RemixED aimed to: 1) Establish an innovative and sustainable teacher professional development approach that is supported by an innovative digital technology – an approach and technology that is reusable, transferable, and up-scalable; 2) Provide examples of strategic and integrated uses of OERs; 3) Contribute research studies that evaluate the approaches devised in the project and delve deeper into teacher practices and needs; 4) Reinforce interaction between practice, research, and policy; 5) Establish new interregional and transnational cooperation; 6) Contribute improved, reusable, resources to the educational community (best practices, improved lesson materials related to the science of stress); 7) Extend the value and impact of complementary Erasmus+ projects (Spotlighters, Blendi, Schools4Inclusion). 8) Promote social, civic, and intercultural competences, social inclusion, mental health and well-being, active citizenship (contributing community resources). 9) Improve mental health literacy and wellbeing in educational communities; 10) Establish the sharing of practices (peer learning) across countries and cultures (networks and capacity to work transnationally).
RemixED emerged from the COVID-19 pandemic in which teachers found themselves ill-prepared to use digital technologies and resources but, ultimately, found value in shared teaching resources and the informal support of their peers. Hence, RemixED aimed to establish a collaborative professional development approach that was built upon the value teachers found from peer support and reusing shared digital resources and that worked to strengthen pedagogical uses of technology while improving teacher and student well-being. As a result of RemixED, schoolteachers from four different regions and three countries helped to: (1) Establish a team-based learning design approach to teacher continuing professional development (CPD); (2) Strengthen teacher digital competences (proficiency in using digital tools and resources); (3) Improve teacher and student well-being by guiding teachers to run lessons on the science of stress and evidence-based stress management techniques; (4) Support teachers in making socially inclusive open educational resources (OER); and (5) Co-design an online technology that supports the CPD course and disseminates teacher-created OER.