<< Background >>COVID19 imposed emergent remote teaching and learning at a global scale. This mass and unprecedented use of technology for learning led teachers, trainers, learners and families facing a steep learning curve, thus exposing the weaknesses in need of improvement in order to successfully integrate digital technologies into education and training systems. The EC stated that in some Member States, “the vast majority of educators and learners had little if any experience of teaching and learning online and the different pedagogical approaches needed for this mode of instruction”, concluding that “the crisis requires us to rethink how education and training, in all disciplines, are designed and provided to meet the demands of a rapidly changing and increasingly digital world (Digital Education Action Plan 2021-2027, 2020, p.3).Now that we are moving beyond unplanned and emergency phases in education and training, is urgent to implement strategic and long-term approaches to digital education and training. President von der Leyen highlighted that “raising the quality and inclusiveness of education and training systems and the provision of digital skills for all during the digital and green transitions is of strategic importance for the EU” (p.1).CEDEFOP (2019) shows that the “strategic, coherent and coordinated approach to providing upskilling pathways is grounded in a lifelong learning perspective and built around the idea of easily accessible pathways comprising: skills assessment; provision of a tailored, flexible and quality learning offer; and validation and recognition of skills acquired”. Adding guidance, digital technologies and learner centre methodologies, and we have a recipe for upskilling.Digital technology can (if deployed skilfully, equitably and effectively by educators) support the agenda of high quality and inclusive education and training for all learners and contribute to a more personalised, flexible and learner-centred approach, at all phases and stages of education and training. Technology can “be a powerful and engaging tool for collaborative and creative learning (…) it can help learners and educators access, create and share digital content (Digital Education Action Plan 2021-2027, 2020, p.1).QUEST partners identified a European need on the lack of harmonization for the upskilling and reskilling of workers, in the field of online training and digital learning experiences’ development. The QUEST project will contribute to close this gap through high-quality Instructional Design. Instructional design can be defined as “the process by which learning products and experiences are designed, developed, and delivered. These learning products include online courses, instructional manuals, video tutorials, learning simulations, etc. Instructional designers are the 'architects' of the learning experience and the 'directors' of the Instructional Systems Design ISD process” (Instructional Design Central, n/a).<< Objectives >>The aim of the QUEST project is to contribute to the skilling of all educators in using digital technologies effectively in their teaching and training process by qualifying them into high-quality Instructional Design (ID), contributing to the Digital Education Action Plan 2021-2027. The QUEST’s specific objectives are to: A) Contribute to the harmonization, at European level, of the skills of the Instructional Designer profession; B) Facilitate the mobility of Instructional Designers at European level; C) Increase the capacity to develop attractive eLearning at European level; and D) Qualify professionals with previously acquired knowledge and skills in Instructional Design.<< Implementation >>Main activities to be implemented are:+Frequent meetings, mostly online but complemented by two transnational meetings where work sessions with all partners will take place;+C1 - EIDe training transferal activity is a learning activity that will support trainers in the implementation of the training course;+Peer-review stages by all partners are to be implemented in the production of all results;+Evaluation activities will be undertaken from an internal and external perspective, by project partners and participants of the activities;+The European Instructional Designer specialist' eLearning course pilots will be implemented by EDEN (EU level), UTU (Finland), FIP (Ireland), IADE (Portugal) and ISQe (Portugal);+RPL Pilots will be implemented by EDEN (EU level), UTU (Finland), FIP (Ireland), IADE (Portugal) and ISQe (Portugal);+Frequent web-based sharing and communication activities by all partners;+E1 - Public Presentation of the EIDe to the stakeholders by IADE supported by ISQe (PT);+E2 - Public Presentation of the EIDe to the stakeholders (IE) by FIP;+E3 - Public Presentation of the EIDe to the stakeholders (FI) by UTU;+E4 - Public Presentation of the EIDe to the stakeholders (CH) by EFCoERT;+E5 - International Public Presentation of the EIDe to the stakeholders by EDEN with the participation of all partners.<< Results >>QUEST main results will be:+The European Instructional Designer Expert' Curriculum, with the EIDe Professional Profile and Competence Matrix for an EQF level 6, a set of Learning Outcomes (Knowledge, Skills, Autonomy + Responsibility) per Competence Unit, including the admission pre-requirements, unit description, actions and performance criteria, expected contact hours, total workload and external resources, all aligned with EQAVET mechanisms for the following CU:CU1 - Foundations for ID 101CU2 - Learning MethodologiesCU3 - Design considerationsCU4 - ID developmentCU5 - ID ImplementationCU6 - ID EvaluationCU7 - ID Project Management+The European Instructional Designer expert eLearning course, respective pedagogical architecture, training methodology and interactive training materials (Responsive eLearning screens, Downloadable sheets, Expert Videos, Interactive diagrams, etc) supported by an Artificial Intelligence tutor bot;+The European Instructional Designer expert' Recognition of Prior Learning Process, ith the RPL Scheme, RPL Tools (Registration form, Self-Assessment, Portfolio Checklist, Technical interview guide, theoretical examination with multiple-choice questions, practical examination, EIDs Diploma and Competence Unit Certificate) and RPL final framework.+Sustainability strategy to support external stakeholders aiming to adopt the QUEST results in the implementation of the main results. The QUEST exploitation strategy will encompass the project overview (with project activities), the description of the results to be exploited, the description of the exploitation target-groups and strategies to reach them, the market analysis, the general recommendations, specific ITC specifications for the digital materials (eg. scorm version compatibility with LMS, etc) and Frequent Asked Questions (FAQ) section.