Inclusive Digital Learning

During the pandemic, universities rapidly shifted from face-to-face teaching to digital learning. This transition revealed inequalities: students and teachers with digital skills and resources adapted well, while others struggled, leading to disengagement and surface learning. As new cohorts entered higher education, many faced challenges in moving from student to learner, and ultimately to professional expert. This project addressed the need to strengthen life and digital skills of low socio-economic-status students in higher education. It focused on improving academic skills with a perspective of skills needed in the digital era. It also aimed to raise awareness among university staff of the challenges faced by low-SES students and provide teacher training to embed these skills in curricula. In parallel, it developed an ecosystem of open badges to accredit students’ progress. Aligned with the EU Digital Education Action Plan and the Digital Competences Framework, the project promoted equality, inclusion, and diversity by expanding access to learning opportunities for underprivileged students, reducing stratification and intergenerational poverty.

The DIG-2-INC Erasmus+ project aimed to promote digital inclusion in higher education by addressing the challenges faced by low SES students when transitioning from secondary to higher education. Its core objective was to create more equitable learning environments by improving institutional strategies, pedagogical practices, and digital tools. Through mapping studies, awareness campaigns, and participation in training programs, the project aimed to amplify student voices, raise awareness among educators, and embed inclusion into university policies. Staff was invited to participate in training programmes that provide design principles facilitating learning in hybrid and digital environments. For students, the project developed an ecosystem of microcredentials and open badges to support the development of life and digital skills necessary in higher education.By integrating life skills, academic competencies, and digital literacy into teaching and assessment, the project worked to reduce dropout rates, enhance student engagement, and support lifelong learning. Ultimately, DIG-2-INC aimed to foster a more inclusive, accessible, and digitally competent higher education system across Europe.

The DIG-2-INC project implemented a wide range of activities aimed at promoting digital inclusion in higher education, particularly for students from low socio-economic backgrounds. The project began with a mapping study that collected student and teacher experiences of exclusion, followed by the development of an Inclusion and Guidance Strategy and a White Paper on Digital Inclusion to support inclusive digital learning. Awareness campaigns and workshops were held to engage university staff and to collect key insights into making digital education more inclusive for low SES students. A pilot training course for educators was launched, supported by open educational resources and an e-learning platform. The project also initiated the design of an inclusive digital learning experience platform through co-design workshops with students, and began developing digital credentialing tools aligned with EU frameworks. Dissemination activities included multiplier events, social media outreach, and publications, ensuring visibility and engagement across local, national, and European levels. These efforts contributed to capacity building, knowledge enhancement, and the creation of sustainable tools and strategies for inclusive education.

The project delivered a comprehensive set of outputs aimed at strengthening inclusion and digital learning of low SES students in higher education. A Mapping Study (four national reports and one summary) provided new insights into the experiences of low-SES students and the structural conditions affecting their participation. An Inclusion and Guidance Strategy for Digital Learning reviewed institutional practices and introduced updated pedagogical approaches that integrate equality, diversity, lifelong learning, and employability. An Awareness Campaign and White Paper on Digital Inclusion, supported by four events, deepened understanding of challenges in digital teaching and promoted professional engagement to reduce dropout rates and discrimination. A Teacher Training Programme (four national reports and one summary) enhanced staff competences in inclusive pedagogical design, diagnostic assessment, and academic skills support. Co-design activities included Edu-Jam Hackathons in four universities, leading to the creation of Design Principles and an open-access OER platform for technology-enhanced learning. Finally, four reports on competences, life skills, assessment, and indicators ensured broad dissemination and sustainability.