<< Background >>The world is changing fast and it is vital that education keeps pace. Yet, at a time when innovation is most needed, the world of education is lagging: only 38% of recent entrants to the education sector believe their school/college is adept at adopting innovations, new knowledge or methods (Innovating Education and Educating for Innovation, OECD, 2016). InDo will support educators to rise to the challenge, helping them transform their teaching methods and bring learning to life through innovative and inclusive learning spaces.According to the Digital Education Action Plan (2021 – 2027), fostering the development of a high-performing digital education ecosystem and enhancing digital skills and competences for the digital transformation are the strategic priorities of European Commission. Based on the above, the InDo project outlines this vision for high-quality, inclusive and accessible digital education in Europe by upskilling the digital skills of educators in Higher Education Institutions (HEIs) through high-quality learning content and user-friendly tools so as to have confident and digitally competent teachers to maximize students’ capacity in the 21st classrooms. InDo project underlines the need of fostering digital capabilities among academic staff of HEIs and academia representatives, so as to improve their teaching, through a blended Understanding by Design (UbD) and Differentiated Instruction (DI) teaching by obtaining essentials skills, attitudes and techniques, based on the development of a curriculum and instructional teaching model in the 21st century classrooms.<< Objectives >>The main objectives of InDo project are to build capacities of educators in the deployment of UbD and DI as a structured approach to proactively cater for student diversity and inclusion through the developed resources, to empower educators to put technological solutions at the service of pedagogy and boost their teaching performance and finally to optimize relevancy and effectiveness for educators across Europe through rigorously research and test each resource. To succeed in this, the project will increase the visibility of digital technologies in the Higher education and it will support the incorporation of new teaching methods and learning tools into the curricula programmes of HE Institutions. It will encourage the educators and the professors to be more confident during the teaching by incorporating learning materials which will finally develop the maximum capacity of each student. Professors will be equipped with new skills and fresh teaching methods, while learners will be attracted by new digital applications during their learning path. The stronger the educators are as professionals in each of these areas, the more successful the students are likely to be. We firmly believe that “the quality of an educational system depends upon the quality of its teachers” (Teaching in Focus Brief 2, OECD, 2012) and so educators are at the heart of our work.<< Implementation >>Many educators sense that both teaching and learning have been redirected in ways that potentially impoverishing for those who teach and those who learn. Simultaneously, they find it increasingly difficult to ignore the diversity of learns who populate their classrooms. Educators need a model that acknowledges this gap so that young people develop powers of mind as well as accumulate an information base. The InDo project bridges that need and incorporated four (4) basic phases of implementation. Within this context, a number of activities affecting -directly or indirectly- the incorporation of the design and delivery of blended UbD and DI teaching and learning process, are being included in the InDo project. Our approach covers not only the training provision process of the educators (see R1) but also the practical application of the lessons learned (see R2, R3). Finally, the delivery of policy recommendations regarding ways of enhancing the digital competences of HEIs educators (R4) as well as a JST is going to provide a realistic testing of the blended UbD and DI functions and processes. • 4 Results and 18 Activities in total are foreseen, while a JST is going to provide a realistic testing of the UbD and DI functions and processes. • 3 TΜ (the first meeting will be organized with physical attendance. Ιf it is not applicable, budget will be transferred to other positions) • 5 MΕ• 1 Consultation with stakeholdersQuality classrooms evolve around powerful knowledge that works for each student. That is, they require quality curriculum and quality instruction. In tandem, UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.<< Results >>InDo project underlines the need of fostering digital capabilities among academic staff of HEIs, professors, researchers, trainers, HE practitioners, and academia representatives, so as to improve their teaching, through a blended Understanding by Design (UbD) and Differentiated Instruction (DI) teaching by obtaining essentials skills, attitudes and techniques, based on the development of a curriculum and instructional teaching model in the 21st century classrooms.On completion, InDo will have made it possible for educators in Higher Education to access training on inclusive and innovative pedagogic strategies which will help them create creative and differentiated learning spaces for their students. The long-term results will be improved learning outcomes for students from all backgrounds and more innovative, forward-looking educational institutions better equipped to address diversity and disadvantaged people. We will achieve this by working together to understand diversity and innovation best practice and creating accessible, engaging and practical training resources and tools for professors. We will work closely with specialists in pedagogic innovation, HE leaders and educators, generating results in two stages during the project: - stage 1 refers to tangible results that are produced by the partnership - stage 2 refers to the results generated when these results are used with the target groups, multiplier activities and the wider dissemination.Within this context, the following results (R) are going to be achieved during and upon the InDo project completion are:Stage 1: Tangible Results R1: One (1) Curriculum (available online as an interactive resource) covering the needs of ΗΕ for inclusive classrooms and fostering the educators with skills and attitudes R2: One (1) Compendium of experiential laboratory and Benchmarking for “Pedagogies for Innovative Classrooms” is going to be developed (available online for download)R3: One (1) App “InDo app for the 21st Century Classroom”R4: One (1) Policy Recommendation Report after consultation with representative stakeholders Stage 2: Results on participants and target group R1: 60 teachers and trainers assist in testing the resources and are immediately better prepared to begin implementing inclusive and innovative teaching and learning strategies R2: 400 teachers and trainers download/access the online course, compendium and app and develop: - improved awareness regarding the importance of addressing diversity and disadvantage in the classroom through innovation - increased knowledge of differentiated instruction as a discipline and of a wide range of specific pedagogic approaches that enable students to learn in their best way and develop 21st century skills and competences - strengthened ability to implement innovative and inclusive pedagogic approaches in their own classes R3: 150 mangers of educational organisations and education stakeholders download/access the online course, compendium, app and policy recommendation report and: - better understand and value differentiated instruction - explore new ways to empower and training educators to prioritise pedagogic innovation - commit to introducing InDo training and creating an implementation plan for innovative and inclusive education.R3: A strategic and differentiated dissemination campaign to ensure at least 550 educators, managers and stakeholders understand and use the resources in the short term.R4: A JST is going to provide a realistic testing of the blended UbD and DI functions and processes (12 participants)