The digitalisation of society and the labour-market has been on a constant rise over the last decades. Although this digitialisation has some advantages, it also results in important challenges for all actors involved, including a rise in the phenomenon of technostress. ‘Technostress’ is defined as the inability to adapt or cope with ICT in a healthy manner and research has shown that it has a direct impact on individuals’ wellbeing, as it leads to increased anxiety and depressive symptoms. The need to adequately equip the workforce of tomorrow with digital skills is thus urgent, even more so because of the COVID-19 crisis. The HE sector is severely impacted by the COVID-19 crisis and is witnessing a rise in the phenomenon of technostress, since a rapid transition from a predominantly face-to-face teaching model to an online only or heavily blended learning model has caused the learning and teaching process to be increasingly digital. Students in particular face several challenges such as conflicting home demands, family commitments and inappropriate workspaces, which have a direct impact on the level of technostress experienced by students. Additionally, technostress contributes to social exclusion, since vulnerable students (Black and Minority Ethnic groups, low socio-economic groups, care givers, those with additional learning needs and/or other disabilities, and those who have a diagnosed mental health condition) are at greater risk of technostress. The project addresses such need to support students in developing key digital competences, such as techno-resilience. In doing so, the objectives of the project are three-fold: (1) Exchange of best practices among the partners as well as interested stakeholders; (2) Designing adequate tools to equip European students with sufficient and relevant digital skills to respond to the phenomenon of technostress. The acquisition of these skills will (i) improve their learning performance; (ii) improve their mental health through increased self-empowerment and self-esteem; and (iii) enhance their employability and career prospects by aligning the skills and competences they acquire in university with the skills and competences required on the labour market, especially post-COVID-19; and (3) Modernising and internationalising HEIs through the creation of training resources leading to improved quality of these actors’ work and activities in favour of students’ performance, as well as greater responsiveness to social diversity and increased ability to address the needs of the disadvantaged (in particular the groups most vulnerable to technostress). In turn, this will have a direct impact on supporting social inclusion in the European HE sector. STUDENT-WELL will carry out several activities focused on supporting learners in adapting to online/distance learning and on promoting safer use of ICTs. The activities lead to the creation of digital tools and methods to deliver quality and inclusive education through online/virtual means, including blended learning and training, notably training resources in the form of toolkits and webinars for students, HE staff and HEIs. By contributing to capacity building by supporting the development and acquisition of digital competences, the project will provide the impetus for the change needed in HE education practices, so as to adequately equip the workforce of tomorrow with the digital skills to cope and completely navigate the European labour-market. The Partnership will work towards supporting disadvantaged learners, including those from marginalised communities or low-opportunity backgrounds. In doing so, the project will help these disadvantaged learners with the transition from education to the workplace. In doing so, the project attunes curricula to current and emerging labour market needs and equip young people with transversal skills by developing active cooperation between HEIs and outside partners, such as local bodies. The STUDENT-WELL Partnership is composed of a mix of five complementary participating organisations such as universities and public bodies working in the field of HE. They are a mix of EU and non-EU Member States and the involved HEIs exhibit very different HE systems and varied socio-economic factors. The consortium promotes a better use of ICTs in learning, teaching and training at HE first but eventually, at all levels, as well as an enhancement of digital integration at various levels. In supporting the development of common digital competences throughout Europe, it helps in developing a common European area of skills and qualifications. This means improving the mutual recognition of skill and qualifications across Europe. It advocates for the embedment of digital competences in HE curricula, thereby putting more emphasis on concrete learning and competence outcomes in education and promoting the acquisition of soft skills such as techno resilience, which match the requirements of the workplace.