Educational institutions, CSOs, and NGOs throughout the EU relied on professional preparation programs to ensure preparedness in using technology meaningfully. These professionals should have access to programs with a solid understanding of technology's role in supporting learning (Foulger et al., 2017). A coordinated response was necessary to help them acquire digital skills, crucial for keeping pace with the fast-changing landscape (Jackman et al., 2021). The DIGI:GO project aimed to support adult educators, VET providers, teachers, and other professionals in incorporating online tools, delivering training in hybrid environments, and employing effective pedagogical approaches. Expanding adult training provision through online environments had significant advantages during the pandemic, necessitating high-quality up-skilling opportunities for institutions to shift their training offer online. Including technology in educational policies was imperative to avoid digital exclusion and social inequalities. Preventing the learning crisis from becoming a long-term obstacle was and is a top priority for the entire EU educational community.
The Covid-19 pandemic disrupted social, economic, and educational activities, shuttering institutions across Europe. Only 10% of EU nations possessed robust digital learning infrastructures beyond formal education (European Data Portal, 2020). The abrupt transition to distance learning hindered adequate preparation and reflection on e-learning hurdles. The World Economic Forum (2020) warned of enduring effects on learning innovation and digitization, underscoring the educational sector's lack of readiness for technology's pivotal role. The crisis spurred a heightened demand for digital skills, particularly in non-ICT professions, fostering resilience and adaptation (CEDEFOP, 2021). Enhancing digital competences emerged as a focal point for EU members and aspiring countries, with emphasis on vocational education. Yet, there remained gaps in continuous VET and teacher training in digital proficiencies. Moreover, training educators, trainers, and professionals in digital literacy to effectively assist learners remains an underdeveloped aspect of national skill frameworks. Technological advancements showcased during the pandemic hold promise to revolutionize learning, imparting digital skills and broadening access across populations.