<< Background >>The Covid-19 pandemic is having repercussions in all areas of social, economic and educational activity, forcing the closure of educational institutions throughout Europe. According to the European Data Portal (2020) only 10% of EU countries had a more robust digital learning capabilities to offer educational materials outside the educational institutions. The sudden closures of educational institutions and the forced transition to distance learning have not allowed the time required to plan or reflect on the potential challenges and opportunities of e-learning. According to the World Economic Forum (2020), although it is too early to judge how reactions to COVID-19 will affect education systems around the world, there are signs suggesting that it could have a lasting impact on the trajectory of learning innovation and digitisation. Nevertheless, countless sectors are suffering to adapt and find new ways to overcome the educational and social crisis that COVID-19 pandemic has brought. NGOs, CSOs and education institutions education did not escape to this challenge, which show the unpreparedness of the entire educational community for a scenario in which technology can be an instrument that facilitates the learning process. Furthermore, it is important to note that the coronavirus pandemic and its wide-ranging implications have accelerated digital skills demand in many occupations, especially non-ICT ones. Effective use of digital skills has proven to be a driver of resilience, helping workers and entire organisations adapt to the new realities shaped by the pandemic. According to CEDEFOP (2021) Strengthening digital competences is a priority area for both EU Member States and candidate countries. While there are many activities focusing on initial vocational education and training (IVET) learners, more extensive progress needs to be made in continuing VET, addressing the digital skill gap of adult citizens. In addition, training teachers, trainers and professionals in the social inclusion and innovation field in in digital competences so that they can effectively support learners, is often an underdeveloped part of national skill systems. Technological innovation and digitalisation have the potential to transform learning fundamentally – not only by equipping the population with digital skills so they can work and engage in active citizenship, but also by improving access to learning, as made evident by the pandemic<< Objectives >>Educational institutions, CSOs and NGOs throughout the EU should be able to rely on professional preparation programmes to ensure that they are prepared ed to use technology in meaningful ways. These professionals should have the access of preparation programmes with a solid understanding of how to use technology to support learning. In fact, they need to know how to use technology as a support tool for their professional development (Foulger et al., 2017). Since there is the need to have a coordinated response to help educational and social institutions to acquire digital skills, which are needed to keep pace with this fast-changing landscape, where is important to cultivate digital citizenship along with a broader set of digital skills that can facilitate participation and support students in maximizing opportunities and minimizing risks in the digital world (Jackman et al, 2021), the DIGI:GO project aims to support adult educators, VET providers, teachers and other professionals from the social and education field in the incorporation of online tools to enhance teaching and learning; how to use educational technologies to deliver training in hybrid environment, and how to use the best pedagogical approaches that will prepare them to effectively deliver a tailor-made training programmes with their target-groups.According to OECD (2020) expanding adult training provision through online environments would have significant advantages, by reaching a wide number of learners through a cost-effective solution of learning during the pandemic. However, OECD states that for online learning to represent a valuable alternative to face-to-face instruction, there would be the need to provide high-quality up-skilling opportunities for educational institutions to shift their training offer to online delivery. There is the need to include the technological element in educationalpolicies. Otherwise, all those who are excluded from digital and technology competence are condemned tomarginalisation. Digital exclusion - and consequently social inequalities are increasing. Preventing the learning crisis from becoming a long-term catastrophe needs to be a top priority of the entire EU educational community.<< Implementation >>The DIGI:GO proposes a wide range of activities that will be implemented throughout the 24-month projectlifecycle. The proposed PROJECT RESULTS are: Toolkit of Digital Skills Development (PR1), led by PROPORTIONAL MESSAGE with the support of all partners; In-Service Training Programme (PR2) led by SYNTHESIS with the support of all partners; E-Learning Platform (PR3), Led by SYNTHESIS with the support of all partners; Policy Paper (PR5), led by SYNTHESIS with the support of all partners. LEARNING, TEACHING, TRAINING ACTIVITIES: a short-term staff training event will be held in Cyprus to deliver PR2 to adult educators, VET providers, teachers and other professionals from the social and education field from each partner country. MULTIPLIER EVENTS: (i) The DIGI:GO Learning Lab aims to: a) Present and showcase the Project Results developed: PR1; PR2; PR3 ; b) To enable the engagement and interaction with the target-groups and stakeholders with the developed resources; c) To promote the creation of new community dynamics and synergies, seeking new spaces for the exchange of professional and educational practices. The DIG:GO Learning Labs will be held in M22 in all partner countries (ii)The Final Conference will be held in Germany aiming to present the operational and policy recommendations gathered by the project consortium to policy and decision-makers.PROJECT MANAGEMENT TASKS: Risk Assessment and Management will be led by iserundschmidt GmbH with the support of all partners; The Promotion Strategy will be led by CARDET with the support of all partners: The Quality Assurance Strategy and Management will be led by THE SQUARE DOT TEAM with support of all partners; The Impact Planning and Management will, led by PROPORTIONAL MESSAGE with support of all partners; The Exploitation Strategy, will be led by EXEO LAB with support of all partners.PROJECT MEETINGS: There are 4 transnational meetings scheduled in M1, M9, M18 and M24. The transnationalmeetings are scheduled to meet all the important project implementation phases. TPMs will be supported by ONLINE MEETINGs in M3, M6, M11, M14, M17, M20 and M23.<< Results >>The key actions to achieve the project results are: - The development of a Toolkit of Digital Skills Development (PR1) that aims to support the development on key digital skills that are aligned with the Digital Competence Framework for Citizens 2.0 (DigComp) as follows: 1: Information and data Literacy. 2: Communication and Collaboration. 3: Safety. 4: Digital Content Creation.- The development of an In-Service Training Programme (PR2) The DIGI:GO In-Service Training Programme aims to provide adult educators, VET providers, teachers and other professionals from the social and education field a tailored training experience on innovation on educational technologies and hybrid learning systems. PR2 has a clear modular structure as follows: Toolkit of Digital Skills Development (PR1) - Implementation and Assessment Strategies.2. Foundations of E-learning and Distance Education.3.Learning Management Systems. 4. Innovative Pedagogical Methods, Techniques and Resources in Hybrid Learning Environments. - The development of a E-learning Platform (PR3) which will enable full access of PR1, PR2 and PR3 in bite-sized units. - The development of a Policy Paper (PR4) which aims to provide operational and policy recommendations based on the analysis of the results of the transnational project, for decision and policymakers in the adult education and social innovation field. We believe that in education, as in other spheres, it is important to analyse the implications of either the combination of European and national priorities, guidelines and political institutions, and on the creation of a European education sector and policy.By the end of the project:90 adult educators, VET providers, teachers and other professionals from the social and education field will be involved in the piloting development of The Toolkit for Skills Development (PR1)12 adult educators, VET providers, teachers and other professionals from the social and education field will attend the LTTA that will be held in Cyprus.12 adult educators, VET providers, teachers and other professionals from the social and education field will be involved in the Local Working Groups.120 target-group representatives will attend the DIGI:GO Local Labs that will be held in each partner country.35 target-group representatives will attend the Final Conference in Germany.