The ESEC project has provided social educators with the competences needed for designing and running parent training courses in an online environment. It realized an innovative parent training program for parents of children with behavioral disabilities in order to extend and develop the current competence and skills of both social educators and support teachers. The importance of training parents is widely emphasized by researchers and practitioners. Parents of children with autism or Down Syndrome have been successfully taught to improve their parent-childe relationship, increase communication skills, and decrease inappropriate, so called, behaviors. It has been demonstrated that parents of children with ASD are consequently found to have elevated levels of parenting related stress and psychological distress. Despite the numerous examples and variety of parent training courses, evidence-based guidelines for designing, implementing and running online parent training programs for parents of children with behavioral disabilities are not available. Moreover, parent training techniques are not widely studied by students in social pedagogy and social worker study programs. ESEC project pursues two main objectives, inclusive education and social educators professionalization. The project has realized an innovative parent training program for parents of children with behavioral disabilities in order to extend and develop the current competence and skills of both social educators and learning support teachers. It is motivated by a research conducted by JKPU and Ecoistituto on social innovation and social coaching in 2015 -2016 and on recent analysis conducted by JKPU and Udine University in 2017 on the association of parents of children with behavioral disabilities. The experience of Include and RTA on inclusive education confirmed the importance of parent training practices. On the basis of JKPU and Udine analysis emerged that the use of new technologies can be relevant in parent training educational programs since they can reduce mobility problems and offer the opportunity for personalized learning paths as authoritative sources and possibility of misunderstanding, biased information, etc. The participants in ESEC project were Consortium Partners, social educators and support teachers, who were the primary target group of the project. The parents of children with behavioral disabilities also took part in it as well as students in social educators' and social workers' study programs and stakeholders. Social educators and support teachers were involved mainly in learning activity, training program and outputs evaluation. The ESEC project main results are realization of evidence-based guidelines for designing and implementing and running a 2.0 educational parent training program that tackles all issues, theoretical and practical, related to parent training practices and includes a training course for parents of children with behavioral disabilities. The training course is an application of the evidence-based guidelines since the ESEC project foresees that learners can use the guidelines to design, implement and run a parent training course for a specific group of parents, under the supervision of experts (special pedagogues, social pedagogues, psychologists, social anthropologists, and expert in social media). This program strengthens the links between professional education and research and social development as well as practical use of acquired knowledge. ESEC provides the notions required for designing and running parent-training courses in an online environment and it demonstrates its effectiveness. The ESEC training approach focuses on teaching techniques, as well as on indirect and direct teaching strategies and on relational practices. Indirect teaching strategies are aimed to increase social responsiveness of parents. The ESEC consortium was formed of 5 partners whos complementary expertise in teaching and learning benefited for the project. These were 2 HE institutions, 1 foundation, and 2 NGOs. This strategy was motivated by realization and demonstration the effectiveness of a theoretical/methodological framework for parent-training at European level. Secondly, by wish to create a common understanding on special education at a European level thanks to collaboration of the Consortium partners exploiting/integrating their competence matured in non-funded researches and thirdly by reinforcing social inclusion and professional use of digital technology - that is a crucial European priority and the Covid 19 pandemic has proved that. The project transnationality is the condition for the transferability of the project results in other countries. Projects outcomes are realized in English but they are being translated into national languages. Impact of the project is very wide because the social education shows social and economic relevance in EU courtiers and this project improves both competences and skills.