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deliver their teaching program in the most positive attitude free of pressures and fear
of failure.

3.2.5 FROM TEACHERS´ PERSPECTIVE: UNMET NEEDS AND CHALLENGES

IN DIGITAL EDUCATIONAL SETTINGS
There are still many challenges in the digital education in Germany. When focusing in
the classes for the most vulnerable groups the main problem continues to be the need
for specific support for those that stay behind in the mostly big group classes offered in
the framework of the integration programs (up to 25 students in a class).

There are several additional courses and programs that support these participants in
specific topics, for example some of the teachers created materials in the project “Digi-
tal Practices for Inclusive Programs” that are now being used in the digital integration
courses but these are just some specific exercises and practices and the problems of
the participants in the digital courses are very numerous.

To this, teachers complain about the lack of ready to use digital materials for their
classes. There are actually many materials available online and there have been many
attends to list and present them in different initiatives but the searching materials pro-
cess still represents a hard process for most of the interviewed trainers.

Finally one of the main complains refers to the need for regular upskilling sessions for
trainers and learners in digital competences. Trainings are rapidly moving towards
more digital formats however the delivery of the online classes are still linked to many
challenges for both teachers and learners. Onboarding tutorials for both groups need
to be more supportive and interactive.

3.3 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQ-
UISITES – THE CASE OF ROMANIA

Before starting to teach online, all interviewed teachers had good skills in using the
computer but most of them weren’t familiarised with the digital resources and innova-
tive methodologies in other integrative forms of teaching except the face to face
courses.

3.3.1 FAST TRAINING TO ONLINE TEACHING AND LEARNING-BY-DOING

DURING THE PANDEMIC
They were faced with a sudden need to integrate new digital tools and technologies
and to develop new technical skills in order to adapt their classes to the online envi-
ronment and interaction with their learners.