Best Practice - Key takeaway points from the BestEDU Project
During the project lifetime the partnership met with a broad range of schools on all educational levels, educational and research institutes, experts, teachers and students. These were higher education, teacher education, vocational education and training providers, comprehensive colleges, high-schools, primary schools and kindergartens, as well as both formal and informal adult education and lifelong training providers. The group visited rural and urban schools. Special needs institutions, highly specialised education, people on the forefront of cutting edge technology and early adapters in introducing new ICT approaches within education, as well as those still operating with basic equipment and lesser means.
We visited 17 different educational institutions during the project lifetime in five different countries. Throughout the project lifetime the partners received keynotes and best practice recommendations, as well as lessons and inspiration from close to one hundred teachers and trainers from close to fifty different educational institutions, including one kindergarten, elleven primary schools, nine high-schools, two specialised VET schools, and five universities, as well as from nine adult education and lifelong learning providers.
In addition the partnership attended two training seminars, in Iceland and in Greece, during which they both learned about using Virtual Reality (VR) and Augmented Reality (AR) in education, as well as the importance of human interaction and theatre based training possibilities in post-Covid schooling.
We've summarised the key findings of all participants in three videos provided on our website (www.best-edu.eu), as well as in summaries from each of the transnational meetings. There you will also find a range of keynotes and lessons focusing on good practice and practical lessons from a range of different teachers, trainers and experts in the hosting countries.
We visited 17 different educational institutions during the project lifetime in five different countries. Throughout the project lifetime the partners received keynotes and best practice recommendations, as well as lessons and inspiration from close to one hundred teachers and trainers from close to fifty different educational institutions, including one kindergarten, elleven primary schools, nine high-schools, two specialised VET schools, and five universities, as well as from nine adult education and lifelong learning providers.
In addition the partnership attended two training seminars, in Iceland and in Greece, during which they both learned about using Virtual Reality (VR) and Augmented Reality (AR) in education, as well as the importance of human interaction and theatre based training possibilities in post-Covid schooling.
We've summarised the key findings of all participants in three videos provided on our website (www.best-edu.eu), as well as in summaries from each of the transnational meetings. There you will also find a range of keynotes and lessons focusing on good practice and practical lessons from a range of different teachers, trainers and experts in the hosting countries.
Key findings regarding ICT use and adaptation during the project
Most training institutions have been able to adjust course administration, student assignments and assessment without great difficulty. The necessary technology was already present but students and teachers were often not comfortable using ICT technologies for daily activities and in the classroom. The same was true of a number of other schools and training providers across Europe. Amongst the key skill that was covered in all partner countries, and in most of the schools visited, was the importance of ICT skills in schools both before, during and after the pandemic. We've summarised the key findings in three categories with key examples to be found during all transnational meetings.
- Basic Technological Literacy
At this level the use of ICT as a tool is in focus. Literacy is concerned with e.g. how platforms function, how hardware and software can be used, where it can be related and used in teaching and education. See Keynote on AR&VR use in education in Iceland, from non-fromal adult education in Italy and teacher examples from Croatia. - Educational Methodologies and General ICT Pedagogy
At this level the use of ICT and related copmetences affords the genreal aspects of learning processes, e.g. types of collaboration, diversity in task, progression, etc. See examples on flipped learning in Iceland and Finland, and emergency remote teaching from Denmark. - Best Practice and Innovative Approach - Subject Related ICT Didcatics
At this level the use of ICT and related competences reflects the pedagogical content knowledge of the subject, hence relating technology learning subject knowledge and skills. See examples from Italy, Greece,
General changes in EU schools during Covid19
During the Covid-19 outbreak, European schools faced significant disruptions in their regular operations, including sudden closures, transition to remote learning, and the need to adapt teaching methods to online platforms. The pandemic thus forced schools to make significant changes and incorporate new skills in a realtively short time. In many cases they had to adapt to a mindset and skillset that was at the best difficult and timeconsuming, and at worst completely alien to them.
Some schools, teachers, training providers, individuals and students were better prepared for this change and have acted quickly and adapted to the global pandemic. In this way, schools have been able to cope with the closure of physical classrooms and switch to distance and online teaching quite easily courses. Many or most educational institutions were ill-prepared or not prepared at all. It took them a long time to adjust their education to new circumstances. This is especially true for vocational schools which provide education and training, art and music courses, physical education and training, courses for seniors, courses for people with disabilities, rural communities, education for groups prone to social exclusion, minorities and disabled students.
