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4.2.2 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS ............................................................................................................. 51
4.2.3 FROM THE EXPERT PERSPECTIVE: UNMET NEEDS AND REQUIREMENTS IN DIGITAL
EDUCATIONAL SETTINGS ........................................................................................ 52
4.3.1 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQUISITES ................... 53
4.3.2 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS ............................................................................................................. 55
4.3.3 FROM THE EXPERT PERSPECTIVE: UNMET NEEDS AND REQUIREMENTS IN DIGITAL
EDUCATIONAL SETTINGS ........................................................................................ 55
4.4 NATIONAL TRENDS IN DIGITAL PEDAGOGY, DIGITAL LITERACY AND USE OF
DIGITAL RESOURCES – THE CASE OF POLAND ............................................................. 55
4.4.1 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS ............................................................................................................. 56
4.4.2 FROM THE EXPERT PERSPECTIVE: UNMET NEEDS AND REQUIREMENTS IN DIGITAL
EDUCATIONAL SETTINGS ........................................................................................ 57
4.5 NATIONAL TRENDS IN DIGITAL PEDAGOGY, DIGITAL LITERACY AND USE OF
DIGITAL RESOURCES – THE CASE OF LITHUANIA .......................................................... 58
4.5.1 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS ............................................................................................................. 58
4.5.2 MOTIVATIONAL COMPETENCES ............................................................... 58
4.5.3 FROM THE EXPERT PERSPECTIVE: UNMET NEEDS AND REQUIREMENTS IN
DIGITAL EDUCATIONAL SETTINGS ...................................................................... 60
4.6 NATIONAL TRENDS IN DIGITAL PEDAGOGY, DIGITAL LITERACY AND USE OF
DIGITAL RESOURCES – THE CASE OF DENMARK .......................................................... 61
4.6.1 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQUISITES ................... 62
4.6.2 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS ............................................................................................................. 65
4.6.3 FROM THE EXPERT PERSPECTIVE: UNMET NEEDS AND REQUIREMENTS IN
DIGITAL EDUCATIONAL SETTINGS ...................................................................... 66
5. SUMMARY OF BEST PRACTICE EXPERIENCES IN DIGITAL PEDAGOGY AND
TEACHING ....................................................................................................... 67
5.1 INTRODUCTION ............................................................................................................. 67
5.2 BEST PRACTICE EXAMPLES FROM GERMANY ......................................................... 67
5.2.1 BEST PRACTICE: DIGITAL PRACTICES FOR INCLUSIVE PRACTICES ........... 67
5.2.2 BEST PRACTICE: DIGITISE THAT .................................................................. 68
5.2.3 BEST PRACTICE: CHANGING OF ADULT EDUCATION ............................... 68
5.3 BEST PRACTICE EXAMPLES FROM ROMANIA ......................................................... 68
