If it was not clear before, distance learning has shined a bright light on how various school contexts impact the educational outcomes of its students. As we have been seeing firsthand, existing inequalities between students have been accelerating, which has brought issues of educational justice and equal opportunity to the forefront of educational research.
While many schools have risen to the challenge and developed effective distance learning forms, others have fallen behind, something that has left some students without access to quality education, particularly students with disabilities. The COVID-19 crisis has exacerbated the exclusion of these students from education, revealing that they are the least likely to benefit from distance learning.
Teachers, too, have had to adapt to new pedagogical environments, which has forced them to develop new pedagogical approaches and modes of delivery. Unfortunately, most teachers have not been trained in these methods, have not had sufficient guidance, and have lacked resources on how best to include students with disabilities in distance learning lessons.
A key to overcoming these obstacles is to strengthen the profiles of the teachers who are working in this difficult educational landscape. And that is where our project – "Digitalisation and inclusive education: Leaving no one behind in the digital era" (DigIn) – comes in.
By strengthening the profiles of teachers – that is, by empowering and professionalizing teachers from various age groups and different school types who work in inclusive digital education – we hope to increase students with disabilities’ participation in digital education.
We will host the online training course for teachers over iMooX. Since we have made the online course open-access, anyone who is interested in it can access it for free wherever they are and whenever they want. The course is available in five languages: English, German, Italian, Bosnian/Croatian/Serbian, and Macedonian.
The course has five modules.
The course starts on 1 September 2022.
Imagined as an inspiration for teachers where they can access successful stories about digital technologies, this didactical handbook on inclusive digital education can be read online or printed.
The best practice examples show positive examples of teachers reaching and educating all children – both students with disabilities and their peers – in inclusive settings in mainstream schools.
These provide teachers with guidance about the accessibility and usability of teaching materials and tools.
DigIn is an "Erasmus+ Partnerships for Digital Education Readiness" project. Its project reference is
2020-1-AT01-KA226-SCH-092523. There are six project partners from four countries: Austria, Bosnia and Herzegovina, Italy, and North Macedonia.
These partners come from four types of educational institutions: three universities, a comprehensive school, and two NGOs working in the field of (inclusive) education.
Click on the logos below to find out more about the partners.
University College of Teacher Education Styria,
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Co-funded by the
of the European Union