WordPress as a Learning Platform

WordPress as a Learning Platform
Using WordPress plugins to create a Learning Management System (LMS) offers a flexible and cost-effective solution for building an online educational platform. Several popular plugins, such as Tutor, LearnPress, Masteriyo, and Lifter LMS, provide various features and functionalities to manage courses, deliver content, track student progress, and facilitate interactive learning experiences. These plugins empower educators and organizations to customize and shape their LMS according to their specific needs while leveraging the user-friendly WordPress interface.

WordPress, when combined with suitable plugins, offers a wealth of opportunities and added value as a Learning Management System (LMS1). With its user-friendly interface and extensive plugin ecosystem, WordPress provides a flexible and accessible platform for creating and managing online courses.

Key benefits

One of the key benefits of using WordPress as an LMS is its simplicity and ease of use. The familiar and intuitive interface makes it easier for educators and learners to navigate and interact with the system. Additionally, WordPress offers a wide range of customizable themes, allowing users to create visually appealing and engaging learning environments.

WordPress plugins designed specifically for LMS functionality further enhance the capabilities of the platform. Plugins like Tutor, LearnPress, Masteriyo, and Lifter LMS bring features such as course management, content delivery, assessment tools, and student tracking. These plugins empower educators to design comprehensive courses, organize content, and monitor student progress, thereby facilitating effective learning outcomes.

Flexibility of a WordPress-based Learning Platform

Another advantage of using WordPress as an LMS is its scalability and flexibility. The platform can accommodate various types of educational institutions, from small tutoring centers to large universities. With the ability to handle multiple courses, user registrations, and assignments, WordPress ensures that educational organizations can scale their offerings as their needs grow.

WordPress LMS
Numerous PlugIns exist for WordPress to give the CMS2 the functionality of an LMS.

The plugin ecosystem for WordPress LMS solutions also adds value by providing diverse functionalities. For instance, plugins like Tutor and Lifter LMS offer options for discussion forums, gamification elements, certificates, and social learning features. These extensions enable interactive and collaborative learning experiences, enhancing student engagement and knowledge retention.

Furthermore, WordPress LMS solutions are often cost-effective compared to dedicated learning management systems. By leveraging WordPress, which is an open-source platform, educators and organizations can save on licensing fees and development costs. The availability of free and premium plugins also allows for customization without extensive programming knowledge.

WordPress-based Learning Platform community

Another significant advantage is the extensive community support and resources available for WordPress. As one of the most widely used content management systems, WordPress has a large community of users, developers, and experts who actively contribute to its development and provide assistance. This means that educators and administrators can access forums, tutorials, and documentation, ensuring they can find solutions and best practices for their LMS implementation.

In conclusion, using WordPress with appropriate plugins as an LMS offers numerous opportunities and added value for online education. Its user-friendly interface, customizable themes, and extensive plugin ecosystem enable educators to create engaging learning environments. The scalability, flexibility, and cost-effectiveness make WordPress a compelling choice for educational institutions of all sizes. With the continuous development and community support, WordPress LMS solutions are poised to play a significant role in shaping the future of online learning.

The InterMedia Project

The EBI coordinated the InterMedia Erasmus+ project. In the frame of this project, four different WordPress  Plugins have been selected to create pilot Learning Platforms based on WordPress. The findings, evaluation of the plugins and other related outcomes of this project are available from the InterMedia project webpage.

1 LMS stands for Learning Management System, which refers to a software platform or system used for creating, managing, and delivering educational courses and content.

2 CMS stands for Content Management System, which is a software application used for creating, managing, and organizing digital content such as websites, blogs, or online platforms, allowing users to publish and update content without extensive programming knowledge.


Multiple Devices in the Learning Process

Multiple Devices in the Learning Process

The term “Multiple Devices” refers to the use of more than one device to access and interact with digital content. In today’s world, people commonly use multiple devices such as smartphones, tablets, laptops, and desktop computers to perform various tasks, including learning and education. For example, a learner might use a smartphone to read an article on a bus, switch to a tablet to watch a video on the topic during a lunch break, and then continue their learning on a desktop computer when they get home. The use of multiple devices provides users with the flexibility to engage with content at their own pace and convenience, and it can also enhance the overall learning experience. However, the use of multiple devices can also pose challenges, such as technical issues and cognitive overload, that need to be addressed to ensure an effective learning experience.

