By implementing the project, we looked for existing answers and good practices to educational questions that arose during COVID period. Primarly we assessed the after Covid educational situation. Digital and organic experiential pedagogy training for teachers were implemented. The teachers immediately started applying the new/reconsidered skills/knowledge. The primary goal was to provide new approach, knowledge and tools adapted to the real needs of the teachers. Therefore we continuously monitored the practical application, with questionnaires and analysis of reflective diaries. The aim was to map the effectiveness of differentiated education and blended education. Throughout the project we wanted to gain practical experience related to both the training and the immediate practical implementation, which - even without a major transformation of the existing education system - can be widely and effectively applied in the field of blended education. Our goal was that this knowledge - based on the Good Practices Handbook - could be easily understood and applied by external teachers as well.
Our project was motivated by the phenomena observed in education during the COVID period. Our goal is to handle the direct and indirect effects of the pandemic and similar events, which significantly affect and burden the actors of public education - teachers, students, parents - with the best knowledge and attitude. As a basic requirement we assessed the state of online-offline education at the start of the project: what was the effect when the children re-entered the offline (classroom) environment, how did they adapt to the situation of learning together again. What tools were there to catch up the back-lagging students, how can the accumulated back-lagging be tracked, how can it be noticed in time, without significant damage to the self-image of the pupils. What kind of segregation effects do homeschooling-online pandemic periods have, and what solutions do teachers have. We identified the need in the development and expansion of the toolkits - skills, competences and attitude. Gaining international experience, strategic cooperation, international training experiences were important for future educational developments, as well.