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privileges, certificates, and other tokens of achievement can provide motivating recog-
nition for efforts.
FLIPPED LEARNING AND INVERTED CLASSROOM
The good practices in terms of flipped learning/inverted classroom or other method-
ologies to promote autonomous learning process among vulnerable learners, based on
digital resources, blended learning etc. could be the following:

1. FLIP-IDEAL project supported adult educators to use the flipped learning approach
with their learners. During the project the online course for adult educators was
developed, which gave them a practical view on how to implement flipped learning
with students learning basic skills. Online course was based on adult educators’ ex-
periences and case studies using flipped approach, and includes video clips which
illustrate both the theoretical and practical context of flipped learning with adult
learners.
2. During NOVA project the flipped studio “Successful Innovator” to create learners’
awareness about innovation solutions in the CCS during COVID-19, deepen
knowledge on five competences and coherent to them skills, and finally, empower
learners to become successful innovators in CCS and to be integrated to the society
by getting employed, self-employed or become the volunteers in CCS. The learners
from vulnerable groups learned from developed training materials online at home
and then developed the sense of innovation, discussed and reflected on the topic
in the groups.

The main learning impact of these practices is that as a result, students tend to learn
faster, their interest increases so does motivation and performance, teachers are able
to save their time.

4.5.3 FROM THE EXPERT PERSPECTIVE: UNMET NEEDS AND REQUIRE-
MENTS IN DIGITAL EDUCATIONAL SETTINGS

Interviewed teachers have reflected on the strategies they would recommend to en-
sure equal access to digital resources and internet for schools, adult education sector
and vulnerable adults. First of all, local municipalities could plan a budget to equip all
these sectors with new resources to ensure they have necessary IT equipment and
software. This would allow the educators to use innovative digital tools when develop-
ing lessons for their students making them more attractive, interactive and learner-
friendly. Another suggestion was to create a digital map of public Wi-Fi hotspots for
people to know where they can get free internet access. The use of public libraries was
also suggested, but usually their equipment is outdared or functions poorly. Organiza-
tions can also apply for international programs and funds to help them acquire neces-
sary skills, resources or budgets.

Educators have highlighted some unmet digital needs and requirements from the na-
tional educational context. The lack of the state-of-the art equipment and second-
generation systems to practice the learning back in their workplace can negate faculty
from mastering the skills that they have learned. The inability to provide current tech-