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Organisations ensured all categories of learners could access their online courses by
training the teachers on how to give specific instructions or guide their learners in us-
ing the digital platforms for online learning and dedicating a whole session at the be-
ginning of each course for the use of the main learning platform. Moreover, each
learning centre tried to solve this issue by offering the vulnerable students written
instructions and , then later, easy to use tutorials on how to use the digital tools to
login and connect to the course.

However, it was clear that it was up to the teachers to provide guidance and motiva-
tion for these vulnerable participants to continue and access the courses.

3.3.5 FROM TEACHERS´ PERSPECTIVE: UNMET NEEDS AND CHALLENGES
IN DIGITAL EDUCATIONAL SETTINGS

NEED FOR SPECIFIC DIGITAL TEACHING-LEARNING MATERIALS
Research suggests that a main problem in online teaching after discovering and start-
ing to use new tools and applications was the lack of digital materials for teaching.
Transforming normal books in digital books was a big issue for the institution and the
teachers who had to scan, take photos and start to use any kind of real life situations
materials on internet and start to be creative, inventive and original in order to in-
crease learners’ motivation and have a personal positive attitude as a teacher. The
creation and adaptation of digital resources or the experience in creating them was
another main issue for these teachers because it took them a lot of time and energy.

All the interviewed teachers emphasised that the first 2 or 3 classes within a course
that started online wasn’t about teaching content or language skills, for example, but
rather about explaining the technical part of online teaching.

3.4 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQ-

UISITES – THE CASE OF POLAND

Before pandemic and wide spread of online teaching across all types of educational
institutions, digital tools were very seldom used by teachers. In most cases digital
tools were used to organize classes, create a plan, check attendance and so on, rather
than to actually contribute to the quality of content. In most cases the respondents
mentioned that the only digital tools they use are computers and projector which is a
very basic set of almost every classroom in Poland. Besides that, they occasionally im-
plement some materials they found on the web, like video or image that can help
them visualize some specific content that they are trying to teach.