Dig-Equal has: 1. Defined the main skills and expectations on the main adoption factors for e-government interaction by adults, defining different everyday scenarios together with low-skilled adults, and defining a pedagogical methodology for adult educators in e-government. 2. Improved and strengthened the competencies and skills of adult educators and low-skilled adults through a training course on the different aspects of e-government services based on a user-perspective. Based on the PR1 structure, we have defined tools for the adult educators and very pragmatic self-paced materials for adults. 3. Developed a quest-based interactive web-app for adults to choose and understand everyday situations and compare how “life with and without e-government is” through a gamified approach, useful both as an educational tool for adult educators and for self-learning in a visual and immediate way, very apt for dis-empowered groups and for culturally diverse groups. The different simple questions were all based on the different contexts experienced by the adults and collected throughout the project.
DigEqual project stemmed from the necessity to tackle and contribute to overarching issues: - Limited usage of e-government by adults in Europe, especially as 88% of adults are online, and only half interact with such services (EC, 2020). Adult groups in this way cannot benefit from the online services made available by the public administration - Digital education is still focused on devices and less on the strategy and the contexts. One of the main motivating factors has resided in changing the approach from the adult education perspective - E-government is very different in each country, therefore another motivation resided in exchanging practices, strategies, and how to complement digital education according to the specific country in adult education Main needs: low-skilled/low-educated Adults: - Digital gap in using of e-government services - Frustration and digital isolation - Practical advice needed Adult educators: - Lack of strategies in terms of tackling second- and third-level digital divide, so we developed a thorough framework of work (PR1) and a lean methodology (part of PR2 toolbox for educators). - Lack of knowledge on available e-government resources