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of where their experience and routine from physical education has fallen short, and
which digital upskilling needs they would point to.

In summary, this research was based on exploratory interviews with selected teachers.
Each partner organization completed interviews with around 5 teachers with some
digital teaching experience, however, with a common need to expand and improve
their digital teaching skills and their insight into digital pedagogy.

Again, the European DigCompEdu framework formed the starting point for the general
interview framework, focusing on the following questions:

 What digital resources do you use in your teaching/training practice?

 What experience do you have in terms of designing and creating digital
educational resources?

 What pedagogical-didactic skills do you use to match your learners´
learning prerequisites and, needs?

 What methods and tools do you use to maintain your learners´ motivation
for education - and in particular their motivation to engage in digital
learning processes?

 Are you familiar with flipped learning/inverted classroom or other meth-
odologies to promote autonomous learning process among vulnerable
learners, based on digital resources, blended learning etc.?

 Could you point to good practice experience in terms of flipped learn-
ing/inverted classeroom/blended learning for vulnerable adult learners?

 What would be characteristic for the learning impact of these good prac-
tices?

 What unmet digital needs and requirements would you highlight from
your daily teaching/training practice with a special view on vulnerable
adult learners: