<< Objectives >>1- To support refugee students with innovative training programs, that combine digital, academic and traditional methods so as to solve social integration problem of them through increasing their academic success2- To support these students, their teachers and families with a pedagogically and psychologically well-directed products3- To provide concrete, practical and achievable suggestions to policy makers4- To ensure the sharing of experiences and best practices among the partner countries<< Implementation >>Activities:- A scientific research review and some essays- Research on country applications and best practices- Development and implementation of innovative training modules- Creation of an e-learning platform, its pilot trainings- Production of psychological support materials- Creation of inspirational videos- A short-term staff training event- 7 Multiplier events- Testing and evaluation events in all WPs- Combination of traditional and digital training curricula, academic researches<< Results >>Results:- Innovative training modules - Psychological support materials- An e-learning platform- Inspirational videos from experts and students- Country analysis reports- Academic researches and a scientific review- At least 3 scientific essays on the topic - 7 multiplier events in partner countries with at least 360 participants- Cooperation of partners with local and foreign counterparts - A staff training event- Desk-based researches and discussions- Pilot trainings for products

The world has accelerated, information cannot be observed, everything is automatized when the child finalises the school, the profession he studies stop to exist, borders between countries are slowly wipe away and a large global society is resulting where we need to find existence mainly employment. Added to these facts was the biggest challenge of 2020 - the corona crisis. Its effects are difficult to model and estimate, but a strategy focused on the future is needed that takes into account direct operational effects, including secondary and tertiary ones.The corona crisis also highlighted the importance of lifelong learning for teachers, who had to respond flexibly to the created conditions and find appropriate solutions in the teaching process for the benefit of pupils (e.g. online teaching).According to Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework, even though teachers are participating in in-service/further training, they still feel like they need more training in the field of those skills and competencies for education required for 21st century, such as teaching of cross-curricular skills, using of ICT teaching and teaching in multicultural environment or multilingual settings. In each partner country, teachers use online teaching tools to different degrees and at different levels. In addition to the lack of digital competences of teachers, the partnership identified the most common problems: different access to the Internet, different ability to manage online communication, different technical and human barriers to using computer and online space at a specific time, different motivation, different family background (sense of security), family climate, age-appropriate communication, missing or harmful interaction of children in peer groups, school as a space for children to escape from problems in the family, underestimation of home education by parents.The individual school systems in the European countries and also in Turkey are different, so the great importance has international cooperation of actors from different sectors, exchange of experiences, finding examples of good practice in the current constantly changing period in the field of online pedagogical methods. At the same time, it is important to deal with the exchange of experiences in the field of solving problems arising as a result of the corona crisis.Main objectives:- Support and development of cross-sectoral international cooperation among universities, schools and counseling and educational services for adults, creation of virtual partner networks- Developing teachers' digital competencies in accordance with the requirements of today's constantly changing period- Increase the use of digital technology in primary schools with adequate teaching and learning materials to be able to improve students' learning potentials. - Support lifelong learning of teachersIn order to reach the objectives above, partners will- exchange of good practices and experiences from partner countries and from EU- organize 6 DIGI-SCHOOL workshops in partner countries with relevant stakeholders in order to share collected good experiences from the international environment- organize 6 DIGI-SCHOOL trainings to increase digital skills of teachers- create a communication platform for networking and exchange of good practices- create DIGI-SCHOOL E-Brochure - collection of 26 best practices from EU and Turkey- realize dissemination activities in all partner countries via social networks, leaflets, newslettersTarget groups of the project Direct target groups:- Teachers of primary schools, lecturers, professors, mentors, tutorsIndirect target groups:- Universities- Primary and secondary schools- Pupils/Students- Parents of pupils - Training institutions who providing training for teachers- Parents - Consulting organisations in the field of school education- Partner organizations- Professional organisations for teachers, umbrella organisationsThe project involves 7 partners; 3 universities, 1 non-profit association and 1 primary school from Turkey; 1 primary school from the UK and 1 association from Slovakia. Partners were selected with respect to their experience, types of organization, excellence of the staff and main working field.Partners will hold project meetings 5 times in 4 partner countries.Partners will implement an effective dissemination strategy from start to end with all types of dissemination instruments. So as to ensure the long-term efficiency of the project, partners will involve the community as much as possible to project events, involve local government institutions, schools and umbrella organisations in the project process, institutionalize communication platform, and continue running it even after the project and create innovative project products.