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ple and adults - who have relevant skills to handle information and communication
4
technologies .

Overall, there is broad international consensus that the digitalization of an increasing
number of societal matters places extensive demands on parallel educational efforts to
ensure equal digital access for all citizens, both in terms of technology and insight. This
also applies to equal and democratic access to the learning and welfare opportunities
that digital technologies represent:

"The virtual activities do something that we couldn't do before. And it is al-
so in the new Erasmus+ programme that we will try to link the traditional
physical activities with virtual activities. That, I'm pretty sure, is here to
5
stay..."

In summary, the ongoing development reflects that digital education and upskilling of
European populations is firstly a question of increasingly including digital teaching and
learning strategies in general adult education. However, secondly, it is also a necessary
way to ensure equality in access to basic societal information and communication.
Thereby, the non-formal adult education sector actually has a multi-faceted purpose,
which goes beyond the educational aim and has a central democratic aim.

1.1 CONTRIBUTIONS FROM THE AIDKIT PROJECT

Against this background, the overall aim of the AiDKiT project was to qualify adult
teachers/trainers to develop and implement online based teaching/learning method-
ologies tailored to the needs and requirements of adult learners unfamiliar – or less
familiar - with digital learning environments. Furthermore, the project aimed to re-
search, adapt and disseminate digital good practice methodologies for improving non-
formal educational settings for adult learners in need of strengthening their employa-
bility and inclusion in working life and in society in general.

From this perspective, the AiDKiT project has focused on teaching/learning methodol-
ogies being particularly suitable to utilize the educational potentials in contemporary
digital pedagogy and EdTech strategies. Thus, the project intended to improve teach-
ers´professional online teaching skills as well as adult learners´ skills and motivation for
more self-driving and autonomous online learning. In summary, the concrete objec-
tives were to develop the following resources:

 As a first step: the Motivational Guidebook of Best Practices. This initial activity
aimed to carry out a national research of the state-of-the-art with regard to the

4 Cf Slåtto, Torhild et al. (2020): ”Learning for everyone in a digital society”.
5 Quoted from Kolling, Ole (2021): “The whole world visiting during corona”. In “Digital opportunities in
Erasmus+”, op.cit.