Data Literate project has a well-defined and very specific mission to capacitate educators in Digital Data Literacy, through continuous professional development initiatives and hands-on, collaborative approach which will allow not just teachers, but also school leaders and students to increase their Digital Competences, in particular those related with digital data literacy for education.Having to transition to distance learning from day to night, schools have faced the pandemic as a quintessential adaptive and transformative challenge which highlighted previously deep-rooted existing gaps. On one side, it showed sharply the importance of digital learning and the need for high-quality teachers’ continuous professional development (CPD) in ICT. On the other side, COVID19 called renovated attention to specific digital competences, including Digital Data Literacy (DDL). Even before the pandemic, it was already well set that is impossible not to recognize that data is essential for everyday life, since nearly everything is digital, and those digital things produce and consume data. The evidence clearly shows not only the importance of data literacy within the context of a digitalized society, but also highlights its relevance to education. With COVID19, “the demand for digital skills will grow with skills in demand (…) including (…) data literacy (…)” (Digital Education Action Plan). With the rapid schools’ shift to online learning, not just teachers, but also students and school leaders need to critically approach, filter and assess information, to identify disinformation and to manage the overload of information. Teachers and school leaders should nimbly use the information that is available to them to support student learning. Knowing how to communicate, marshal resources and tailor practice to student need are the same skills teachers need in a regular classroom setting but have taken on new urgency during COVID19. Becoming data literate is thus a skill set that educational communities must acquire and nurture increasingly. Simply put, and addressing the abovementioned needs, Data Literate project has a mission to capacitate educators in DDL. Aligned to such mission, the specific objectives are:•To raise awareness of DDL relevance in an increasingly digital world. •To build capacity on DDL applied to educational purposes.•To create a CPD course under the DDL topic for educators.•Build digital education readiness (trough DDL) and thus mitigate the impact of COVID19 in education.•Ensure that teachers know how to communicate, marshal resources, and tailor practice to student needs, especially in a digital context.•Promote, support, and motivate quality, ongoing teachers’ CPD that is based on DDL use to improve instruction.•Contribute to a cultural change at the participating institutions regarding attitudes towards DDL and openness.•Significantly increase teachers’ and student’s data competencies and thus increase their academic success and qualify them for a successful career by adapting to the growing needs for DDL competencies in the increasingly data-driven job markets.•To strengthen the capacity of school leaders to deepen understanding of student and school data.Such objectives will be reached through the development of 2 main outputs:•Creation of a capacity building programme, including a MOOC for teachers and school leaders’ CPD, supported by a piloting scheme which actively involves students. •Collaborative creation of a DDL Strategic Plan for Schools, as well as the Data Literate Handbook.By actively contributing to teachers’ high-quality CPD in the field DDL and through a holistic, collaborative approach which brings together school communities, as well as training & data literacy experts, the project will not only tackle specific European education challenges bought up by COVID19, but will at the same time address the Commission proposes to consolidate ongoing efforts and further develop the European Education Area along with dimensions number 1; 3 and 4; Contribute to Digital Education Action Plan strategic priority number 2, and finally, Data Literate has the added value of addressing both DigComp and DigCompEdu

The project builds on innovative practices in the digital age. We see in digital tools the potential for new learning opportunities that lead to greater personalization and flexibility of learning, as well as to the introduction of new pedagogical and assessment practices. These tools can increase access to open educational resources and ensure greater access to education for some disadvantaged groups.However, school education institutions need not only open educational resources, but also appropriate methodological tools for their effective use, maintenance or development. In this context, we therefore consider it necessary for education staff to be equipped with adequate digital skills and competences that can guarantee the adequate and effective use of these resources and digital tools. These skills are essential for all educators and teachers. They have added value for foreign language teachers and can help increase students' motivation for a foreign language other than English.The presented project contributes to the current development of language skills by learning the German language and by adapting educational processes to the digital environment it leads to the development of digital skills. The development of learning competence is stimulated by integrating the steps and activities that lead to autonomous learning.The project team consists of three universities (University of St. Cyril and Methodius in Trnava, Slovakia; Jan Evangelista Purkyně University in Ústí nad Labem, Czech Republic; University of Vilnius, Lithuania) and six high schools (Gymnázim Janka Matúšku v Galante, Slovakia; Gymnázium Jána Holého v Trnave, Slovakia; Gymnázium a strední odborná škola dr. V. Smejkala, Ústi nad Labem, Czech Republic; Gymnázium a strední odborná škola Mikulov, Czech Republic; Vilniaus Gabios Gymnazija, Lithuania; Vilniaus jezuiti gymnazija, Lithuania) This team will not only contribute to the quality of the project's outputs by bringing together highly recognized experts and exchanging best practices and experiences, but will also enable the creation of educational material that is not linked to just one national education system, ensuring its wide applicability within the EU.The output of the project is the practical methodical handbook for GFL online teaching, which takes into account the digital instruments and the latest approaches in the field of language teaching and the development of foreign language skills. The methodical handbook partly consists of specific tasks, exercises and activities in the form of open educational resources. The designed material should lead to an increase in the quality of teaching as well as to promote the language skills of the students. The handbook contributes to the immediate innovation of educational practices in the context of the digital age.The project also includes training activities aimed at increasing the digital competence of teachers in secondary and tertiary education and developing methodological and technical competence of high school teachers who are involved in the implementation of project outputs in practice. The multiplier events and dissemination activities are planned to disseminate the project results in a larger context beyond the boundaries of the strategic partnership. The project results should not be tied to a single national education system, but it should be transnational, expandable and also adaptable after the project has been completed. The project result as a whole is planned as an OER - the tasks, exercises and activities created will be freely accessible online, as will the planned methodology manual and its translations into different languages. The project contributes to the fact that online teaching and teaching with OER should not only be an emergency solution in the educational process, but its high-quality expansion and supplement to the traditional forms and types of teaching.

The main goal of the project was to create new and attractive teaching materials for German and Russian. The project was based on the innovative combination of the Soft CLIL method with problem-oriented teaching and on the integration of cross-curricular topics into the teaching of foreign languages. These are the topics of sustainable tourism and financial literacy and real mathematics, which are not only part of students' daily lives, but also a cognitive challenge for them. This compensates for the so-called cognitive humiliation accompanying the learning of a second foreign language, in which students again go through already known topics from the first foreign language, which can be very demotivating. Properly chosen topics, which are an intellectual and cognitive challenge for students, make it possible to combine students' non-language knowledge and practical / language skills and contribute to increasing their motivation to learn. Real mathematics and sustainable tourism are thematic areas that can motivate students to develop critical thinking, autonomous learning, responsible behavior, higher individual involvement as well as civic activism and also influence the choice and performance of future careers. The themes of learning units thus not only contribute to foreign language teaching, but also support various dimensions of active citizenship (from reflection on the business environment and related challenges for individuals and society to sustainable behavior in everyday situations - shopping, travel, coexistence and social cohesion, preservation of traditions, cultural heritage, climate change, etc.).The created textbooks are available in printed form, in online form for download (PDF), but also in ePUB format intended for tablets and reading devices. This format integrates links to audiovisual material and other Internet resources (links, pages, videos), which bring textbooks closer to the everyday experiences of students growing up in a digital environment. In this way, the project attracts and supports teaching through digital media, reflects the various available digital resources and in many exercises also aims at education for critical handling of the media, or the creation of digital content in the form of project teaching.All textbooks are supported by teacher manuals developed for each textbook, which will guide the teacher reliably while working with textbooks in the classroom.As different cross-curricular topics can be taught based on the chosen method, the project partners also planned and created a separate methodical publication, which describes in detail the work with the problem-oriented Soft CLIL method and demonstrates how to work effectively according to the method and how to prepare teaching materials. This publication was published in the languages ​​of the project (German, Slovak, Lithuanian, Slovenian) and in English, which creates a path to knowledge transfer for teaching other languages ​​and other subjects. By mastering this methodology, teachers can further develop professionally. Several project activities described below also contributed to the aspect of teachers' professional development.All planned outputs of the project have been achieved and are the result of excellent cooperation in a team of university experts and secondary school teachers. As there are no similar teaching materials on the market, the results of the project prove that the cooperation of several experts from different sectors is a positive experience that leads to the improvement of teacher competences and skills.Another aspect of the project was the training activities for secondary school teachers, which significantly contributed to their professional development in the field of methodology and didactics of foreign languages, the Soft CLIL method and problem-oriented teaching. Equally important was the participation of the professional teachers in the writing, verification and evaluation of new teaching materials. In the spirit of the Soft CLIL method, cooperation between foreign language teachers and teachers of other vocational subjects has also deepened.Other teachers and experts for whom a multiplication event has been organized can also benefit from the results of the project. It was attended by teachers from a total of 13 countries, and the event provided basic information not only about the project, but also about the Soft CLIL method and problem-oriented teaching and prepared teaching materials. The record of the event and all outputs are available on the project website.A number of articles, scientific publications and other presentations for professional audiences have also contributed to the development of language education. The project partnership's secondary school teachers were also involved in the preparation of some of these outputs, which has helped to bridge the gap between the academic sphere and school practice.

