Developing Competences and Innovative Designs for International Virtual and Blended Modalities

We applied for the INVITE project in response to the urgent need revealed by the Covid-19 pandemic for more flexible and effective digital teaching methods, especially in the context of virtual and blended modalities and international collaboration. When institutions were forced to switch rapidly to online learning, significant gaps emerged in the quality of education and international collaboration. We recognized an opportunity to address these challenges by developing innovative, student-centered approaches that support both virtual and blended learning, as well as internationalization. Our project aimed to build a comprehensive framework that enhances teaching and learning through active, engaging methods, and to provide practical, online training for educators and staff. Additionally, we sought to create an open digital ecosystem to host training modules, foster international partnerships, and drive collaborative initiatives like hackathons. By addressing these needs, we want to improve digital competencies, support sustainable educational practices, and contribute to policy recommendations for a more inclusive, high-quality higher education landscape.

The objectives of the INVITE project are designed to drive a digital transformation in higher education. First, we aimed to map the current approaches of institutions for virtual and blended international collaboration, so we can learn from best practices and identify gaps in existing methods. Next, we developed a student-centered, learning design framework that supports innovative teaching methods and enhances the overall learning experience in digital environments. Additionally, the project focused on creating and implementing an online training program for teachers and institutional staff to boost their digital competencies, ensuring they are well-equipped for modern educational challenges. We have also built an open, interactive digital ecosystem that not only hosts training modules but also fosters collaboration through events like hackathons, where innovative solutions are developed to address global challenges. Finally, by reviewing and proposing policy recommendations, we want to influence higher education strategies to promote sustainable innovation, inclusiveness, and international partnerships, ultimately enriching the quality of teaching and learning across Europe and not only.

The INVITE project delivered five main results that together paved the way for a digital transformation in higher education. Each result not only produced concrete outputs but also generated impactful outcomes that will continue to benefit institutions and educators in the future. Result 1: Overview of Existing and Emerging Modalities We began by mapping the current landscape of virtual and blended learning across European higher education institutions. This comprehensive overview identified innovative practices and highlighted gaps in current approaches. By collecting more than 61 case studies and conducting 18 interviews with experts from several countries: Croatia, Belgium, Denmark, France, Germany, Greece, Italy, Ireland, Spain, the United Kingdom, and the United States, we established a solid evidence base of how international collaboration is being implemented. The IDEF model was employed, which is a systematic framework that categorizes an organization’s processes into Inputs, Controls, Outputs, and Resources. Our project provided a clear structure for mapping and understanding the dynamics of international digital education. This output not only provided valuable insights for further project development but also served as a benchmark for other institutions seeking to modernize their teaching practices. Result 2: Learning Design Framework (LDF) A core output of INVITE was the creation of a flexible, student-centered Learning Design Framework (LDF) for international virtual and blended modules. The LDF serves as a practical guide for educators, offering step-by-step instructions and adaptable tools to design and implement courses that meet the needs of diverse learners. It incorporates active learning strategies, digital tool integration, internationalization principles, and Self-Determination Theory to enhance intrinsic motivation, engagement, and the overall learning experience. More specifically, the LDF incorporated the ADDIE model to guide its structure. It followed the stages of Analysis, Design, Development, Implementation, and Evaluation for systematic course creation. This approach ensured a clear and effective roadmap for designing innovative learning experiences.By systematizing these best practices, the framework supports educators in enhancing engagement and improving learning outcomes, providing a replicable model for curriculum innovation. Result 3: Action Training Online Program One of the most celebrated outputs was the online training program tailored for teachers and institutional staff. Delivered via a Moodle platform, the course was built around the LDF and consisted of interactive modules, video lectures, self-assessment tools, and practical tasks. Over 1,000 participants from 33 countries registered for the course, and the successful release of 170 digital badges demonstrated both high engagement and effective skill development. Moreover, an online repository has been implemented, based on feedback from the training course participants to enhance the effectiveness and relevance.Feedback from participants was overwhelmingly positive, with many noting that the course provided them with new insights and practical strategies to implement virtual and blended learning in their own contexts. Result 4: Open Interactive Digital Ecosystem To support the long-term adoption of the project’s methodologies, we developed an open digital ecosystem—an educational platform that hosts training modules, repositories of open-access materials, and collaboration spaces. This platform not only acts as a hub for disseminating resources and best practices but also serves as the foundation for organizing collaborative events such as hackathons. Using this ecosystem, two hackathon pilots were implemented: The first pilot hackathon in Chania, Crete (May 27–31, 2024) focused on designing a Green Agenda course using STEM and gamification, following the ADDIE model to refine team formation and platform usability. The second pilot, in the context of the EU event DigiEduHack 2024 (November 13–14), branded as the Green Campus Hackathon, brought together international teams to create innovative digital solutions addressing Sustainable Development Goals. Both pilots provided valuable insights and helped optimize the overall event structure and digital ecosystem for future hackathons. Result 5: Policy Evidence Report The final result was a comprehensive policy evidence report that analyzed national and institutional policies affecting digital education. This report synthesized research findings and expert opinions, offering evidence-based recommendations for policy-makers by using the Evidence Gap Map Methodology which visually summarizes available evidence on digital education policies. The insights provided a clear pathway for integrating virtual and blended learning into strategic planning, addressing issues such as funding, infrastructure, and teacher training. In this context, a systemic, dynamic modeling approach is proposed, which is critical for simulating transformation scenarios and facilitating improved planning and strategic development of the international dimension of virtual and blended higher education. Conclusion Each result was developed to build on the previous one, ensuring a coherent and comprehensive approach to transforming digital education: - Result 1 established a clear baseline by mapping current virtual and blended practices, providing the evidence needed to identify gaps and opportunities. - Result 2 built on these insights by creating a flexible Learning Design Framework that incorporates best practices and addresses the identified gaps. - Result 3 leveraged the framework from Result 2 to design an online training program that equips educators with the necessary digital competencies. - Result 4 used the momentum from the successful training to create an open digital ecosystem, enabling ongoing collaboration and resource sharing, and serving as a platform for hackathons. - Result 5 synthesized all previous outcomes into a policy evidence report, offering recommendations that integrate bottom-up innovations with top-down strategic support, ensuring sustainable change in higher education.