The DIG-2-INC Erasmus+ project aimed to promote digital inclusion in higher education by addressing the challenges faced by low SES students when transitioning from secondary to higher education. Its core objective was to create more equitable learning environments by improving institutional strategies, pedagogical practices, and digital tools. Through mapping studies, awareness campaigns, and participation in training programs, the project aimed to amplify student voices, raise awareness among educators, and embed inclusion into university policies. Staff was invited to participate in training programmes that provide design principles facilitating learning in hybrid and digital environments. For students, the project developed an ecosystem of microcredentials and open badges to support the development of life and digital skills necessary in higher education.By integrating life skills, academic competencies, and digital literacy into teaching and assessment, the project worked to reduce dropout rates, enhance student engagement, and support lifelong learning. Ultimately, DIG-2-INC aimed to foster a more inclusive, accessible, and digitally competent higher education system across Europe.
During the pandemic, universities rapidly shifted from face-to-face teaching to digital learning. This transition revealed inequalities: students and teachers with digital skills and resources adapted well, while others struggled, leading to disengagement and surface learning. As new cohorts entered higher education, many faced challenges in moving from student to learner, and ultimately to professional expert. This project addressed the need to strengthen life and digital skills of low socio-economic-status students in higher education. It focused on improving academic skills with a perspective of skills needed in the digital era. It also aimed to raise awareness among university staff of the challenges faced by low-SES students and provide teacher training to embed these skills in curricula. In parallel, it developed an ecosystem of open badges to accredit students’ progress. Aligned with the EU Digital Education Action Plan and the Digital Competences Framework, the project promoted equality, inclusion, and diversity by expanding access to learning opportunities for underprivileged students, reducing stratification and intergenerational poverty.