Despite the digital leap caused by COVID-19 and the rapid shift to distant and online learning spring 2020 the digital skills of vocational teachers and students are still at very different levels. This impairs learning outcomes and creates inequality between students. The initial results of the study conducted in Finland during May and June 2020 and targeted to basic education confirmed the Helsinki and Tampere universities´ researchers' doubts that equality in education was not realised as well during the distant learning period as in normal circumstances. The training package/course now being developed through the project would increase VET-teachers' possibilities to familiarise themselves with digital pedagogy and adopt new ways of using technology in a pedagogically meaningful way, thus evening out the differences in teachers' skills. Long-term impact of the project would be to increase the equality of VET-education with reference to the use of digital learning environments and digital tools. The objective of the project is to increase VET-teachers' pedagogical online teaching skills and thereby increase the digital competences of both teachers and students. It would be important that VET-teachers have the skills needed to deliver quality and inclusive education through online, virtual means. Improving VET-teachers´pedagogical online teaching skills have the impact that VET-teachers would understand how to best incorporate digital online technology into subject-specific teaching, training and learning including work based learning. They could themselves produce ideas how to best follow-up VET-students´competence development, how to do exams or assessment online, how to deliver inclusive online training and how to do other pedagogically meaningful operations and actions online maintaining the same quality level as in classroom situations. The tool to reach the above mentioned objective and impact is to develop a digital pedagogically oriented participatory online learning model that can be applied to each country's and educational institution's own online learning programs and applications. As a result of the project, teachers' digital teaching skills will develop and they will be encouraged to use digital tools creatively and the quality of online teaching will improve. Indirectly, students' digital skills also develop as their experiences on inclusive online learning increase and they have a more active role in online learning processes. The online interaction skills of students and teachers will also be improved as part of the learning processes.The planned activities and target groups:Mapping of the pedagogical online learning models already in use in the partner countries (Finland, Slovenia, Netherlands). Developing a common inclusive digipedagogical model that can be exploited regardless of the digital learning environment, digital programs and digital tools that are in use. This model includes, for example, online learning quality criteria, good practices and examples of inclusive online learning. Creating training material for vocational teachers to improve VET-teachers´skills in planning and implementing an inclusive online course. The training material will be availabe e.g. in eTwinning platform (eTwinning group or/and learning event) but also to other open access platforms. The direct target group of the project is VET-teachers but indirectly also VET-learners will benefit from the project activities, outputs and long-term impact.