The project aimed to develop the abilities of the participants to use digital technology and media in a certain way—responsibly and efficiently. Ensuring the continuity of online teaching became a priority for all involved. Online teaching posed challenges for many pupils and teachers who lacked access to ICT technology (laptops, tablets, or internet access). This situation made it impossible for a significant percentage of pupils and teachers to send and receive instructions, organize lessons, and monitor/evaluate teaching progress. Families with school-age children, particularly those living in areas with poor internet connectivity, such as villages, those with incomplete studies, and those with reduced income, were most severely impacted.
The global impact of the COVID-19 pandemic on education has been unprecedented, with school lockdowns affecting 1.6 billion students across 194 countries. In April 2020, 90% of students in pre-primary, primary, secondary, and upper secondary levels found themselves subject to lockdown measures. All surveyed schools swiftly transitioned to online teaching, and 60% anticipate a continued emphasis on online or distance education post-reopening. For 2/3 of respondents, the pandemic marked their first experience with online teaching, presenting both positive and challenging aspects. European countries implemented measures to mitigate education disruption, requiring a shift to online teaching. The challenges of non-schooling, abandonment, and absenteeism gained increased attention during the pandemic. As a result, additional activities are essential to develop digital competencies crucial for all. Online teaching poses challenges in time management, a universally difficult element for both students and teachers globally. Reflecting on the past, the COVID-19 pandemic has underscored the need for adaptability, innovative solutions, and renewed efforts to address educational challenges in the face of a rapidly changing world.