Multiple Devices
Multiple Devices differ in screen sice, the (physical) keyboard, the processor’s power and other crucial issues.

Problems & Obstacles

Using multiple devices for training can present some challenges that can affect the learning experience. One of the issues that learners might face when using multiple devices is related to the differences in screen sizes. When switching from a smaller device, such as a smartphone or tablet, to a larger device, such as a desktop computer, the content layout and readability might change, leading to difficulties in following the training material. On the other hand, switching from a larger device to a smaller one could make it challenging to view content in detail, especially when the material involves diagrams, graphs, or small text. Another problem that can arise is related to the use of physical keyboards. While some devices have physical keyboards, such as laptops and desktop computers, others rely on virtual keyboards, such as smartphones and tablets, which can make it difficult for learners to type or take notes quickly and accurately. As a result, these challenges need to be considered when designing training courses delivered across multiple devices to ensure that the learning experience is optimized and effective for all learners.


To avoid problems related to the use of multiple devices in training, several recommendations can be considered. Firstly, it is important to ensure that the training material is designed to be responsive, which means that the content layout can adapt to different screen sizes and resolutions. This can help to ensure that the content is readable and accessible on any device, regardless of its screen size. Secondly, training courses should be designed to be platform-independent, which means that they can be accessed from any device and operating system. This can help to ensure that learners can access the training material using their preferred device without any compatibility issues. Thirdly, if learners need to use virtual keyboards, it is essential to provide them with guidelines on how to type effectively, such as using the auto-correction feature, predictive text, or voice dictation. Additionally, learners can benefit from tools such as stylus pens or external keyboards that can help to enhance the typing experience on smaller devices. Overall, these recommendations can help to ensure that the use of multiple devices does not hinder the learning experience and that learners can benefit from the flexibility and convenience of using different devices for their training.

The “Multiple Device Guide”

Multiple Devices ReportThis document presents an analysis of the use of multiple devices in the context of multimedia-based learning. The paper includes an empirical study of learners who have used multiple devices to access and engage with learning materials. The study findings reveal that the use of multiple devices can enhance the overall learning experience for learners by providing flexibility, convenience, and accessibility. However, the study also identified several challenges associated with the use of multiple devices, such as technical issues and cognitive overload. Based on the study findings, the paper provides recommendations for the implementation of training courses delivered with multiple devices, including the need for clear guidelines and policies, user-friendly interfaces, and technical support. Overall, this document provides valuable insights for educators and trainers interested in leveraging the potential of multiple devices for enhancing the learning experience.

This guide has been developed in the frame of the InterMedia Erasmus+ project.


The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

Training Event in Valencia

Training Event in Valencia

The first training event in the frame of the project took place in Valencia (Spain), hosted by the Spanish Partner IFESCoop. The primary aim of this Learning-Teaching-Training (LTT) event was to facilitate the professional development of educators and trainers, enabling them to acquire new skills, knowledge, and teaching methodologies with a specific focus on Flipped Learning 3.0.

Training approach

The training itself was implemented as a Flipped Learning course: A pre-class training (with content provided and delivered by a WordPress webpage) cared for the preparation of all participants (and represented the Individual Learning Space). The Group Learning Space took place in Valencia, implemented in on-site training. This approach enabled all participants to gain their own experience in Flipped Learning Training.

  • Training Framework & Backwards Design
  • Hands-on Backwards Design
  • Presentation (all)
  • Planning Individual Space (EBI) with Hands-on Individual Space
  • Connecting Individual Learning Space  Group Learning Space
  • Bloom’s and the two Learning Spaces
  • Group Activity with Presentation and Summary
  • The “Big Idea”, Creativity session with work on two “Big Ideas”
  • Summary of the “Big Idea” session with a presentation
  • Multimedia as an issue in the project
  • Multimedia-based Formative Assessments

The training was planned, structured, and implemented by Peter Mazohl (from the EBI), who holds a Flipped Learning Master Level II.

