The general goal of SuperRED aimed to enhance the overall quality of the education system by providing methodologies and tools adaptable to various local contexts. The project focused on co-designing knowledge through the promotion of reflective practices to foster SRL. Specifically, SuperRED sought to improve students’ autonomy in managing their own learning processes by utilizing innovative digital tools, designed on purpose, that fostered motivation and engagement, while preserving the inclusive nature of educational opportunities. We aimed to offer educational training to teachers, particularly in effective remote and blended learning, to strengthen their digital competencies in learning design. This helped ensure high-quality, inclusive digital education and better equipped educators to face emerging challenges. By employing a serious-game-based approach, we worked to increase the digital preparedness of the education system. The whole school ecosystem has been addressed to foster a systemic approach addressing intertwined factors, including teachers' pedagogical and technological skills, the availability of digital tools and environments, family circumstances, and the role of evaluation in the learning process.
The project was initiated in response to the digital educational challenges that emerged during the COVID-19 pandemic which accelerated the digital transformation of education worldwide, exacerbating existing issues within educational systems, particularly concerning schools' digital readiness and capacity. This sudden shift exposed substantial gaps in both teacher and student digital readiness as showed by several studies conducted during the COVID-19 period (Persico et al., 2020; Ranieri et al., 2020). A significant challenge was the lack of teacher competence in designing lessons for digital contexts and supporting students' motivation and Self-Regulated Learning (SRL) at a distance. SRL is essential for making students aware of their learning processes and enabling them to autonomously plan their studies. However, data indicate that many teachers were unprepared for this shift. Moreover, a comprehensive model for digital teaching and learning, incorporating appropriate tools and methods, was largely absent. Therefore, to foster a more systemic and successful approach to learning, it is crucial to implement an educational model that supports SRL, ensuring effective and inclusive digital learning, even in emergency situations