DIPCE – Digital and Inclusive Pedagogical Competences of Educators

Website: https://www.inclusive-digital-teaching.eu/


Start date: 01 June 2021
End date: 31 May 2023


  • Universidad Complutense De Madrid, Spain
  • Asociación Madrileña De Profesionales De La Atención Temprana, Spain
  • Sdruzenije Na Na Raboteshtite S Hora S Uvrezhdaniya, Bulgaria
  • SU Paisiy Hilendarski, Bulgaria
  • Center for Special Educational Support, Bulgaria
  • PhoenixKM, Belgium
  • Eufora Perivalontiki Chiou Meletonkai Ipiresion Monoprosopi Eteria Idiotiki Kefaleouxikis Eterias, Greece
  • 3rd Primary School of Hermoupolis, Greece

Aims and objectives

  • Provision of useful intellectual outputs, which will support teachers and schools towards the implementation of digital education readiness to achieve a successful organisation and realisation of the school year during and beyond the COVID-19 pandemic, necessitating remote teaching/learning.
  • Substantial raise of awareness regarding possibilities of the digital tools to enable successful inclusive education for all, including students with disabilities, students with learning difficulties, students with poor income and those from minorities.
  • Establishing a strong alliance among schools, universities, centres for special education support and professionals and disability oriented organisations.
  • Empowerment of youngsters to ensure their full integration in the education, society and well-being.
  • Creation of new didactic supporting material for an effective EU educational awareness campaign, such as our new didactic model, our handbook, our searchable database with resources and video testimonies, as well as the promotional project website.
  • Schools in partners’ countries will ensure the necessarily infrastructure for the adoption of digital content, including available, suitable and affordable technological tools. Teachers and students will benefit from the relevance of the digital content and how it relates to the curriculum, and see links to current teaching and learning practices.
  • The adoption process will be designed and implemented so that the efforts of governments, education authorities, school leaders, teachers and students are aligned (via the attention to the contextual, general change, innovation, specific and systemic factors noted here) to achieve effective integration of digital content into teachers’ pedagogical practices.
  • The intellectual outputs will contribute to the conceptualization of professional inclusive digital and remote teaching competences in the teaching profession.
  • The teachers will be more prepared to face the educational challenges caused by the COVID-19 pandemic.
  • The teachers will be more productive in terms of preparation of digital lessons and this will also enhance the level of attractiveness of the school education, especially when it concerns distance learning.
  • The process of acquisition of learning outcomes with regards to the school curriculum will be detailed and will provide future opportunities for sustainability of the digital learning resources.
  • The teachers’ knowledge, skills and attitudes will be further developed through their personal experience of schooling of students, their pre-service training, their participation in subsequent professional development and their day-to-day work and interactions with colleagues and other members of their school communities. This will have a significant influence over their use of digital technologies during their classroom teaching activities.
  • The teachers will be able to deal with complex issues, demonstrate self-direction and creativity, and continue to learn and will be able to develop and practice those professional qualities.
  • The use of inclusive digital teaching practices, trajectories, digital learning environments and digital open source repositories will increase the choices of the different learning pathways available to students

Target groups

  • (aspiring) teachers in primary and secondary education
  • support teachers and staff


  • children: with disabilities; from poor families; from minorities
  • their families


  • IO1: New didactic model for embedding digital curriculum resources into inclusive teachers’ pedagogical practice
  • IO2: Handbook “Steps for transferring a course online in an inclusive manner“
  • IO3: Set of instructive graphs (online, mobile and printable) and explanatory animated videos to support the implementation of inclusive remote education
  • IO4: Supportive portal with searchable database with regards to inclusive remote teaching practices, trajectories, inclusive learning environments and accessible open source repositories (training material, software, etc.)