Experience from the group work

The participants appreciated their group learning space experience. The active learning sessions served as a hub for learners to engage in active learning, collaboratively working on problem-solving and discussions, and finally expanding upon concepts introduced through pre-class materials. This approach transformed the traditional trainer-centered classroom (based on lectures) into a Learner-centered one, fostering critical thinking and promoting a more in-depth understanding of the subject. The added value of active learning lies in its ability to cultivate essential skills such as communication, teamwork, and adaptability, which are crucial for success in today’s rapidly changing world. The intensive group work (in various mixed groups) also contributed significantly to team building and the deepening of future cooperation.

Training outcomes

The results of the training were written up, expanded, and peer-reviewed, and will be available as a document timely. This document can be downloaded from the project website (https://www.digicompass.eu).

About the venue in Valencia

Valencia, the third-largest city in Spain, is a vibrant coastal metropolis known for its rich history, stunning architecture, and thriving arts scene. Nestled along the eastern shores of the Iberian Peninsula, Valencia seamlessly blends the old and the new, showcasing landmarks like the medieval Torres de Serranos alongside the futuristic City of Arts and Sciences. The city is also well-known for its mouthwatering culinary scene, particularly the traditional Spanish dish, paella, which originates from the region.


The Valencian Fallas is an exuberant annual festival celebrated in Valencia, Spain, in honour of Saint Joseph, featuring spectacular parades, fireworks, and massive, intricately designed sculptures called “Fallas.” These elaborate “Fallas”, crafted by local artists, satirize various aspects of society and are ultimately set ablaze on the final night of the festivities, symbolizing the renewal and cleansing of the city.


The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

About Ethical Values

During a project meeting, EBI had a discussion with the partners about currently implemented courses and the situation after COVID-19. The partners agreed that they made a similar observation and there was obviously some change visible. This article is a summary of the observations, followed by a case study about ethical values.
The ethical norms and values of a society are constantly evolving, shaped by various factors such as technological advancements, political and economic changes, and shifts in social attitudes. In recent years, the rapid growth of digital technologies and the increasing prevalence of online communication has had a profound impact on the way in which ethics is perceived and practiced in society.

One of the most notable changes is the rise of hatred and bigotry on the internet. The anonymity and distance provided by the internet have enabled individuals to express harmful opinions and engage in abusive behavior without fear of consequence. This has led to an increase in hate speech, cyberbullying, and harassment, particularly targeted at marginalized communities based on their race, gender, sexual orientation, and other identity factors.

Social media play a big role in daily life. Especially during various lockdowns, people used social media to stay in contact. Nevertheless, bad behavior became an issue too.

Another change in ethical norms can be seen in the lack of togetherness and community that exists in many societies today. The increased use of technology has led to a more individualistic and fragmented society, where people are less likely to engage in face-to-face interactions and form close relationships. This has contributed to a decline in empathy and a decrease in social support networks, which can further exacerbate issues such as discrimination and prejudice.

Social distancing: Technology became important to keep contact.

Discrimination and prejudice based on race, gender, sexual orientation, and other identity factors remain prevalent in many societies. Despite advances in equality and human rights, many individuals continue to experience discrimination, bias, and stigma based on their identity. This can lead to social and economic inequality and can have a profound impact on the well-being and opportunities available to marginalized communities.

Influence of COVID-19

Video conferencing became a mainstay of both professional and private interaction during the COVID-19 crisis.

The COVID-19 pandemic has had a profound impact on society and has brought many ethical challenges to the forefront. In terms of hatred on the net, the pandemic has led to a significant increase in misinformation and conspiracy theories, which have fueled further division and mistrust among individuals and communities. This has contributed to the spread of hate speech and online harassment, particularly targeting marginalized groups, such as those based on race, gender, and sexual orientation.

In terms of lack of togetherness, the pandemic has resulted in social distancing measures and lockdowns that have limited face-to-face interactions and increased feelings of loneliness and isolation. This has highlighted the importance of community and social support, and has also led to increased efforts to maintain connections through virtual means. However, it has also revealed the challenges of digital communication and the limitations of virtual interactions in fostering meaningful relationships.

Discrimination and prejudice have also been amplified during the pandemic. Marginalized communities, such as those based on race and ethnicity, have been disproportionately affected by the virus, leading to further disparities in health outcomes and access to resources. Additionally, the pandemic has led to increased xenophobia and anti-immigrant sentiments, particularly aimed at those perceived as being carriers of the virus.

