers and the development of a Virtual Centre for Academic Well-being. Mentoring programs will include workload support, coping with negative emotions, disengagement and burnout, dark side of digitalization affecting well-being. The project will focus on solutions to support teachers who experience digital fatigue and those waiting for a return to the “normal”. The results of the project focus on strategies to encourage to use digital tools even after the pandemic;- the development of useful tools to use in the mentoring program and in different teacher training programs ad support activities;- national dissemination activities.<< Results >>The main aim of this project is to enhance teachers digital skills both in the teaching activity and in coping with uncertainty, negative emotions, digital fatigue and stress given the prolonged online remote activity during the COVID 19 pandemic. To achieve this aim, the following results will be developed: -A research report - Quantitative study on the factors affecting digital well-being – An international perspective. -A mentoring program including relevant results such as a workbook for the mentors and a Booklet - Digital Wellbeing: A guide for teachers. These would be relevant outputs which will be used during and after the project, as an innovative approach for handling digital fatigue and challenges in the digital transition era. -Online tools and resources and an e-Learning course for teachers at university level (The Virtual Centre of Digital Well-Being) – as an important supporting tool for teachers.The project will be developed in close cooperation of 4 university partners from 4 countries. All the partners involved in this proposal because their key experts have identified the pressing need for support for university teachers on how to work effectively & efficiently in the digital transition era.