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tion process. At the same time, for the adaptation of the digital curricula teaching in-
stitutions need to engage trainers with minimal digital skills of B1/B2. There is a con-
siderable gap between current trainers’ digital skills and the needed ones in order to
transfer or to create the necessary online learning plans. Integration centers are trying
to develop online solutions that are both easy to implement by teachers and simple to
follow for the learners. In this way, in most learning programs teachers are starting to
experiment with apps that can easily be downloaded and used for free.

4.2.1 RELEVANT DIGITAL RESOURCES TO MATCH LEARNERS IN INTEGRA-
TION PROGRAMS
As stated above, most teachers insist on the need to use digital resources that are not
time consuming for the preparation of the classes and easy to be used. Thus, the most
relevant resources in the classes are the ones that require no previous installation, and
if possible, the ones that are ready to be used or offer a simple way to create new ex-
ercises. For vulnerable groups the length and complexity of the exercises play a fun-
damental role. In this way, experts recommend to create and use several similar exer-
cises for one topic. If participants are intended accomplish the exercises on their own
without the supervision of a teacher, experts agree on the need for feedback support
making learning progress visible if possible. In this sense, several interviewees recom-
mend resources such as quizlet where different types of exercises including feedback
options are bounded in one. Further, there is a common consensus on the importance
of images and the use of voice messages for the most vulnerable learners in online
teaching sessions. Easy to follow presentation or simple videos are very valuable mate-
rials when presenting new topics or creating reviews in the classes. The possibility to
interact with the teacher and / or other students using voice messages is similarly re-
garded as essential for the target group. Collaborative working opportunities such as
Google docs are equally highly praised by the teachers who often make use of them
when students are encouraged to prepare topics/presentations in groups, correct each
other or create open stories. And finally a clear structure that learners can easily fol-
low to accomplish their tasks, simplicity and clarity in the exercises are relevant ingre-
dients for successful online sessions according to the experts.

4.2.2 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS
To the regular digital teaching techniques that should include data regulation, working
with images and presentations, content searching and creation, teachers need funded
organization skills in digital educational settings. In the German integration programs
the organizational part of the class is as important as the pedagogic one. Teachers do
not only need the ability to create or implement their lessons, they similarly need to
master organizational skills that will include clear classroom management techniques,
simple working structures, good time managing and inclusion of rewards strategies