The objectives of NEST, both pedagogical and related to the professional development of the partners, were pursued with a transnational cooperation project capable of developing the key and transversal competences of the beneficiaries. The pedagogical objectives were: the development of narrative thinking and interdisciplinary competences, the enhancement of different intelligences, the acquisition of strategic skills, soft skills and life skills. The professional objectives were: development and enhancement of teachers' digital competences; use of 2.0/4.0 tools; enabling teachers' autonomous implementation of alternative educational strategies/practices, shaped on pupils' specific needs; improvement of language skills; knowledge of partner colleagues' work; fostering the exchange and testing of good practices and their application in their own educational context. NEST has: promoted and tested the scalability and transferability of good practices collected with e-Twinning projects and with the identification of specific Items; fostered, among teachers from partner schools and other European schools, the exchange of practices of Digital Narrative Pedagogy applied to teaching.
To promote social inclusion in all processes and fields of education through a partnership (Horizontal Priority of the Erasmus Program) by exploring the implications of Digital Narrative Pedagogy to improve pupil's school well-being by putting them at the center of the learning process and promoting their motivation. But most importantly, to develop the Key and Transversal Competencies of teachers and NEST beneficiaries, a School Sector priority inherent in the Narrative Pedagogy approach. Teachers need to reduce a widespread poverty of digital skills to rethink educational strategies (School 4.0). NEST is based on the Needs of the partners and their goals. The need is the development of inclusive teaching that promotes engaging school wellbeing for pupils and, which strengthens teachers' digital skills in the use of Web2.0 tools and applications for creating personalized pedagogical activities and supporting pupils in DAD processes; a need that particularly emerges in the context of School in Hospital where pupils, often cannot always attend classes.