The primary expected impact is building and developing autonomous secondary school learners who are ready to plan their own progress and self-evaluate it. The use of portfolios to develop autonomy has been proven to be an effective tool. To ensure this impact, it is necessary to prepare future teachers for this situation and to develop the life skills needed for the 21st century. The primary aims were to prepare a methodological guide on using the learning management system Moodle (open course in Moodle) and the e-portfolio tool Mahara (open course in Moodle). An important result is the creation of materials on how to build and enhance learner autonomy (open course in Moodle) and practical guides and samples on using digital tools (Mahara sites and Moodle course). The use of these tools is interconnected, allowing users to immediately see what to expect and how to use the tools effectively. Data collected before and after using Mahara for 10 months were analyzed. Two articles presenting the data have been accepted for publication, and two are under revision. The added value was that learners involved in the project could see the possibilities of E+ school projects, as they were mostly aware of university schemes or possibilities.
Four out of five project participants took part in the TCA in Bratislava in October 2019, focusing on the topic "Building Partnership for a Learner-Centred Approach." The main idea, which was later developed into the project, was based on two primary needs: (1) building and developing learner autonomy and self-responsibility, and (2) integrating digital tools into teaching. The added value was the enhanced interconnection between teaching practice, teacher trainers, and teacher trainees, fostering a more cohesive and supportive educational environment. In the process of submitting the project the world situation in using digital tools in education changed. The pandemic situation in 2020 led to a significant revolution in education. Schools rapidly upgraded their technical infrastructure and provided teachers with the necessary equipment. However, this technological enhancement alone is insufficient. Teachers had to and have to also consider the methodological aspects of online teaching and learning, such as the effective use of digital tools, the personalization of learning environments, and the fostering of meaningful interactions. Thus, methodological aspect of the project was significantly emphasised.