The case studies

The EBI has undertaken a Case study “About Ethical Values” at two different levels:

(1) European Adult Education Organisations

The EBI undertook a survey among friendly educational institutions in the field of adult education in Europe. More than 40 organisations were contacted, and we received feedback from 23 of them (14 different European countries: Austria, Belgium, Croatia, Czech Republic, Greece, Hungary, Italy, Latvia, Malta, Netherlands, Portugal, Slovenia, and Spain). The results are visible in the following slideshow.

(2) Planning for a new project

During the last visit of Peter Mazohl, President of the EBI, to the University of Málaga, the plan was born to start a project on this topic. Together with 4 partners, the planning is currently underway. A survey of the future project partners showed a similar picture as in the case study with 23 European institutions).

Here you see the asked questions. Click on the open icon to see the graphic data evaluation.

1. Our trainers/we as an organisation/I as a person have noted various societal problems, such as hatred on the net, lack of togetherness, discrimination, and prejudice based on race, gender, sexual orientation, and similar.
2. Our trainers/we as an organisation/I as a person have been observing an inevitable decline in values in society lately, like hatred on the net, lack of togetherness, discrimination, and prejudice based on race, gender, and sexual orientation, which worries them.
3. Our trainers have recently observed a decline in moral principles among learners, like missing respect, lack of togetherness, discrimination, and prejudice based on race, or gender.
4. Our organisation seeks to provide trainers with a uniform basic attitude toward ethics and morals.
5. Our organisation aims to positively impact learners through a unified ethical stance and thus have some influence on the positive development of society.
6. For our organisation, a uniform ethical attitude within the team is essential.

7. In the future, our organisation wants to offer training and education on moral principles in specific areas (e.g., behaviour on the net, green values).

Personal statements

Personal statements and specific feedback were appreciated and will be used in the further development of the project’s application. Here are interesting answers:

  • Among our adult students, we only observe less interest in each other in recent times.
  • People need the training to raise awareness of their behaviour, and green values
  • Good values and ethics are the backbones of a healthy society
  • All people need to raise awareness


The ethical landscape of society has changed significantly recently, with the rise of digital technologies having a particularly pronounced impact. However, despite these challenges, it is important that individuals and communities work together to promote equality, empathy, and respect for all. This can be achieved through education, community-building efforts, and the promotion of positive and inclusive online behavior.

The COVID-19 pandemic has brought to light the importance of ethical values, such as empathy, inclusiveness, and equality, in society. It has also highlighted the need for individuals and communities to work together to address the challenges posed by the pandemic and promote a more equitable and inclusive society.

Inclusion in Training

Inclusion in Training

1 Our Approach to Inclusion

Inclusion in adult education refers to the practice of making educational opportunities and resources accessible to individuals regardless of their abilities, disabilities, socio-economic status, race, ethnicity, gender, language, or any other characteristic that might otherwise be a barrier to participation.
The goal of inclusion in adult education and training is to provide equal opportunities for learning and personal growth to all members of society. This involves creating a supportive and inclusive learning environment, offering flexible learning options, and addressing any barriers preventing individuals from accessing education.
With our measure, we follow the European Commission’s Guidelines.

Inclusive Measures EBI
Inclusive measures to enable all adults to participate at training

2 Measures of inclusion in Adult Education

There are various measures that can be taken to promote inclusion in adult education and training, including:

2.1 Accessible learning materials

Providing educational materials that are accessible to individuals with disabilities, such as audio or large print materials, Braille, or closed captioning.

This material must be usable by people with disabilities, including visual, auditory, physical, speech, cognitive, and neurological disabilities. This includes materials such as textbooks, videos, audio recordings, online resources, and assessments.

Accessible learning materials should be designed with accessibility in mind, incorporating features such as alternative text (e.g. transcripts for videos) or descriptions for images, closed captioning for videos, and audio descriptions for visual content. The goal of accessible learning materials is to ensure that individuals with disabilities have equal access to educational resources and can participate fully in the learning process.

2.2 Adaptive technologies

Incorporating assistive technologies such as screen readers, text-to-speech, and speech recognition software to help individuals with disabilities participate in the learning process.

2.3 Flexible learning options

This term addresses offering alternative delivery methods, such as online or self-paced learning, to accommodate individuals who may not be able to attend traditional classroom settings. This will include online learning, self-paced courses, evening and weekend classes, and distance education programs.

