About the project
In a world where education must respond to increasingly complex challenges—from the growing number of students with special needs to the integration of children from migrant communities—inclusion and digital transformation are not separate concepts. At CARNET, they are united through experiential learning, precisely as envisioned by the Erasmus+ project. „Development of Competencies for the Digital Transformation of Inclusive Education“.
Why this project?
CARNET, as the national center for digital support of education, has long been active in the field of inclusion (e.g., e-Schools, ATTEND, and BrAIn projects):
- Contents that enable universal access have been developed in the e-Schools project
- Education and care centers are equipped with assistive technology
- Support and education were provided through the ATTEND project
- Through the BrAIn project, assistive systems are being developed, schools are supported in creating accessible websites, teachers are educated, and collaboration with European partners takes place.
To further improve their capacity for concrete support in the development of digitally inclusive education, which in CARNET means learning through experience, best practice exchange, and investing in people, CARNET has applied for the Erasmus+ project entitled „Developing Competences for the Digital Transformation of Inclusive Education.“.
CARNET employees participated in a series of training sessions across Europe to strengthen their professional competencies in the field of assistive technology, universal design for learning, Coaching and management of EU projects.
Courses held
Through active and creative non-verbal communication exercises, workshops for developing tolerance and empathy, and practical experience in a social inclusion organization, participants expanded their toolkit of teaching techniques, strengthened their ability to recognize and adapt to the needs of diverse learners, and gained knowledge in the areas of marginalization, equality, and second language learning.
The course further strengthened skills in encouraging critical thinking, motivation, and collaborative learning using readily available and very inexpensive materials.
The concept of „four walls“ – student, family, community, and teacher – was specifically highlighted, as was the role of creativity in creating an accessible and stimulating educational environment for all students. The importance of small changes that can have a significant impact on student well-being was also discussed, as was building trust with families and support staff.
Participants engaged in presentations, group work, discussions, and the exchange of best practices. A visit to an Icelandic school was also organized, providing valuable insight into a different educational system. During a special social event, all mobility participants presented their countries, further contributing to networking and the exchange of experiences.
The program included topics such as emotional intelligence, leadership and teamwork, giving constructive feedback, managing conflict situations, and building a positive team atmosphere. Practical activities and joint reflections enabled us to develop professional self-awareness and apply coaching tools for setting goals and fostering thinking focused on positive and innovative solutions. A great value of this training was also the exchange of experiences with colleagues from other European countries, which broadened our professional horizons and improved our communication in English.
We learned about the practices of other EU member states and made valuable connections. We are already applying the knowledge gained in our daily work, and the Erasmus experience has further empowered and motivated us for future challenges, and we gladly recommend it to other colleagues.
Designing effective learning opportunities that cater to a wide range of abilities, interests, and learning styles can be a very challenging task. Universal Design for Learning (UDL) is a framework that aims to ensure all learners—regardless of their abilities and needs—have equal access to education. In lesson planning, differentiation is used as a strategy that acknowledges each student's individual profile and allows for the adaptation of teaching activities to suit their needs.
The course was intended for educators who want to enhance their understanding of the UDL approach and differentiated instruction strategies, with the goal of creating an accessible, inclusive, and engaging educational environment. Special emphasis was placed on ensuring equal educational opportunities for all students, including those with special needs, migrants, and other groups who may face educational challenges. The course was useful and inspiring, and it significantly contributed to achieving the project's goals in the context of developing a more inclusive and equitable education system.
The course instructor encouraged active participation from the attendees through diverse activities, which further enriched the learning process. By applying the principles and methods of Universal Design for Learning, she enabled participants to directly experience the effectiveness of this approach. Additional value to the course was provided by instructors from various European countries, who, through their active participation, brought valuable insights from their respective educational systems.
Key outcomes included the preparation of technical and financial reports for the European Commission (EC), understanding obligations related to visibility, communication, and dissemination of project results, and meeting requirements during EC audits. Special attention was given to the importance of project monitoring and evaluation, risks, and setting key performance indicators.
Activities included practical tasks such as report writing, documentation validation, and familiarization with payment procedures. Levels of EC audits, monitoring processes, and the roles of internal and external evaluation were elaborated. The course provided strategies for establishing effective evaluation and administration systems, as well as financial management. Case studies further reinforced acquired knowledge, ensuring the application of best practices in project management. The course concluded with a reflection on practical application and the ongoing responsibilities of EU project coordinators.
Lasting results
Through this project, CARNET has empowered its employees in six specialized areas crucial for the digital and inclusive transformation of education. More specific effects relate to:
School website accessibility
An increased number of school websites include accessibility modules for persons with special needs. Currently, 920 schools in the Republic of Croatia are on the new system, and each of them has adapted content.
- Applying the knowledge gained from mobility programs, CARNET employees have implemented accessibility tools within the WordPress system for schools.
- Upgrades provide a better user experience for students and parents with disabilities.
Regional and online training on good practice examples
Online training held at CARNET hubs
- Topics: inclusive education, assistive technologies, integration of students from migrant backgrounds
- Goal: Transferring concrete knowledge and methods from Erasmus education into daily work.
Integration in Human Resources Development
The activities and competencies acquired through mobility are integrated into the human resources development plan for 2024.
- Focus: Systematization of new knowledge and its planned replication in future employee training related to risk management, self-assessment, and competency development
Recommendations for Users
Recommendations developed and disseminated for education and care centers and other users in the field of inclusive education.
- The content covers the use of assistive technology, the application of universal design, and strategies for including students with diverse needs.
- Recommendations were presented at the ATTEND project's final conference.
Customer support training
Workshops held for customer support agents with a focus on emotional intelligence.
- Goal: Improve communication skills when working with users, especially in challenging situations.
- Methodology: Coaching tools and practical cases from the educational system.
Internal workshop on universal design
Workshop on Universal Design for Learning (UDL) held for CARNET teams.
- Content: conceptual framework, principles, tools, and application examples in digital systems
- Outcome: floor for implementation in systems like Loomena.
Lumen User Training Plan
A plan for new training sessions for Loomena users on the topic of universal design has been created.
- The training sessions will cover the design of accessible digital content, differentiated instruction, and the inclusion of all student profiles.
- The plan includes course design, user guides, and webinars.
Internal workshops for project planning
Three workshops were held to strengthen project capacities within CARNET.
- Topics: EU methodologies, planning, risks
- Participants: employees involved in the writing and implementation of projects, with a special focus on CARNET HUB and the Erasmus accreditation application
Perspective
This project doesn't end with mobility — it lives on through people. Participantsthey transferred it learned in their teams, projects, and support for schools. Erasmus+ is not just mobility – it is a network for learning, networking, and growing together.
Project financing
Funded by the European Union. Views and opinions expressed are solely those of the author(s) and do not necessarily reflect those of the European Union or AMPEU. Neither the European Union nor the granting authority can be held responsible for them.