Experts predict in the upcoming years an increasing gap between skills learned in school and skills required in the European economy within the young generation. Any strategy aimed at reducing this gap must encourage high school students at the age of 16 to 18 to consider a career in STEM related occupations and to pursue higher levels of study, and it must improve the acquisition of technical skills through highly effective teaching and learning.The strategic partnership between the 10 partner schools aimed to develop and exchange good practices in the field of sustainable energy production by biotechnology for students at the secondary level. The partnership worked together to produce innovative learning materials for practical experiments in the biotechnological production of bioethanol and biogas. Both energy resources have the great advantage to be a storable energy source. For both production processes we worked out procedures based on a clear understanding of the biological science with the goal of optimizing the product concentration. For schools which lack access to professional-grade fermenters, we also developed a low cost, self-made version of a fermenter. By these means we fostered both the bioscience aspect and the technology aspect of modern biotechnology.Furthermore, students tried to figure out in an energy workshop how an energy mix which follows the EU Strategy 2020 might be created to meet ethical and sustainability requirements. On the basis of professional knowledge acquired in the project, students are able to evaluate social ethical issues critically with the help of tools we developed together. Those tools try to structure the decision-making process for coming to mature, reflective evaluations of future social questions.In addition to technical and scientific skills, we intended to develop motivation and self-reliance in the students: These skills are required to bring a complex project to success. Such students will not fail or leave school early. Therefore professional, inter-cultural and above all personal exchange is necessary, and is provided by the learning and experimental workshops described above. All in all, more than 200 transnational mobilities were conducted in this complex project. So the two laboratory workshops as well as the energy workshop combined with an ethical discussion about a sustainable energy mix in Europe in the future were central to the project. The jointly created resources are tested and evaluated through the practical experiments during the two laboratory workshops. In this workshops students and teachers worked together in international teams. They were guided by international teams of educated student mentors through the experiments. The mentors also guided the ethical decision-making process. The evaluated teaching lab modules are implemented in the science lessons and disseminated to teacher lessons in the home countries. In future panel discussions, students will be able to compare the aims of the EU with those of each country and could discuss the results and explain why in different countries the approach to energy sources is different.The resources will foster the provision and the assessment of key competences including basic skills and transversal skills, in particular project management skills, languages, digital skills and inter cultural competence. The learning outcomes will support the transition from study into employment by giving students essential technical and professional skills required to enter the STEM labour market on each level of qualification. In the short term, students involved in the learning activity (some from socially and economically disadvantaged backgrounds) gained immediate experience abroad in an academic context, and enhanced their language, practical and transversal skills, thereby improving their prospects for further study and employment. The project achieved various effects and provides long lasting benefits. All involved students, especially slower-learning students, gained a higher linguistic and technical-language competence, reduced prejudices and practiced tolerance. By communicating via modern media, ICT competences are strengthened. Scientific and technical competences are deepened through mutual learning with the specialists. The schools involved are expected to benefit from enrichment by shared ideas and good practices. Last but not least, the international profile of the schools is raised.The project results will be in the form of documentation/teaching units and will be made available on the project and schools´ websites and eTwinning platform. Additionally, there will be a range of measures to inform about the project and maintain its long term impact via social media, press releases and teacher workshops. Over the longer term the project is expected to yield improvement in student results, increased retention and more science related higher education and employment destinations.