The goal of flexible learning options is to accommodate the diverse needs and schedules of adult learners, making education accessible to those who may not be able to attend traditional classroom-based programs.

Flexible learning options will provide opportunities for individuals who live in rural or remote areas, who are working full-time, or who have other responsibilities that prevent them from participating in traditional educational programs. By offering a variety of learning options, adult education programs can ensure that all individuals have access to educational opportunities and can participate in the learning process on their own terms.

2.4 Inclusive curriculum

Designing and delivering a curriculum that reflects the diversity of the adult learner population, including the experiences and perspectives of individuals from different backgrounds.

2.5 Support services

Providing support services, such as counseling, tutoring, and accommodations for individuals with disabilities, to ensure their success in the educational program.

Learning together – enable to reach the expected learning success to all learners!

2.6 Cultural sensitivity training

Providing training for teachers and staff to increase their cultural competence and understanding of the experiences of individuals from diverse backgrounds. From our point of view, this means of inclusion in training supports the learning of citizens in a multicultural society.

3 Support for disadvantaged learners

We implement “Support for Disadvantaged Learners” as mentioned below:

  1. Counseling and advising
    Providing individualized support and guidance to adult learners to help them overcome any personal, educational, or financial barriers that may be preventing them from participating in the educational program.
    This is done by special educated assistants of different ages during onsite training (or in the Group Learning Space of Flipped Learning 3.0)
  2. Financial assistance
    This is done by offering scholarships, grants, and other forms of financial aid to help cover the cost of tuition and other educational expenses for adult learners who may not have the means to pay for these costs themselves.
    EBI offers regular training with scholarships for individuals.
  3. Tutoring and mentoring
    Providing one-on-one support and guidance from trained tutors and mentors is implemented to help adult learners build the skills and confidence they need to succeed in their educational program.
    This is done by specially educated assistants of different ages during onsite training (or in the Group Learning Space of Flipped Learning 3.0)

    One-on-one support and guidance from trained tutors and mentors
  4. Accommodations and Access to the training Venues
    For individuals with disabilities, we are providing reasonable accommodations and support services, such as assistive technology, to help individuals with disabilities participate fully in the learning process.
  5. Flexible scheduling
    We are offering alternative scheduling options, such as evening and weekend classes, to accommodate the needs of adult learners who may be working full-time or caring for family members. The offered date of courses follows the needs of the relevant target group.
  6. Basic skills development
    EBI is offering basic skills’ development programs, such as adult basic education, technical basic skills, access to Learning Platforms, and more. This helps adult learners to build the foundational skills they need to succeed in their educational program.

By implementing these types of support measures for inclusion in training, our adult education programs help to ensure that all adult learners, regardless of their background or abilities, have the resources and support they need to succeed in the educational process.


What are Quality Enhancement Circles?

What are Quality Enhancement Circles?

The EBI is regularly involved in various projects, most of which are transnational projects in the frame of the Erasmus+ program. The products and results produced in the frame of these projects require quality control or sometimes a quality improvement (enhancement) process. For many years, the EBI/EIE worked on the development of easy-to-handle but successful methods. During the last years – in context with the COVID-19 crisis, face-to-face meetings were not possible in the necessary frequency. We started to work with “Quality Control Circles” (a common means in typical project management) and called them Quality Enhancement Circles.

What is a Quality Circle Process?

Quality enhancement circle
Source: Christoph Roser (at AllAboutLean.com), adapted by Peter Mazohl

Most quality circles will work through a set process with each meeting. In general, this will follow the Plan, Do, Check, Act process, which is ideal for continuous improvement projects. PDCA (plan–do–check–act or plan–do–check–adjust) is an iterative design and management method used in business for the control and continual improvement of processes and products.

The four steps are defined as1:

Establish objectives and processes required to deliver the desired results.

Carry out the objectives from the previous step.

During the check phase, the data and results gathered from the do phase are evaluated. Data is compared to the expected outcomes to see any similarities and differences. The testing process is also evaluated to see if there were any changes from the original test created during the planning phase. If the data is placed in a chart, it can make it easier to see any trends if the PDCA cycle is conducted multiple times. This helps to see what changes work better than others and if said changes can be improved as well.

