Brand New Inclusion was aimed at: involving upper secondary school teachers, also at the early stage of career, into training addressing the uptake of digital and ICT tools for the creation of Open Learning Methodologies; defining guidelines for the production of digital content through the use of OER; mapping the platforms, open and inclusive digital tools, and educational practices in order to create exchanges and contaminations between partner countries in the choice and knowledge of tools; providing European teachers with a kit of learning units that are flexible and adaptable to different educational needs, which stimulate and strengthen students' digital skills, computational thinking and critical thinking; developing a training course for secondary education teachers aimed at enabling them in the field of online information and data, communication and collaboration and the production of accessible and inclusive digital content. At the same time, equipping teachers with the tools to enhance the learning of students and facilitate the development of key competences; involving students with SEN in order to test tools and learning methodologies in accordance with their needs.
Brand New Inclusion was designed to support the realization of the European Education Area, in which teachers are identified as one of the six main dimensions to embrace the radical transformation contained in the new Digital Education Action Plan, also considering the needs arising from the Covid-19 emergency. In TALIS 2019, teachers stated that their top 3 training needs were: ICT skills for teaching, skills to manage teaching with special educational needs, and skills to teach in multicultural or multilingual contexts. The development of digital skills of students and educators as indicated in DigComp Edu intersects with the shortage (Eurydice 2020) in many European education systems regarding STEM disciplines and support for students with SEN. The activities and results of the BNI project have been developed specifically around the needs of the partner schools through a preliminary questionnaire: all schools detect within their own institution a lack of: instructions for expanding open education; awareness of digital tools to ensure the assessment of skills; innovative STEAM activities; educational needs for students not integrated into distance learning; developing teachers' skills, lifelong learning and in initial training.