"<< Background >>The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries in all continents. Education systems are now asked to capitalize the lessons learned, embedding the innovation generated under emergency, switching to sustainability of novel approaches, methods and practices. In many countries, education providers are struggling to integrate Digital Learning in their curricula, reorganizing their offer and delivery systems accordingly. Their prior concerns seem to be focused on technical requirements of digital learning systems and tools, on how to exploit the opportunities offered by these systems for effective delivery, how to integrate them in the curricular activity (blended learning) and on what kind of skills and competences teachers and learners should have, in order to use these new tools in the best possible way. On the other hand, the lockdown has made evident that digital is changing our approaches, ways of organizing ourselves, of interaction and expression. It is also true that the overload coming from long-time internet connections is extremely tiring, physically as well as psychologically. Digital learning implies not only the need of coping and adopting a so-called “digital mindset”, but also the wellness of each involved person (Trainer/teacher, learner).In Denmark, a research conducted among 20.000 students and 3.000 teachers in 9 learning institutions regarding online training, which was financed by the Ministry for Higher Education and Science, revealed that 6 out of 10 students consider that their professional development is worse with online education than usual. Teachers are also experiencing a decrease in quality. This is shown by a comprehensive study of online education in higher education during the corona shutdown in spring 2020.One in three had difficulty planning their time and breaks, and many miss the social activities associated with taking an education (Onlineundervisning går ud over studerendes læring, published on January 2021). In addition according to Center for Digital Youth Care, “Both in counselling and on school presentations, we have experienced that young people lack physical contact. The discussion has gone from ""the digital contact works really well – why would we meet more than we do"" to ""I'm tired of hanging out on platforms – I miss the physical a lot"" (“Vi savner det fysiske!”: Observationer fra unges digitale hverdag under Covid-19, CfDP). In the light of these premises, WIDE project assumes that for development and sustainability of full inclusive education systems/programs, it is necessary to adopt a holistic approach, starting from the design phase including wellbeing of both, professionals and trainees/learners, as crucial dimension for effective LTTAs and retention of the learning outcomes themselves. Shortly, wellness plays and essential role in the design, development of inclusive digital/blended learning programs, and delivery systems.<< Objectives >>On a specific level, the project aims at reaching practical and specific goals. In fact, given the previously mentioned scenario WIDE aims at taking care of the personal/professional wellbeing of the educational process related to online/blended training which has been put at stake during endless hours of digital learning. The aim is to tackle the challenges which digital learning has put into evidence in this over one year of pandemic experience focusing on the creation of healthy learning contexts, wellness educational procedures, beneficial attitudes in acting online educational moments for both the teachers/trainers and the learners. By developing an innovative framework applied to VET education WIDE looks forward to making the online educational experience a positive one, a fruitful one, with higher impact and effectiveness, shared motivation (for both targets).Trainers/teachers and students shall feel an equal enjoyment in delivering/attending online education paths compared to the face-to-face methodology. They shall perceive the value of what they are learning in this e-education conditions, shall appreciate it as a fully integrative approach to learning (not exclusively related to the emergency situation of the pandemic) with unique values. Finally, the target shall perceive digital/blended education also as valuable due to the wellbeing conditions which can/shall be promoted in its delivery.Having achieved the above, the WIDE project objectives, on a large scope, are: •Contributing to the reinforcement of inclusiveness of education systems in digital era;•Developing innovation for education policies;•Fostering participatory and multi-stakeholders approaches to innovation in education•Integrating the dimension of wellbeing as a crucial one, evaluating the quality and the responsiveness of education systems, as well as the resilience of students and teachers.<< Implementation >>In order to meet the project objectives and achieve the expected impacts of the project, it is foreseen that the following activities will be implemented: Throughout the project’s lifetime, 5 project results will be developed: R1 - Wellbeing in online/blended education analysis, so as to collect meaningful data regarding needs and perceptions experienced by learners, teachers and parents during distance learning in order to inspire the customization process of the modelR2 - The WIDE methodological framework, the customized model to be tested in VET education through a set of pilots involving targets in all partner countries and finalized to verify the effectiveness of the framework itself and its finetuning.R3 - Wellbeing guidelines for inclusive digital education in e-learning pathways, to support VET professionals, teachers, trainers, and all interested actors in applying the framework, adopting the methodology in the design & development of online/blended educationR4 - WIDE e-learning path, to guarantee the diffusion of the model and support the training of