<< Background >>Since the start of Covid-19, formal education activities have been continued as much as possible. Turkey used EBA and online education platforms. European countries have been using their own precautions and all of these efforts require a great knowledge and experience in digital learning. However, adult education activities stopped mostly as a result of pandemic. However, the epidemic should not be an isolation, but a process of learning and opportunity. More areas should be created for the accessibility of adult education, and if it is not possible because of the pandemic, digital tools and online trainings should be promoted for adult education and life-long learning. The existing skills of adults should be improved, new skill areas should be opened, and thus, it should be contributed to them becoming the thinking, criticizing, analyzing, digital citizens of the 21st century. Findings generally revealed mostly men benefit from adult education. Within this scope it more urgent for an inclusive society to reach each individual. We give priority to create new opportunities for the education of disadvantaged women in our societies who are mostly excluded from educational and occupational areas.Our world, which has already entered the digitalization process for a long time, has entered into a great technology cycle, especially with the COVID-19 epidemic. During this period, many individuals who did not leave their homes have made it a habit to handle all their work and transactions online. The vast majority of education has become online education, and all of this has made digital skills and literacy an indispensable skill. In addition to the unlimited possibilities and beauty provided by the Internet, hazards such as masses of misinformation, numerous malicious websites and platforms, and dangers such as cybercrime, misleading and fraud reveal that digital literacy is not the only skill required in this period, and that being critical literate is also vital.Digital literacy means “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.” (American Library Association). In today’s digital world, nearly every career requires digital communication at some point, so equipping disadvantaged people with the skills to effectively and responsibly find, evaluate, communicate, and share online content is key to their futures. Critical literacy has been defined as “learning to read and write as part of the process of becoming conscious of one’s experience as historically constructed within specific power relations” (Anderson & Irvine, 1982). It allows educators and students with an opportunity to read, evaluate, and reflect on texts, and embark upon the creative process of actively constructing or reconstructing these texts.Digital literacy training opens the door to other essential skills needed to operate in a broadband environment, including financial literacy skills, as well as career training and ICT-enabled career training. Such training enables women to set up online businesses, or to use broadband services, such as social networking sites, to enhance their ongoing livelihood and economic activity. Social protection is important for women’s access to financial services, and digital readiness is likely to become more important as digital finance grows. Schooling is formidable site where the local and the global converge. Women from the disadvantaged population, cannot have adequate schooling and therefore their critical awareness of the world should be enriched. Being a critical reader will equip women with ‘selective’ and ‘reflective’ mind by which they can select and use the vital information from the mass information provided by digitalization. When the women are critically literate, they examine their ongoing development, to reveal the subjective position from which they make sense of the world and act in it.<< Objectives >>The heart of the Erasmus+ aims to reach various people with different background, especially to those with fewer opportunities. This project is created in order to nurture and enhance the quality of the disadvantaged women in the societies. The general aim of this project is to turn the disadvantaged women in the societies into digital and critical readers which will equip them with educational, professional and social skills. Concrete objectives of this project:-to provide disadvantaged women with digital literacy skills and critical literacy skills-to train trainers in order to train disadvantaged women in societies for digital and critical literacy -to propose a new methodology for adult education combining digital and critical literacy-to disseminate the new methodology for disadvantaged adult educationFor the disadvantaged women to be a digital and critical reader will prove:a) Access to financial services (economic empowerment)b) Access to health services and informationc) Access to educational resourcesd) Being selective and critical to the information provided by digitalismAfter the digital and critical literacy trainings, they will be able to find the information they need, reach financial services, health services or educational resources. They will also have the opportunity to actively follow social media platforms and promote their own initiatives through these channels in the long term. This will play an important role in enabling women to realize their rights, which are also recognized by official laws. These women will not only be able to reach the information they need thanks to be digital reader, but they will also be able separating true information from the wrong ones60 digital and critical literacy educators will be trained in this project. EU also gives great focus on adult education because individuals follow adult learning for a variety of reasons: to enhance their employment prospects, to develop personally or professionally and to obtain transferrable skills, such as critical thinking. Adult learning also contributes to improving social cohesion and promotes active citizenship. Accordingly, more qualified and competent educators should be raised for Europe and beyond to overcome economic challenges it is currently facing, as well respond to the demand for new skills and sustained productivity in an increasingly digitalized world economy.We will develop a brand new 21st century teaching method and practice by blending the intellectual outputs we will put forward in this project with digital and critical literacy education. This project will create three different intellectual outputs; a manual, a toolkit and an e-learning platform.