<< Background >>The COVID-19 health emergency has generated an educational emergency. Schools in most OECD countries have stopped their classroom activities by making significant educational and organizational efforts to continue distance learning, as they have been hit at their greatest weakness: the digital transition (OECD, 2019).Teachers have had to adapt to online learning which, in most cases, coincided with the use of a simple remote video lesson or pre-packaged training product, NOT conceived and created by placing the student at the centre of the teaching process, encouraged and required to act as an individual who learns in a self-regulated way, questioned and involved as a co-designer of the learning process. The plurality and heterogeneity of learning needs should not, in fact, be standardized and flattened but intercepted, read and interpreted to prevent the risk of drop out (THE IMPACT OF COVID-19 ON EDUCATION INSIGHTS FROM EDUCATION AT A GLANCE 2020, OECD).In other words, the crisis has revealed many challenges for teachers and students such as the weakness of distance learning systems, the inadequacy of pedagogical methods and the insufficient ability of teachers to deliver and evaluate high quality online courses while safeguarding educational equity (Second Amendment - 2020 annual work program - Erasmus + C (2020) 5495 of 14th August 2020).Even before the crisis, teachers reported ICT skills for teaching purposes as one of the highest professional development needs (18%) but only 36% took part in professional development courses for digital upskilling (OECD, 2019).These weaknesses are also attributable to the downward trend in investments by EU countries in education and teacher training (Eurostat, 2019) with IT, EL, ES, TR, MT and PL recording significant contractions.In response to these critical issues, digital technologies, if properly used, allow not only the adaptation of the teaching experience to meet the personal learning styles of students but to evolve teaching/learning methods, raising the role of teachers from mere knowledge transferors to knowledge co-creators, as mentors, orchestrators and facilitators in learning processes and, with a view to professional development, to act as role models for lifelong learning.<< Objectives >>o To encourage the methodological and technological upskilling of EU teachers from 6 countries (IT, TR, ES, PT, PL, MT), to conceive, design and deliver integrated digital teaching and personal empowerment courses by valorising resilience skills, flexibility and adaptation to change essential for a motivated and conscious evolution towards the role of Educational Innovation Advisor o To increase and maintain over time an articulated set of distinctive and emerging skills of a didactic, digital and design nature of the Teacher 4.0 called to work with a high degree of autonomy and continuityo To encourage the systematic adoption to approach technical DDI methods and tools with the development and dissemination of a Toolkit to inspire and guide the professional action of future Educational Innovation Advisorso To generate a process of sharing and didactic uniformity in didactic and methodological approaches in a pool of partnership teachers, involved in a LTTA, on Instructional design and edutainment to create a DDI palimpsest for classes of students of different disciplinary fieldso To establish lasting agreements and synergies between schools, methodological and technological innovation training poles and public bodies to set up the train-the-trainer framework developed by the project and support sustainability and the search for excellence in the development of learning and teaching .<< Implementation >>Here follows the project logical framework showing OBJECTIVES, ACTIVITIES AND RESULTS:OBJECTIVE 1: Encourage the methodological and technological upskilling of EU teachersWP4 IMPLEMENTATION ACTIVITIES1.1 Field analysis with the holding of Focus Groups (M1-4)1.2 Definition of the Training Programme (M1-6)1.3 Definition of the organizational-managerial aspects of the training programme (M14-17)1.4 Piloting of the programme (M18-23) with the realization of the following sub-activities:1.4.1 Classroom Piloting (M20)1.4.2 Fine-tuning (M21)1.4.2 Train the Trainer Activities (M22)RESULT: A TRAIN THE TRAINER PROGRAMME SET UPPR1: QUID TRAINING PROGRAMME: BECOME AN EDUCATIONAL INNOVATION ADVISOR FOR THE IMPLEMENTATION OF THE PILOTING ACTIONS, THE ACTIVITIES RELATED TO THE FOLLOWING OBJECTIVES WILL BE UNDERTAKEN PREVIOUSLY:OBJECTIVE 2: Increase and maintain over time an articulated set of distinctive and emerging skills of didactic, digital and planning nature of the Teacher 4.0WP4 IMPLEMENTATION ACTIVITIES2.1. Creation of Learning content (M6-10)2.2. OER development (M10-13)RESULT:OPEN EDUCATIONAL RESOURCES JOINTLY CARRIED OUT, in the form of interactive training video pills; PR2: OPEN EDUCATIONAL RESOURCES FOR DIGITAL UPSKILLINGOBJECTIVE 3: Encourage the systematic adoption to approach technical DDI methods and tools with the development and dissemination of a Toolkit ACTIVITIES OF WP4 IMPLEMENTATION3.1 Co-elaboration of the QUID Toolkit (M12-17)RESULT: SHARED AND CO-APPLIED EDUCATIONAL INNOVATION TOOLKITPR3 QUID TOOLKIT: METHODS FOR EDUCATIONAL INNOVATIONOBJECTIVE 4: Align a pool of partnership trainers and consultants involved in two transnational mobilities to acquire the methodological references of instructional design and edutainmentWP5 LTTA ACTIVITIES 4.1 Organization of the LTTA (M15)4.2 Delivery of the LTTA (M16)RESULT: A TRANSNATIONAL NETWORK OF EUROPEAN TEACHERS ESTABLISHEDOBJECTIVE 5: Establish lasting understandings and synergies between schools, methodological and technological innovation training centres and public bodies to set up the QUID framework 5.1 Drafting of the MoU5.2 Stipulation of the MoURESULT: MEMORANDUM OF UNDERSTANDING SIGNED<< Results >>o A TRAIN THE TRAINER PROGRAMME SET UP, responding to the needs of digital transformation of educational courses, which allows teachers to acquire and help acquire the articulated set of skills of the Educational Innovation Advisor (PR1 - QUID TRAINING PROGRAMME: BECOME AN EDUCATIONAL INNOVATION ADVISOR)o OPEN EDUCATIONAL RESOURCES JOINTLY CREATED, in the form of interactive training video pills, using Chroma Key techniques combined with motion graphics, to enhance, for a wide audience of teachers from European schools, a set of skills related to digital upskilling and role empowerment (PR2: OPEN EDUCATIONAL RESOURCES FOR DIGITAL UPSKILLING)o SHARED AND CO-APPLIED EDUCATIONAL INNOVATION TOOLKIT (PR3 - QUID TOOLKIT: METHODOLOGIES FOR EDUCATIONAL INNOVATION) focused on methods of) instructional design to design articulated and complex didactic architectures to create communities and interactive and transmedia virtual spaces ii) the latest generation of edutainment, which exploits game-based, immediate and direct ways, through which today's young people access and exchange knowledge, to stimulate them to learn through multi-channels, immersion, interactivity, relocating evaluation at the centre of the training process as an opportunity to become conscious of areas for improvement based on a detailed and shared evaluation processo A TRANSNATIONAL NETWORK OF EUROPEAN TEACHERS CONSTITUTED which will lead the synergic action of trainer training through the social media and platforms of eTwinning and School Gateway over a medium-long term horizon, extending the network to other teachers to reiterate the experimental methodological approach in other scholastic, geographical and cultural contexts. (LTTA)o MEMORANDUM OF UNDERSTANDING UNDERSIGNED to formalize multi-actor cooperation and PROVIDED FOR additional stakeholders to ensure continuity and longevity in the implementation of the project results to multiply its impacts.