Most training institutions have been able to adjust course administration, student assignments and assessment without great difficulty. The necessary technology was already present but students and teachers were often not comfortable using ICT technologies for daily activities and in the classroom. The same was true of a number of other schools and training providers across Europe.
During the project lifetime we got to know and experience the resilience and adaptability demonstrated by European schools in the face of the pandemic. We got to meet teachers and school administrators that were in the forefront in implementing creative initiatives and necessary changes to meet these new challenges and helped both maintain student engagement and foster intercultural understanding. The general practices that schools aquired and adapted during the pandemic are:
New Methodology
Faced with sudden closures, a swift and seamless shift to remote learning was necessary, which meant that those schools that had not already incorporated some sorts of online learning, had to quickly adapt to online teaching platforms. These challenges brought about various issues such as limited access to technology, the digital divide among students. Additionally, schools faced difficulties in ensuring equitable education and maintaining student engagement in the absence of face-to-face interactions. (See examples from Denmark, Finland and Iceland)
Technology and ICT skills
The pandemic accelerated digital transformation of education, pushing schools to embrace technology and online learning platforms. This rapid shift led to the adoption of innovative tools, virtual classrooms, and online teaching resources. It prompted teachers and students to develop digital skills and adapt to new ways of teaching and learning. The increased use of technology opened up opportunities for collaboration, virtual exchange programs, and access to educational resources beyond traditional boundaries. This shift also provided access to funds to update necessary equipment and software that was in many cases obsolete. Schools have had to adopted new software and tools to support remote learning and virtual classrooms. (See examples from Iceland, Finland and Greece)
Virtual Learning
Vocational schools had to embrace virtual learning methods in order to meet challenges facing hands-on and vocational training. In many cases they have utilised online platforms, virtual simulations, and remote collaborations to deliver theoretical aspects of vocational training, but there are also signs of using virtual learning environments in practical training. This shift has encouraged educators to explore innovative approaches to engage students and develop relevant digital skills, which are increasingly important in today's workplace. (See examples from the Icelandic College of Fisheries)
Inclusive Education
The pandemic in many cases highlighted the importance of inclusive education. Schools made efforts to bridge the digital divide by providing devices and internet access to disadvantaged students). In many cases there was also an increased understanding for the need for new, accessible and adaptable learning materials, ensuring that students with disabilities and diverse learning needs were not left behind. The pandemic emphasised the significance of equity, inclusion, and personalised learning approaches. (See examples from Croatia and Finland)
Communication and Community
Teachers and school administrators realised the importance of clear and frequent communication with parents, students, and staff. Regular updates, newsletters, and virtual meetings have become the norm. The pandemic has taken a toll on students' mental health mainly through lack of social interaction, physical communication and peer involvement. Schools have recognised the importance of prioritising these issues and have in many cases implemented new programmes and resources to support students. (See examples from Greece and Croatia).
Flexibility and adaptability
The pandemic demanded flexibility and resilience from teachers and students alike, that had to quickly adapt to changing circumstances, adjusting curricula, training methods, and assessment strategies. The pandemic has shown the importance of flexibility and adaptability in education. Furthermore schools have learned how to embrace and foster these changes. In many cases the key lesson learned was that schools are actually capable of change. (See examples from Denmark, Italy and Croatia).
Outdoor education
During the pandemic and because of social distancing, increased emphasis was on outdoor education, both in team-work and with independent assignments. Outdoor environment offered diverse and dynamic learning opportunities to explore subjects not easily replicated indoors, especially within science, environmental studies, physical education, and other disciplines that can be enriched through direct observation and exploration of the natural environment. (See examples from Greece)
Teamwork and Collaboration
The pandemic has highlighted the importance of collaboration and teamwork. Teachers, administrators, and staff have worked together to find solutions and support each other during a challenging time. The lockdown in many cases fostered collaboration and the exchange of best practices among schools both on regional, national and international level, where educators and stakeholders across countries shared experiences, strategies, and resources to navigate the challenges. This also introduced new norms paving way for virtual conferences, webinars, and online communities, facilitating knowledge-sharing and peer support. This collaborative approach promoted innovation and the development of effective solutions to enhance teaching and learning practices. (See examples from Greece and Croatia)
Some schools, teachers, training providers, individuals and students were better prepared for this change and have acted quickly and adapted to the global pandemic. In this way, schools have been able to cope with the closure of physical classrooms and switch to distance and online teaching quite easily courses. Many or most educational institutions were ill-prepared or not prepared at all. It took them a long time to adjust their education to new circumstances. This is especially true for vocational schools which provide education and training, art and music courses, physical education and training, courses for seniors, courses for people with disabilities, rural communities, education for groups prone to social exclusion, minorities and disabled students.
