The objectives of the project were to enhance teachers' inclusion and differentiation skills, to learn to use the universally designed learning methodology, to use digital tools more confidently and consciously, to initiate the drafting of the school's digital agreement, to improve students' digital competence and critical source evaluation skills.
One of the major challenges for Rakvere Private Gymnasium is the significant difference in students' abilities, social skills, and cultural backgrounds. Consequently, teachers require support in developing their differentiation skills and managing multi-level classrooms. We wanted to explore some new methodologies that could be suitable for this situation, and we chose the universally designed learning framework for this purpose. Another significant challenge is teachers' digital competence. Our school's teachers are hesitant towards digital tools and perceive them more as entertainment. Additionally, there are issues with students' "web hygiene" and teachers' inadequate preparation to address it. Older teachers prefer more conservative teaching methods and need support and encouragement to step out of their comfort zone. A digital agreement would be beneficial for the use of digital tools, providing frameworks, opportunities, and guidelines for their use in both teaching and learning, and would be mutually agreed upon by students, the school, and parents.