The pandemic process that is taking place all over the world has affected educational institutions as well as many sectors. In this context, education, training, guidance and social studies of schools have undergone radical changes. Our project is based on a comprehensive needs analysis phase that reveals the problems experienced in all these processes, training needs and potential solutions. A needs analysis covering all partners has been applied for the project and basic development areas have been determined in these analyzes. These areas are; online material development and use of existing practices for pedagogical purposes; Innovative approaches needed in guiding and psychology consultancy services in distance education processes; Managerial and organizational skills needed for effective planning, management and supervision of distance education processes, and finally, innovative methodologies suitable for existing conditions, required for extracurricular artistic, sports and social activities expected to be offered to students in this process. Each of the 5 institutions involved in the project has more extensive experience, training and practices in one of the areas of which detailed definitions have been made in the needs analysis compared to the other partners. Considering the process as a whole with the work to be carried out by all partners and the distribution of tasks within the team, this project has significant contributions to the development needs needed in the online training process. In this context, 2 project management meetings and 5 LTT activities, each focusing on one specific aspect of the problem being addressed, were planned. Authorized teams have been established for the general coordination, smooth progress, monitoring, follow-up and reporting of these activities. It is planned to produce project products, teaching/learning materials and guides to be offered to the target groups determined for each of the areas focused on the project. A multi-stage and dynamic dissemination phase has been planned for active dissemination of the gains and practices expected to be achieved in terms of both visibility and implementation. In this context, both segregated and holistic tasks and areas of responsibility have been determined for all partners. After the effective implementation of our project, there is a potential to reveal innovative approaches and practices regarding the important development areas needed in educational institutions on an expanding plane starting from the institutions involved in the partnership. For the sustainability of these gains and practices, there is a plan that includes the post-project phase.
The project named "Digital Education Perspectives" was implemented and good practice changes were realized in all project processes by institutions with practical and key personnel experience in each of the identified problems, which resulted in significant positive progress in educational activities, professional development of personnel, institutional capacities, and international capacities. The expected results were analyzed in two main groups as qualitative changes that occurred in the attitudes and approaches of relevant stakeholders and measurable concrete gains.
The pandemic process that took place all over the world affected educational institutions as well as many sectors. In this context, education, training, guidance and social studies of schools underwent radical changes. Our project aimed to address these challenges by providing innovative approaches and practices to the participating institutions. To achieve this, we conducted a comprehensive needs analysis phase to identify the problems experienced in these processes, training needs, and potential solutions. A needs analysis covering all partners involved in the project was applied, and four basic development areas were determined: online material development, innovative approaches in guiding and psychology consultancy services, managerial and organizational skills, and innovative methodologies for extracurricular activities. Each of the five institutions involved in the project had more extensive experience in one of the areas. Through the project, the participating institutions were able to exchange their experiences and knowledge, resulting in a more collaborative approach to addressing the challenges. The project made significant contributions to the development needs required in the online training process.