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4. FINDINGS AMONG DIGITAL EXPERTS IN

TERMS OF DIGITAL PEDAGOGY, DIGITAL RE-

SOURCES AND UNMET NEEDS

4.1 INTRODUCTION

The purpose of involving special experts in the initial research phase was to obtain a
qualified assessment of the national digital situation as well as an insight into the digi-
tal practices which currently set the standard in digital pedagogy and teaching of vul-
nerable adults and other learners. Thus, the experts represented professionals who
generally had both conceptual and practical pedagogical experience in terms of digital
teaching and learning in the national context, for instance knowledge of the inverted
classroom and flipped learning as well as other blended methodologies, combining
physical and digital teaching in various ways.
In total, approximately 25 experts have contributed to this part of the initial research
with reflections on questions such as:

 What national trends do you see in the national digital pedagogy?

 What digital resources do you find relevant to match adult learners´ prereq-
uisites, especially among groups of vulnerable learners?

 What transversal competences would be relevant to support adult teachers´
digital teaching?

 What unmet needs and requirements do you see among adult teachers in
settings for vulnerable adult learners?

4.2 NATIONAL TRENDS IN DIGITAL PEDAGOGY, DIGITAL
LITERACY AND USE OF DIGITAL RESOURCES – THE CASE

OF GERMANY

German expert teachers agree on the need for an urgent digitalization of teachers,
learners and other staff members in the adult education sector. Although there has
been a clear upskilling in the last 3 years most teachers have just moved from a starter
level of A1 to the elementary A2 remaining most of them as beginners in the digitaliza-