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in different countries in the EU where the neediness and relevance of the flipped
method were proven:
1. The project – 40Challengers – aimed to promote the development of soft skills
for second-handers through a self-assessment tool and a catalogue of 40 inno-
vative teaching challenges. All this was provided through the mobile app. Dur-
ing the project people could learn at home and then discuss and review their
learning progress in class or with the mentor face-to-face.
2. During the project SELF-E the entrepreneurial competences of vulnerable
learners were developed motivating them to become self-employed and start
lifestyle entrepreneurship. The pedagogical strategy of the training course pro-
vided to learners was based on the blended learning approach – combination
of traditional and virtual learning via developed e-learning platform as Open
educational resources with the possibility to perform self-study at convenient
time and place. Also, the flipped learning methodology was applied – the
learners studied training materials at home and them they had face-to-face or
online sessions with the teacher in order to discuss their achievements, prob-
lems and deepen their knowledge.
3. M-EASY project aimed to develop the mathematical skills of vulnerable people.
The blended learning and reverse training methodologies were applied within
the project. The learners could learn at home using the mobile app developed
within the project and then come to face-to-face sessions with the trainer for
discussing their progress.

Significantly higher performance is the main characteristic for the learning impact of
these good practices. Motivated learners – higher performance, which gives teachers
and learners, with their individually constructed knowledge, the possibility to exchange
and reflect on their procedures and experiences.

3.5.7 ACCESS AND AVAILABILITY ARE BASIC KEY WORDS FOR BOTH-

LEARNERS AND TEACHING
One of the crucial aspects of digitalization of teaching process is to ensure that vulner-
able adult learners have the necessary access to digital tools and internet, because
only then students are able to get the benefits from digital learning process. The or-
ganizations of interviewed trainers have specifically dedicated equipped rooms with
computers and free internet access where students can come and use for their needs.
Learners are welcome to use the facilities for free at any time they need. On top of
that their organizations also provide free digital training for those, who are not familiar
with digital literacy. They also involve them in the projects using digital resources to
engage these vulnerable students and develop projects related to their inclusion.

3.5.6 FROM TEACHERS´ PERSPECTIVE: UNMET NEEDS AND CHALLENGES
IN DIGITAL EDUCATIONAL SETTINGS
Interviewed teachers and trainers have highlighted some unmet digital needs and re-
quirements from their daily teaching/training practice. As for the educators them-