Most training institutions have been able to adjust course administration, student assignments and assessment without great difficulty. The necessary technology was already present but students and teachers were often not comfortable using ICT technologies for daily activities and in the classroom. The same was true of a number of other schools and training providers across Europe.
During the project lifetime we got to know and experience the resilience and adaptability demonstrated by European schools in the face of the pandemic. We got to meet teachers and school administrators that were in the forefront in implementing creative initiatives and necessary changes to meet these new challenges and helped both maintain student engagement and foster intercultural understanding. The general practices that schools aquired and adapted during the pandemic are:
New Methodology
Faced with sudden closures, a swift and seamless shift to remote learning was necessary, which meant that those schools that had not already incorporated some sorts of online learning, had to quickly adapt to online teaching platforms. These challenges brought about various issues such as limited access to technology, the digital divide among students. Additionally, schools faced difficulties in ensuring equitable education and maintaining student engagement in the absence of face-to-face interactions. (See examples from Denmark, Finland and Iceland)
Technology and ICT skills
The pandemic accelerated digital transformation of education, pushing schools to embrace technology and online learning platforms. This rapid shift led to the adoption of innovative tools, virtual classrooms, and online teaching resources. It prompted teachers and students to develop digital skills and adapt to new ways of teaching and learning. The increased use of technology opened up opportunities for collaboration, virtual exchange programs, and access to educational resources beyond traditional boundaries. This shift also provided access to funds to update necessary equipment and software that was in many cases obsolete. Schools have had to adopted new software and tools to support remote learning and virtual classrooms. (See examples from Iceland, Finland and Greece)
Virtual Learning
Vocational schools had to embrace virtual learning methods in order to meet challenges facing hands-on and vocational training. In many cases they have utilised online platforms, virtual simulations, and remote collaborations to deliver theoretical aspects of vocational training, but there are also signs of using virtual learning environments in practical training. This shift has encouraged educators to explore innovative approaches to engage students and develop relevant digital skills, which are increasingly important in today's workplace. (See examples from the Icelandic College of Fisheries)
Inclusive Education
The pandemic in many cases highlighted the importance of inclusive education. Schools made efforts to bridge the digital divide by providing devices and internet access to disadvantaged students). In many cases there was also an increased understanding for the need for new, accessible and adaptable learning materials, ensuring that students with disabilities and diverse learning needs were not left behind. The pandemic emphasised the significance of equity, inclusion, and personalised learning approaches. (See examples from Croatia and Finland)
Communication and Community
Teachers and school administrators realised the importance of clear and frequent communication with parents, students, and staff. Regular updates, newsletters, and virtual meetings have become the norm. The pandemic has taken a toll on students' mental health mainly through lack of social interaction, physical communication and peer involvement. Schools have recognised the importance of prioritising these issues and have in many cases implemented new programmes and resources to support students. (See examples from Greece and Croatia).
Flexibility and adaptability
The pandemic demanded flexibility and resilience from teachers and students alike, that had to quickly adapt to changing circumstances, adjusting curricula, training methods, and assessment strategies. The pandemic has shown the importance of flexibility and adaptability in education. Furthermore schools have learned how to embrace and foster these changes. In many cases the key lesson learned was that schools are actually capable of change. (See examples from Denmark, Italy and Croatia).
Outdoor education
During the pandemic and because of social distancing, increased emphasis was on outdoor education, both in team-work and with independent assignments. Outdoor environment offered diverse and dynamic learning opportunities to explore subjects not easily replicated indoors, especially within science, environmental studies, physical education, and other disciplines that can be enriched through direct observation and exploration of the natural environment. (See examples from Greece)
Teamwork and Collaboration
The pandemic has highlighted the importance of collaboration and teamwork. Teachers, administrators, and staff have worked together to find solutions and support each other during a challenging time. The lockdown in many cases fostered collaboration and the exchange of best practices among schools both on regional, national and international level, where educators and stakeholders across countries shared experiences, strategies, and resources to navigate the challenges. This also introduced new norms paving way for virtual conferences, webinars, and online communities, facilitating knowledge-sharing and peer support. This collaborative approach promoted innovation and the development of effective solutions to enhance teaching and learning practices. (See examples from Greece and Croatia)
It has had some lasting effects in the educational system
The lessons drawn and knowledge aquired in schools both during and after the Covid19 pandemic are as many as there are students, teachers and school administrators. Not to mention others affected such as parents, industry and ministries. So it's difficult to summarise and generalise the overall affect, key lessons learned, new skills adopted or positive changes as a whole. The pandemic affected us differently and we dealt with it in various ways.
