The
Work Package 3 (WP3) of the Diverse Courses project is designed to
strengthen the inclusion and diversity strategy of Adult Education Centres,
with a particular emphasis on didactical and learning contexts. Its focus lies
on understanding the needs of diverse learners, recognising their profiles, and
taking into account the backgrounds and skills of educators.
The
general aim is to develop an innovative and practical Toolkit that will support
educators in addressing the daily challenges of teaching in heterogeneous
classrooms. This Toolkit is conceived as a comprehensive resource that brings
together a variety of good practices, piloted scenarios, and structured
guidance, enabling educators to adapt their approaches to both the diversity of
learners and their own professional profiles.
B. A Structured Path: From Collection to
Application
The
journey within WP3 begins with A3.1 – The Collection of Good Practices,
where each partner identifies and documents at least three didactical methods
or approaches relevant for teaching courses with mixed learner groups. These
good practices are systematically described in national languages and
accompanied by English summaries, creating a shared multilingual repository.
The practices are carefully chosen based on the needs highlighted in WP2,
especially those reflected in learner mapping tools and personas.
Building
upon this foundation, partners move towards A3.2 – The Development of
Didactical Scenarios. Here, the good practices are not merely described but
transformed into concrete, context-sensitive teaching scenarios. Each partner
designs three didactical scenarios, aligning them with learner personas and
adapting them to local contexts. These scenarios reflect practical solutions
that educators can apply in real classrooms, whether addressing digital
readiness, inclusivity for learners with special needs, or strategies for
engaging NEETs.
The
process then advances to A3.3–A3.8 – Implementation and Evaluation. In
this phase, the designed scenarios are tested across 18 specific courses.
Educators implement the scenarios with their learners, and structured feedback
is collected through written surveys, focus groups, and reflective assessments.
Learners’ satisfaction, educators’ experiences, and expert input are all
captured to evaluate the effectiveness of the approaches. This phase ensures
that the Toolkit is not theoretical but grounded in real practice, with clear
insights into what works, what requires adjustment, and how inclusiveness can
be effectively fostered.
The
culmination of these activities is A3.10 – The Toolkit: Didactical Scenarios
for Teaching Diverse Groups. Designed and coordinated by EIA and formatted
by EPATV, the Toolkit brings together the tested and evaluated scenarios in a
coherent, user-friendly structure.
The
Toolkit is more than a collection of resources:
It
illustrates how good practices can be transformed into actionable methods.
It
documents the challenges and successes of implementation.
It
provides reflective exercises for educators to align their teaching
attitudes with inclusive values.
It
offers checklists, examples, and adaptable scenarios that consider both
learner diversity and educator profiles.
Published
in English and partner languages (German, Greek, Italian, Spanish, and
Portuguese), the Toolkit will be available online in an interactive format,
ensuring accessibility and long-term usability for educators across Europe.
C. Measuring Achievement: Indicators of
Quality and Impact
To
guarantee that the objectives are met and the results are of high quality, both
quantitative and qualitative indicators are applied.
Quantitative
indicators include:
Minimum
of three good practices documented per partner, with English summaries.
At
least three didactical scenarios developed, tested, and evaluated per
partner.
Structured
roadmaps for testing and implementation.
Focus
groups and evaluation tools applied in each partner country.
Publication
of a Toolkit with a minimum of 20 pages, in English and partner languages.
Qualitative
indicators include:
Clear,
well-structured documentation of good practices.
Learner
satisfaction surveys assessing the relevance and inclusiveness of
scenarios.
Verbal
feedback through focus groups involving educators, learners, and experts.
Evaluation
of learner engagement and improved teaching effectiveness.
Usability
and accessibility of the Toolkit, ensuring alignment with educator
personas identified in WP2.
These
indicators ensure a balanced assessment of both the quantity of outputs and the
quality of their impact on learners and educators.
D. What is this toolkit?
A toolkit is a
comprehensive collection of resources, tools, and guidelines designed to assist
educators in adapting their teaching methods to meet the diverse needs of their
learners. In this context, the toolkit focuses on providing didactical scenarios
for teaching diverse groups, enabling educators to choose from a broad range of
tested and evaluated approaches that can be tailored to their specific
educational contexts.
E. Methodology:
The development
of the toolkit follows a structured methodology:
Good Practices Collection—Drawing inspiration
from the good practices (GP) collected in earlier stages of the project,
the toolkit builds upon proven approaches to teaching diverse learners.
Persona-Guided Customisation — The scenarios are
designed based on the learner personas created in WP2, ensuring that they
are responsive to the specific needs of learners and educators.
Tested and Evaluated Approaches—The toolkit
incorporates didactical scenarios that have been tested and evaluated in
18 specific courses, ensuring that they are practical and effective in
real-world contexts.
Diverse Educator Profiles — The toolkit is
designed with flexibility in mind, catering to educators who teach in
various contexts and have different teaching profiles.
The toolkit will
be made available online in five languages (English, German, Greek, Italian,
Spanish, and Portuguese), ensuring its accessibility to a wide range of
educators across Europe.
F. Expected Results
By
the conclusion of WP3, the following results will be achieved:
A
comprehensive Good Practices Collection, documenting didactical methods and approaches for
diverse classrooms.
18
piloted and evaluated didactical scenarios, addressing a wide range of
learner profiles and needs, from learners with disabilities to NEETs and
adult learners with different educational backgrounds.
An
interactive Toolkit,
combining practical methods, reflective exercises, and inclusive teaching
strategies, available in six languages.
Enhanced
educator capacity,
enabling teachers to adapt their teaching to diverse learners and
contexts, thus increasing inclusiveness and quality of adult education.
The Educational Thinkers Matching Game
This interactive game is part of the Diverse Courses Toolkit WP3.10 and is designed to help learners explore the ideas of key European educational thinkers. Players are presented with a list of experts alongside short descriptions of their contributions and teaching approaches. The task is to carefully match each expert with the correct description, paying attention to subtle differences between them. Once the matching is complete, players can check their answers, reflect on the influence of these thinkers, and consider how their approaches support inclusive and project-based learning. The game encourages curiosity, reflection, and celebration of correct matches.
This database aims to enhance inclusion and diversity in adult learning by supporting educators in addressing the diverse needs of learners. It collects and documents good practices of didactic methods and approaches for teaching in courses with heterogeneous compositions of learners.
