The implementation of the project aimed to facilitate the transition of technology-oriented subjects to digital form at university level. The project consortium recognised the crucial role of supporting and integrating the efforts of educational staff in this process. The existing support for teachers should not overlook the perspective of students. Digital education has struggled with inadequate methods for motivating students in the classroom and addressing, for example, feelings of isolation. The shift from traditional face-to-face learning to online formats also provides an ideal opportunity to promote novel teaching approaches, such as the use of gamification. Technology-oriented teaching should benefit from closer integration with research methodologies and project-based case studies. The actions undertaken by the consortium should benefit from a multi-directional approach that offers more than the sum of individual strategies. In this way, the solutions developed and implemented gained a deeper, more comprehensive meaning. The enhanced collaboration itself was also beneficial, facilitating better integration of education systems across countries and laying the foundations for future initiatives.
The DigiMat project is a response to the needs of the higher education sector, especially engineering education, in the post-pandemic era. It responds to the struggle of some teachers of science-oriented subjects to make teaching more digital, but also to make the online classroom attractive to students. The idea of the project arose from the observed phenomenon that the majority of teachers were struggling to transform their teaching into an online mode, driven by the COVID-19 pandemic. To a large extent, these difficulties led to an educational crisis based, for example, on a lack of motivation among students. Although ICT technologies are already present in modern research, they can still improve the maintenance of high student involvement and motivation and knowledge absorption. The DigiMat project aimed to increase teachers' capacity to deliver technology-oriented subjects and projects digitally in a student-centred way. Teachers' efforts to transform their teaching into distance learning required best practices from an international consortium. In addition, the understanding of students' needs and motivators can be consciously used to stimulate the learning process.