The feedback from teachers and trainers range from "I fucking hate Covid and it only had negative effect on our school" to "The best thing that happended to us was Covid".
But the pandemic forced schools to adapt and innovate, leading to changes that will likely continue beyond the pandemic. So while the Covid19 pandemic has disrupted education systems in Europe, it has also resulted in some positive changes and effects, namely:
So while the pandemic has presented many challenges for education systems in Europe, it has also accelerated some positive changes and innovations that may lead to better outcomes for students in the future.
Maybe the key lessons that was common with most people we met with was the general realisation that change is not only going to happen wether we like it or not, but that schools, teachers, administrators and students are actually capable of changing. It was a case of "survival of the fastest" as one teacher mentioned, pointing to the imporantce of adapting new approaches, new technology, new startegies and a new mindset, quickly and efficiently.
So schools were forced to adapt to and incorporate new skills that they were not all equally well prepared to do, such as broader ICT skills to create and manage lessons online, more independency and autonomy of both students and teachers, as well as increased emphasis on outdoor education. These skills and lessons learned, have stayed with most - if not all of them - after the end of the pandemic. However. When asked if these are the key things that they treasure and look back to as positive effects in today's schooling post-Covid, most teachers and students agree on one thing. The key thing Covid taught them was the importance of human interaction.
So it is strange to say. With all the effort going into adapting new skills, purchasing new equipment and practicing new methodologies, the key thing that the Covid19 pandemic has left behind, is our understanding of how deeply affected and depended schools are on human communication, cooperation, synergy and relationships.
As one of the students summarised during our last meeting in Croatia: "I'm just so happy to be back in school".
The feedback from teachers and trainers range from "I fucking hate Covid and it only had negative effect on our school" to "The best thing that happended to us was Covid".
But the pandemic forced schools to adapt and innovate, leading to changes that will likely continue beyond the pandemic. So while the Covid19 pandemic has disrupted education systems in Europe, it has also resulted in some positive changes and effects, namely:
- Increased use of ICT: Schools have had to adopt new technologies to support online learning, and this has led to more widespread use of educational technology and higher skill set, as well as a wider range of educational applications, equipment and support systems. In the future this can help to a more personalised learning approach and provide more flexibility in the learning process.
- Blended learning and flipped classroom: Blended learning models such as flipped classroom, combines online and in-person instruction. This allows students to learn in a safe environment while also receiving the social benefits of being in a classroom.
- Greater emphasis on student-centered learning: The pandemic has highlighted the need for student-centered learning that focuses on individual needs and preferences.
- Teamwork: The pandemic has shown the importance of collaboration and teamwork in education. Schools have had to work together to find solutions and support each other during a challenging time. This can help to create a more supportive and collaborative educational culture.
- Increased involvement: The pandemic has also increased parent involvement in education. With more remote learning, parents have had to play a more active role in their children's education. This can help to build stronger partnerships between schools and families.
- Greater use of open educational resources: With more remote learning, the use of open educational resources (OERs) has increased. OERs can provide access to high-quality educational content that is free and customizable, and can help to reduce costs for schools and families.
So while the pandemic has presented many challenges for education systems in Europe, it has also accelerated some positive changes and innovations that may lead to better outcomes for students in the future.
Maybe the key lessons that was common with most people we met with was the general realisation that change is not only going to happen wether we like it or not, but that schools, teachers, administrators and students are actually capable of changing. It was a case of "survival of the fastest" as one teacher mentioned, pointing to the imporantce of adapting new approaches, new technology, new startegies and a new mindset, quickly and efficiently.
So schools were forced to adapt to and incorporate new skills that they were not all equally well prepared to do, such as broader ICT skills to create and manage lessons online, more independency and autonomy of both students and teachers, as well as increased emphasis on outdoor education. These skills and lessons learned, have stayed with most - if not all of them - after the end of the pandemic. However. When asked if these are the key things that they treasure and look back to as positive effects in today's schooling post-Covid, most teachers and students agree on one thing. The key thing Covid taught them was the importance of human interaction.
So it is strange to say. With all the effort going into adapting new skills, purchasing new equipment and practicing new methodologies, the key thing that the Covid19 pandemic has left behind, is our understanding of how deeply affected and depended schools are on human communication, cooperation, synergy and relationships.
As one of the students summarised during our last meeting in Croatia: "I'm just so happy to be back in school".