<< Implementation >>The activities in this project are designed purely purposefully. An effective and high qualified work flow plan has been prepared in order to realize our goals and special targets.1.First of all partner institutions will come together at the opening of the meeting will make in Turkey in the 3rd month. The goals and objectives, task distribution, responsibilities will be clearly stated and signed with the Memorandum of Understanding document.2. With the Digital Literacy instructor training to be held in Italy in the 7th month, 29 digital literacy educators from four partner countries will be trained.3. As in Turkey, 600 women will be given Digital and Critical Literacy Training, 12 trainers will not be sufficient. The 12 people who participated in the training in Italy will give the same training to 28 people in the 9th month. More in the province of Van. Accordingly, 40 trainers will be available for target group in Turkey. This local training will be organized by umbrella educational organization of Van Province, Van Provincial Directorate of National Education. 4. 2 transnational meeting will be organized in order to determine the contents of IO1 – Critical Literacy for Disadvantaged People Manual; IO2 – Digital Literacy Training Kit in Sweden in 10th month; and IO3 – Digital and Critical Literacy Platform (DSLP) in Finland in the 15th month.5. The Digital and Critical Trainings will be started in the beginning of 20th month in four partner countries. Until that time, all the intellectual outputs will be ready to be used in the trainings. The trainers who took the training will give Digital Part of the training while our academicians in universities will be responsible of Critical part of the training. 6.The multiplier events in four partner countries will be held in the 21th month of the project. 7.The final meeting will be held in Turkey to evaluate all the process and sustainability in the future plans.<< Results >>This project has been designed to fulfill the needs of disadvantaged women in the societies. We aim to generate long term results which will both be tangible and intangible, up-scalable, transferable and transdisciplinary during and after its implementation. The most important and effective aspect of this project will be its intellectual outputs. IO1 - Critical Literacy for Disadvantaged People Manuel will be a guide book for trainers on teaching critical literacy to disadvantaged women. By the contribution of each partner in this project (each will contribute it by its own specialty) the quality of this manual will be kept above the standards. The trainers will use this guidebook as the main source for their critical literacy trainings. This manual will also include many useful tips and information about the communication with disadvantaged groups (disabilities, refugees, barriers to education system, cultural or social differences etc.) and it will be a transdisciplinary source accordingly. This manual will both be published and in the e-book form in order to increase its sustainability and open access.IO2- Digital Literacy Training Toolkit will be used by trainers teaching digital literacy to the target groups. This toolkit will provide permanent skills and abilities to the learners. In order to increase its sustainability, both formal and non- formal materials will be included in the kit. The target women will learn digital literacy by this productive and effective materials. This kit will be designed as an open access resource so anyone will be able to utilize it. IO3- DSLP (Digital Critical Literacy Platform) will be the first online platform designed for digital and critical literacy teaching. The tangible materials such as books or journals are neither enough nor effective when compared with digital learning platforms. Especially in the COVID-19 crisis, the importance of digital competences has been understood by masses and European Union gives great importance on digital transformation. In line with Europe’s Digital Education Plan, this platform will serve for pedagogical goals of the Programme. The target groups of this project will use this platform without paying anything. The trainers of digital and critical literacy will use it as a main source as it will include all the necessary techniques and information The communication channels of the platform will provide international interaction and cooperation. We aim to fill the educational deprivation gap caused by COVID-19 epidemic with this innovative platform.All three intellectual outputs of this project will improve both groups’ (trainers and learners) 21st century skills which are critical thinking, creativity, collaboration, communication, information and media literacy, technology literacy and flexibility. Considering our general aim, one of the most significant steps will be the preparation of trainers who will train target women. The second important step will be the effective outputs which should be sustainable, permanent, open accessed and aim-oriented. With these two steps, we believe that we will contribute to educational, social and psychological well-being of disadvantaged women’ as well as increasing their chances for empowerment. A very comprehensive dissemination plan will be made in order to share project’s results on local, national and international level. Each participating partner will be obliged to make at least 5 dissemination activities as well as one multiplier event.