The project aimed to support language teachers in adapting their teaching to digital learning environments where communication, collaboration, and social interaction play a central role. We wanted to help teachers move beyond traditional, teacher-centred methods and gain practical skills for engaging learners in meaningful language use in digital contexts. A key objective was to develop a clear and usable methodology that shows how social interaction can be planned, facilitated, and assessed in digital language education. Alongside this, the project sought to provide structured training that helps teachers build confidence in using digital tools, designing interactive activities, and supporting students with different levels of participation and motivation. Another important goal was to strengthen teachers’ ability to observe and assess communicative and social skills, such as participation, collaboration, and confidence, which are often overlooked in traditional assessment systems. The project also aimed to encourage cooperation between schools, educators, and organisations across countries, creating a shared understanding of effective digital language teaching.
The project was developed in response to clearly identified needs in school language education across the partner countries, related to the growing gap between traditional language teaching practices and the realities of digital, socially mediated learning environments. Language teachers reported difficulties in fostering meaningful social interaction online, low student engagement and motivation, limited opportunities for authentic communication, and a lack of pedagogical strategies to assess social interaction, confidence, and communicative competence in digital contexts. Needs analyses, surveys, and professional experience within the partnership highlighted insufficient teacher training in facilitating social interaction, unequal student participation, challenges in providing effective feedback, and the absence of assessment approaches capturing social and collaborative language skills. These challenges were particularly evident in both secondary school and adult education contexts, including work with migrants and diverse learner groups. The project was therefore designed to address these needs by equipping language teachers with innovative methodologies, digital tools, and structured training focused on social interaction.