Also called “Adjust”, this act phase is where a process is improved. Records from the “do” and “check” phases help identify issues with the process. These issues may include problems, non-conformities, opportunities for improvement, inefficiencies, and other issues that result in outcomes that are evidently less-than-optimal. Root causes of such issues are investigated, found, and eliminated by modifying the process.

The Challenge for Project Results

In the common Erasmus+ projects, we did not have a quality circle (people from one organisation meeting regularly to check, discuss and decide about the quality of products). We had people in various European countries that met in virtual meetings (often performed via ZOOM) to discuss technical issues.

We developed a kind of quality enhancement circular process, where people from all partners could be involved to check the quality and to decide finally about the acceptance of the product.

How do we work on projects?

For each product, a partner is in charge to coordinate the production of the outcome. This partner is also responsible to monitor the production process, and other partners are involved in the creation and work on the expected product.

When the product is finished, the quality check is the next step. Here is a simple depiction of the process:

Quality Enhancement Circle
The PDCA circle enhanced and adapted for ERASMUS+ Project results (Source: Peter Mazohl, developed for the DigiComPass project).

The circle shows the Plan → Do → Check → Act structure, but in a linearized way. The circle was opened, and a cycle process is only leading from the check result back to the Do item. The reason is that from the planning (mostly done by Backward Design) the plan must not be adapted, corrected, or changed. This is a fixed starting point of the working process.

The “quality circle” (as a group of people) is replaced by a Virtual Team Meeting (with team members selected from all partners). These people check the expected result, compare it with the checklists (available from the milestone plan) and decide:

  • If the product fits, it is forwarded to the Steering Committee (or Steering Group of the project). The steering group will approve the result (but has the right to send it back into revision if necessary).
  • If the product does not fit, a description of necessary amendments is created, and the product is put into revision. The project partner in charge to develop the product can do the amendments and forward the product again to the Team VM group.

This simple process enables a minimized effort with maximum quality and enables to keep the production process of project outcomes simple.

1 Description adapted from WikiPedia.

DigiComPass kick-off project meeting

DigiComPass kick-off project meeting
DigiComPass Logo (Kick-Off Meeting)

The aim of the DigiComPass Project is to develop a modern accreditation model for digital competencies (based on the DigComp 2.1 Framework for Citizens). This needs a practical innovation and training boost for the trainers (as well as the training facilities). Therefore, this project develops staff competencies that lead to overall improvements in the provision, targeting, and effectiveness of adult education. This includes assessment of prior knowledge and skills of adult learners, better and more innovative teaching methods, and strengthening the adult education staff’s supporting role in motivating, guiding, and advising learners in challenging learning situations. The first DigiComPass meeting of partners took place in Wiener Neustadt, Austria.

The rationale of the project

Digital Competences (DigComp) are crucial for citizens today and in the future. In Europe, the average level in DigComp of well-educated citizens is approx. 56%. Several countries (Italy, Cyprus, Spain, and Greece) are below, and Austria is at the average (Source: DigComp Framework 2.0  P 19).
The COVID-19 situation showed that digital competencies are a must for all people, in all generations, and in all living conditions and situations.

The DigiComPass Kick-Off Meeting

The DigiComPass Kick-Off Meeting took place in Wiener Neustadt from January 16th to January 17th, 2023. Partners from BrainLog (DK), IFESCoop (ES), Europäische Bildungsinitiative (AT), Prometeo (IT), K.A.NE. (GR) and the coordination organisation, the University of Cyprus (CY) participated. Due to various issues, the FLGobal (USA) could not send a representative.

Objectives and concrete results of the DigiComPass Project

  • Pilot courses will be created (and evaluated) on the mentioned items, together with an appropriate recognition model for adults. These developments are summarized in an “Adult Education package” called DigiCompass.
  • The objectives are to create a recognition & course model for Digital Competences with
    • A pedagogical framework (based on Flipped Learning 3.0)
    • A quality-enhance framework for course creation, implementation, and evaluation
    • Pilot courses covering the items of the DigComp 2.1 Citizens framework (https://goo.gl/T8TpJ9)
    • A recognition model for Europe defining the curriculum, training environment, evaluation and grading, and consistent certification (which could be used internationally as well). The model fits perfectly with the Europass CV. This model should be practicable global as well.
    • Use of modern digital badges (open badges system) for the recognition model
  • A “floating guide” to define the way of adaptation for future developments
  • A transferability guide for School Education

