• To favour the methodological and technological upskilling of 55 EU teachers from 6 countries (IT, TR, ES, PT, PL, MT), to conceive, design and lead integrated digital didactics-DDI courses, evolving towards the role of Educational Innovation Advisor • To increase and maintain an articulated set of distinctive and emerging didactic, digital and design skills specific to Teacher 4.0 through 10 OERs • To promote the systematic adoption of DDI methods and techniques with the development and dissemination of a Toolkit to inspire and guide the professional actions of future Educational Innovation Advisors • To generate a process of sharing and teaching uniformity in a pool of partnership teachers, involved in a LTTA, on Instructional design and edutainment for the construction of a DDI palimpsest for classes of students from different subject areas • To establish lasting agreements and synergies between schools, methodological and technological innovation training poles and public bodies in order to systemise the train-the-trainer framework developed by the project, support sustainability and the search for excellence in the development of learning and teaching.
COVID-19 exposed the weakness of distance learning systems, the inadequacy of pedagogical methods and the insufficient capacity of teachers to deliver and evaluate high-quality online courses while safeguarding educational equity (Erasmus+ C(2020) 5495 of 14th August 2020). Even before the crisis, teachers reported digital skills as a key need (18%) but only 36% had taken part in digital upskilling courses (OECD, 2019). These weaknesses were also attributable to the declining trend in EU countries' investment in teacher education and training (Eurostat, 2019) with IT, EL, ES, TR, MT and PL experiencing significant contractions. In response to these critical issues, the QUID project focused on digital technologies to adapt the educational experience to students' personal learning styles and to evolve teaching/learning methods, elevating the role of teachers from a role of mere knowledge transfer to co-creators of knowledge, as mentors, orchestrators and facilitators in learning processes and, from the perspective of professional development, to act as models for lifelong learning.