We wanted to create and implement an online flipped classroom-based education model (the e-FLIP Teaching Model) and a teacher training module (the e-FLIP Teacher Training Module) integrated into a Digital Platform. This platform was designed for VET teachers and teacher candidates enhancing their pedagogical digital competences. An e-Book provides all the info about the e-FLIP Model and its implementations. The Module included four fundamental components: 1. Lesson planning and preparation based on the e-FLIP Model which follows the online flipped classroom approach. 2. Guiding principles for the development of teaching and learning activities in digital environments. 3. Tools for creating teaching materials compatible with digital learning environments and principles for their effective use. 4. Utilization of assessment and evaluation tools, along with guidelines for their effective application. The project supported VET digital pedagogical readiness on two main fronts: 1. The e-FLIP Teaching Model is designed to enhance and improve the digital pedagogical readiness of VET teachers and teacher candidates. 2. The e-FLIP Teacher Training Module equips VET teachers to effectively use the e-FLIP teaching model and digital tools.
During the Covid-19 pandemic periood, it became more vital for teachers to possess pedagogical digital competence in order to manage the learning and teaching process in the most efficient way. In the face-to-face education model, the teaching process held an interactive and inclusive character. However, nowadays in the digitalized model of education, it is considered essential to enhance the VET teachers’ digital competences and also digital pedagogic proficiencies, including competencies on how to include slow learners, foreign students, or disabled students in the learning and teaching process along with regular students. With the initiation of emergency online teaching, all countries and all educational institutions put a lot of effort to quickly adapt to online education. Teachers had to take part in this process without any training on digital competences. Nonetheless, the dynamics of face-to-face education and online education were totally different from each other. In order to ensure the success of education in this process, the need for bigger development of ICT skills within the VET educational process. So it was vital to develop the digital skills of the VET teachers in order to produce a more qualified education.