Topics addressed in the DigiComPass  project meeting

The program-related keywords are: Digital skills and competencies – Creating new, innovative, or joint curricula or courses – Key competencies development

For the project, relevant keywords are: Digital Competencies Training, Flipped Learning 3.0, Multimedia and Interactive training content.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

Ethical Values

Ethical Values
Ethical Values were identified by a nonpartisan, nonsectarian (secular) group of youth development experts in 1992 as “core ethical values that transcend cultural, religious, and socioeconomic differences”. The Six Pillars of Character are: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.
The past decade has seen a significant shift in ethical values and attitudes, driven by a number of factors including technological advancements, social and political movements, and global events. Consequently, some significant changes in ethical values and attitudes are visible, with some developments having a negative impact on society. In particular, there has been a rise in certain unethical behaviors and attitudes, such as hate speech, racism, bullying, and similar issues, that are facilitated by technology and the internet.

The EBI has launched a case study and asked five partners from Erasmus+ projects to share their impressions about their observations, especially in relation to their learners (and – of course – to their trainers). The results are made visible in the slide show (Data for the case study: 6 organisations, 18 trainers, and heads sent back the questionnaire).

Remark: Use the errors to see all seven slides with the statistical-processed data!

Asked Questions

  1. Our trainers/we as an organisation/I as a person have noted various societal problems, such as hatred on the net, lack of togetherness, discrimination, and prejudice based on race, gender, sexual orientation, and similar.
  2. Our trainers/we as an organisation/I as a person have been observing an inevitable decline in values in society lately, like hatred on the net, lack of togetherness, discrimination, and prejudice based on race, gender, and sexual orientation, which worries them.
  3. Our trainers have recently observed a decline in moral principles among learners, like missing respect, lack of togetherness, discrimination, and prejudice based on race, or gender.
  4. Our organisation seeks to provide trainers with a uniform basic attitude toward ethics and morals.
  5. Our organisation aims to positively impact learners through a unified ethical stance and thus have some influence on the positive development of society.
  6. For our organisation, a uniform ethical attitude within the team is essential.
  7. In the future, our organisation wants to offer training and education on moral principles in specific areas (e.g., behaviour on the net, green values).

Findings and deeper-going interpretation (Ethical Values)

The COVID-19 pandemic has brought about significant changes in many aspects of society, including ethical values. As one factor, the COVID-19 crisis has highlighted disparities and inequalities within society. The pandemic has exposed systemic issues such as income inequality, racial and ethnic discrimination, and inadequate healthcare systems. These disparities have raised ethical questions about the allocation of resources and the obligations of governments and corporations to address these issues.

Hate speech and cyberbullying

The anonymity and reach of the internet have created a platform for hate speech and cyberbullying, where individuals can attack and harass others with relative impunity. This has created a new set of ethical challenges, as people struggle to balance the right to free speech with the need to protect individuals from harm.

Racism and discrimination

The past decade has seen a resurgence of racist and discriminatory attitudes, with many people using the internet to spread hate and misinformation. This has raised ethical questions about the responsibility of tech companies and individuals to address and combat these harmful behaviors.

Online harassment and doxxing

The internet has also facilitated the rise of online harassment and doxing, where individuals use the web to threaten and intimidate others. This has led to a growing concern about the ethical implications of online behavior and the need for greater protection and accountability.

Intergenerational ethical approach

It’s not accurate to say that the intergenerational ethical approach has changed negatively in the last decade, but it can be argued that the challenges to achieving intergenerational ethics have increased. Despite increased awareness and a growing recognition of the need to prioritize intergenerational ethical considerations, many of the problems facing future generations have become more acute in recent years.

For example, climate change and environmental degradation have continued to worsen, and income inequality has increased in many parts of the world, making it more difficult to achieve a sustainable and equitable future for all. Additionally, technological advancements have brought new challenges, such as the rise of artificial intelligence and the potential for technological unemployment, that require careful consideration from an intergenerational ethical perspective.


In conclusion, while the past decade has seen many positive developments in ethical values, it has also brought new ethical challenges, particularly with regards to hate speech, racism, bullying, and similar issues that are facilitated by technology and the internet. Addressing these negative trends will require a collective effort to promote responsible and ethical behavior online and offline.