Supporting the Digital Transformation of Social Economy Organisations

<< Background >>The Covid-19 pandemic disrupted social, economic, and educational activities, shuttering institutions across Europe. Only 10% of EU nations possessed robust digital learning infrastructures beyond formal education (European Data Portal, 2020). The abrupt transition to distance learning hindered adequate preparation and reflection on e-learning hurdles. The World Economic Forum (2020) warned of enduring effects on learning innovation and digitization, underscoring the educational sector's lack of readiness for technology's pivotal role. The crisis spurred a heightened demand for digital skills, particularly in non-ICT professions, fostering resilience and adaptation (CEDEFOP, 2021). Enhancing digital competences emerged as a focal point for EU members and aspiring countries, with emphasis on vocational education. Yet, there remained gaps in continuous VET and teacher training in digital proficiencies. Moreover, training educators, trainers, and professionals in digital literacy to effectively assist learners remains an underdeveloped aspect of national skill frameworks. Technological advancements showcased during the pandemic hold promise to revolutionize learning, imparting digital skills and broadening access across populations.<< Objectives >>Educational institutions, CSOs, and NGOs throughout the EU relied on professional preparation programs to ensure preparedness in using technology meaningfully. These professionals should have access to programs with a solid understanding of technology's role in supporting learning (Foulger et al., 2017). A coordinated response was necessary to help them acquire digital skills, crucial for keeping pace with the fast-changing landscape (Jackman et al., 2021). The DIGI:GO project aimed to support adult educators, VET providers, teachers, and other professionals in incorporating online tools, delivering training in hybrid environments, and employing effective pedagogical approaches. Expanding adult training provision through online environments had significant advantages during the pandemic, necessitating high-quality up-skilling opportunities for institutions to shift their training offer online. Including technology in educational policies was imperative to avoid digital exclusion and social inequalities. Preventing the learning crisis from becoming a long-term obstacle was and is a top priority for the entire EU educational community.<< Implementation >>The DIGI:GO proposed a wide range of activities that were implemented throughout the 24-month project lifecycle. The PROJECT RESULTS included: a Toolkit of Digital Skills Development (PR1), an In-Service Training Programme (PR2), an E-Learning Platform (PR3), and a Policy Paper (PR4).LEARNING, TEACHING, TRAINING ACTIVITIES: A short-term staff training event was held in Cyprus to deliver PR2 to adult educators, VET providers, teachers, and other professionals from the social and education field from each partner country. MULTIPLIER EVENTS: The DIGI:GO Learning Lab aimed to:a) Present and showcase the Project Results developed.b) To enable the engagement and interaction with the target-groups and stakeholders with the developed resources.c) To promote the creation of new community dynamics and synergies, seeking new spaces for the exchange of professional and educational practices. The DIG:GO Learning Labs were held in all partner countries.A FINAL CONFERENCE was held in Germany aiming to present the operational and policy recommendations gathered by the project consortium to policy and decision-makers.<< Results >>Key actions to achieve the project results included: • Development of a Toolkit of Digital Skills Development (PR1) aligned with the Digital Competence Framework for Citizens 2.0 (DigComp). Topics: 1. Information and data Literacy, 2. Communication and Collaboration, 3. Safety, 4. Digital Content Creation. • Creation of an In-Service Training Programme (PR2) for adult educators, VET providers, teachers, and other professionals, covering innovation in educational technologies and hybrid learning systems. Topics: 1. Toolkit Implementation and Assessment Strategies, 2. Foundations of E-learning and Distance Education, 3. Learning Management Systems, 4. Innovative Pedagogical Methods in Hybrid Learning Environments. • Development of an E-learning Platform (PR3) for access to PR1 and PR2 in bite-sized units. • Completion of a Policy Paper (PR4) offering operational and policy recommendations based on project analysis for decision and policymakers in adult education and social innovation.