"According to the European statistics (2018): only 20-25% of students in EU schools are taught by teachers who are confident with technology use; 43% of Europeans lack basic digital skills; 71 million students attending schools in Europe need to develop their skills for the digital society.The target of EU initiatives is both students and teachers since lifelong learning is one of the fields where Europe falls behind and one of the key aspects of the Digital Education Action Plan. This plan (EU Commission, 2018) is the focal point of e-learning and intends to support technology-use and digital competence in education. In light of the ""COVID-19"" emergency, many ""traditional"" teachers have discovered and started using distance learning.However, EU countries show a different situation in the development of the e-learning system in adult education. In fact, On the base of Eurydice’s report (2015) the percentage of adults (25 - 64 years old) who participated in distance learning (formal or informal), on EU average rate of 2.2%, were: 1.5% (-0,7) in Bulgaria, 4.9% (+2,7) in Spain, 1,5% (-0,7) in Italy and 0.7% (-1,5) in Romania (Eurostat data).In Spain, the relatively high participation rate seems to reflect the efforts made by the Ministry of Education, Culture, and Sports (MECD). They have several complete distance learning programs funded with public funds.While the registered data are negative in Bulgaria, Italy and Romania, even if different large-scale programs and private initiatives promoting e-learning training for adult education are active. Nevertheless, neither the teachers nor students are prepared and equipped to produce effectively a teaching and learning process engaging the adults, who are, in most cases, immigrants.In this context, the needs revealed are the following:- Improving teachers’ skills in the use of e-learning modality by identifying new environments and curricula for training, technical and organizational changes.- Identifying an effective pedagogical approach to overcome the issue related to low competences in ICT of adult learners. Most adults are ""digital immigrants"" (Prensy 2001) in that who weren't born with current technology and the language of computers is not their native dialect. - Defining an effective evaluation and assessment system in distance learning which requires increasing flexibility, in terms of modular programs and qualifications within the adult education system.Thus, the project aims at:- Defining a common framework for the identification of teaching and learning approach which can promote and implement effectively the integration of new technologies in adult education by encouraging the use of modern concepts in education and a healthy working environment and teamwork, creating developing programs attractive to adults, allowing them continuous shaping throughout their lives.- Reinforcing the assessment and evaluation system in distance learning through the pedagogical tools and techniques which can improve the teaching and learning flexibility.- Designing open education resources aiming to define the technical skills for the didactic use through main devices, exploiting the principles of ""BYOD"" (""Bring Your Device""); the methodological skills for teaching approaches; for effective integration of the Apps into teaching activity; the skills for managing, producing and distributing digital content.- Utilizing the attractiveness of technology to improve social inclusion focused, mainly, on language skills improvement and responsible use of technology in terms of safety and ethical rules. - Improving the collaborative sense among teachers and schools through the exchanging of experience, good practices to enhance the use of technology in adult school.Target group: Adult school teachers/educators and students.The main results will be as follows:- Framework to integrate new technologies in adult education through project-based learning- Promoting digital skills for classes 2.0 development in adult education- Outputs and recommendations for classes 2.0 implementation in adult educationShort- term impact:- Providing teachers with needed skills to reinforce the teaching and learning process in the distance learning implementation to improve the quality of teaching.- Integrating the designed curriculum into participating schools to increase the quality and competitiveness of their educational offers.- Improving digital literacy of students and their awareness in the use of technology in learning to reinforce and support a major social inclusion.Long-term impact:- Guaranteeing a high quality and competitiveness of the educational system implemented in the adults’ school thanks to the modernization of didactic teaching and learning approaches and the improved staff skills involved.- Supporting transnational cooperation among adult schools to ensure a continuous exchange of good practices and permanent collaboration"