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2.6.3 VARIOUS CPD PROGRAMMES AND NETWORKS AVAILABLE FOR
TEACHERS ........................................................................................................... 28
3. DIGITAL RESOURCES, DIGITAL EXPERIENCE AND UNMET NEEDS AMONG
ADULT TEACHERS ............................................................................................. 30

3.1 INTRODUCTION ............................................................................................................. 30
3.2 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQUISITES – THE CASE OF
GERMANY ............................................................................................................................. 32

3.2.1 TEACHERS AND LEARNERS PREVIOUS EXPERIENCES WITH DIGITAL TOOLS AND
DISPOSITION TO USE DIGITAL TOOLS ....................................................................... 32

3.2.2 THE URGENT UPSKILLING NEED, SUPPORTING EACH OTHER AND SOLUTIONS FOR
NEW TEACHING FORMATS ...................................................................................... 33
3.2.3 MOTIVATION STRATEGIES .............................................................................. 34

3.2.4 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS ............................................................................................................. 34
3.2.5 FROM TEACHERS´ PERSPECTIVE: UNMET NEEDS AND CHALLENGES IN
DIGITAL EDUCATIONAL SETTINGS ...................................................................... 35
3.3 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQUISITES – THE CASE OF
ROMANIA ............................................................................................................................. 35

3.3.1 FAST TRAINING TO ONLINE TEACHING AND LEARNING-BY-DOING DURING THE
PANDEMIC ............................................................................................................ 35

3.3.2 MUTUAL SUPPORT THROUGH PEER LEARNING................................................. 36

3.3.3 LEARNERS´ MOTIVATION THROUGH LEARNING-BY-DOING ................................ 37
3.3.4 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS ............................................................................................................. 37
3.3.5 FROM TEACHERS´ PERSPECTIVE: UNMET NEEDS AND CHALLENGES IN DIGITAL
EDUCATIONAL SETTINGS ........................................................................................ 38
3.4 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQUISITES – THE CASE OF
POLAND ................................................................................................................................. 38

3.4.1 THE PANDEMIC ACCELERATED THE USE OF ONLINE TOOLS – BUT ON
FACE-TO-FACE CONDITIONS ............................................................................ 39
3.4.2 DIFFERENT LEVELS OF DIGITAL LITERACY AMONG ADULT LEARNERS
LOWERED LEARNING MOTIVATION AND EFFECTIVENESS OF TEACHING ......... 39
3.4.3 TEACHERS ARE FAMILIAR WITH FLIPPED LEARNING AND INVERTED
CLASSROOM – ALSO WITHOUT DIGITAL TOOLS ................................................ 39
3.4.4 INTERACTIVE LEARNING MATERIALS STRENGTHEN LEARNERS´

MOTIVATION ...................................................................................................... 40
3.4.5 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS ............................................................................................................. 40