trainers and stakeholdersR5 - Policy recommendation for healthy online education, a policy paper providing key recommendations for the implementation of WIDE model in VET and tips to overcome relevant challenges Pilot activitiesR2, R3 and R4 will be pilot tested in each country from M12 to M22. Pilot activities will serve as training paths corresponding to reference framework and target groups (students/trainees/educators from secondary schools, university). Based on feedback the aforementioned 3 results will be adjusted and finalised on M23. It is expected that 750 participants (learners and teachers) will be involved in pilots. Internal project communication will work through:- 4 transnational meetings (IT, KR, ES, DK) in M2, M12, M21, M27- n. 1 C-training devoted to partners’ staff and open to local relevant stakeholders in Italy, delivered by Dr. Ioannis Angelis, author of the Lov-e and cur-e-osity model for the redesign and customization of the original model to be tested within VET education. 14 participants, 2 per partner- Monthly and ad hoc Zoom meetings - Quality Assurance and Monitoring and Evaluation control As of quality assurance, Monitoring and Evaluation actions, with the support of the appointed external evaluator, will be realized periodically: 1) each 7 months with regards to administrative and financial monitoring, 2) each month, through the virtual meetings and during the physical transnational meetings, for checking the correct implementation and the respect of the project’s timeline, results of the LTTAs and of the Multiplier events included; 3) periodical, structured feedback of stakeholders involved in the validation meetings.4) Preparation of an intermediate report and a final report on M14 and M28, respectively. 5) ad hoc reports to be produced in relation to each monitored and evaluated activityFinally, a strong dissemination strategy will be designed, so as to reach effectively the relevant target groups (-VET- teachers/trainers, students, parents, participants with fewer opportunities etc.). The dissemination activities include: -the organisation of 7 multiplier events, one in each partner country. during the last 2 months of the project- at least 195 attendees in total-Digital dissemination events (at least one per partner), involving direct and indirect beneficiaries of the project’s results. -Validation Meetings with relevant stakeholders in each country will be also part of the communication strategy, playing the role of a steering committee (min 10 members)-4 newsletters to be issued at months 7; 14; 21; 28 in all partner languages, mailing list to 8K contacts-4 press releases to be edited by the communication lead partner, translated into partners’ languages and published on local and specialised magazines (online/printed)-Establishment and development of social media channels<< Results >>Through the implementation of the project, a sound management and a proactive cooperation, partners (DK, IT, GR, CY, ES, KR, FR) expect to obtain relevant results and outcomes:* Realize a survey and report at European level involving partners, associated ones and other education providers in Europe belonging to each partner’s network, aiming at collecting information regarding perceptions of students/trainees, teachers/trainers, parents, related to long time exposition to distance learning. The data will be analysed to profile if and how wellness is considered as valuable dimension to be foresight in the design of digital/blended learning environments.* Design, customization and sharing of a common framework focused on wellbeing as crucial dimension of effective and inclusive education in the digital era: this framework will be inspired by the Lov-e & Car-e-osity model created by Dr. Ioannis Angelis, which induces a participatory and relationship-based process for digital learning. It respects and places the learner’s learning needs at the centre and pays attention on how this can be adapted to the learner’s wellness and life. Output of this action will be the intervention framework/model, redesigned and adapted to be transferred from corporate environments to VET education.* Design and develop an e-learning path for VET professionals (teachers, trainers, educators, et.) aiming at supporting the achievement of necessary competences to apply the novel methodology to educational contexts, fostering capitalization, diffusion and sustainability over the project’s life and behind the partnership.* Testing the WIDE framework in all partner countries, within VET education chain, with specific reference to secondary up to university curricula. Each partner will coordinate a local pilot. Activities will be monitored and evaluated for finetuning of the framework IO3.* Developing policy recommendations for innovating educational policies, though a participatory approach based on the involvement of local up to international stakeholders and policy makers. The focus of the process will be defined by recommendations guiding the correct design of inclusive digital learning environments respecting a holistic approach to involved people.Project results:R1 - Wellbeing in online/blended education analysisR2 - The WIDE methodological frameworkR3 - Wellbeing guidelines for inclusive digital education in e-learning pathwaysR4 - WIDE e-learning pathR5 - Policy recommendation for healthy online education EXPECTED IMPACTS:* Increasing awareness of local, regional, national, and international stakeholders, private and public, on the importance of wellbeing as key dimension in the design, development, anddelivery of training programs, especially in case of blended and/or online learning* Promoting cooperation among teachers and trainers* Upskilling of teachers, trainers, VET professionals* Boosting the development of skills for life for teachers as well as learners* Innovating education policies including wellbeing as essential dimension for effective and inclusive learning"