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ing the assessment of these self -study tasks into the final evaluation of the learner’s
performance can be a key motivator.

4.3.2 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS
The interviews with the experts in this regard didn’t reveal many solutions as it was
clear that facilitating digital education for the vulnerable category of learners depends
in great part on the national strategy to overcome this issue.

Solutions could be implemented at a local and at a national level through training pro-
grammes at a local level, but also at a national level, workshops that are accessible to
this category both from a financial point of view and frequency.

It is known that Romania is confronted with digital illiteracy of an important category
of its inhabitants, namely people who are over 50, or the ones who come from the
rural area and didn’t have access to this kind of digital education, many of them didn’t
own a computer or have access to the internet. Therefore, local organisations such as
language centres or adult education institutions reacted how they could but with limi-
tations.

4.3.3 FROM THE EXPERT PERSPECTIVE: UNMET NEEDS AND REQUIRE-
MENTS IN DIGITAL EDUCATIONAL SETTINGS
The findings in the interviews with the experts are connected also with the urgent
need of a digital teaching methodology with special focus on: adapting the teaching
pace and learning rhythm to the learning abilities of the students in this digital envi-
ronment as from the neurological point of view they are not the same, adapting the
teaching curriculum to digital learning environment, meaning allowing more study
hours for the acquisition of the content that was designed for the face to face courses
and, last but not least, a methodology of working with different levels of digital com-
petences in the same group.

The teaching methodology in the online environment should focus also on what other
methods teachers could find to balance out the digital artificiality perceived by vulner-
able adults by ensuring they offer permanent feedback to learners and making sure
the digital tools remain only a means of conveying the content and that they still use a
humanistic approach. The Romanian expert teachers feel that the future of adult
learning in digital education must adapt and rely on other study findings from neuro-
science, psychology or sociology.

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

OF POLAND