Development of Modules and Piloting: Achievements and Challenges
All project partners have actively contributed to the development and piloting of educational modules, achieving the set indicators. However, the scale and number of modules created have largely depended on the resources each partner had available.
One of the initial intentions was to develop modules collaboratively across multiple countries. However, due to differences in educational contexts, pedagogical approaches, and practical circumstances (e.g., offline, blended, and online learning), most development work was conducted independently within each country. This independent approach, though understandable, resulted in less co-creation than originally envisioned.
A significant effort was made in the early phase of the project to align understandings across the consortium. The creation of a shared glossary of concepts and jargon proved invaluable.
Additionally, Hanze University of Applied Sciences Groningen introduced Canvasses as a tool to moderate and compare module development. While this was beneficial within Hanze and potentially other institutions, the broader goal of comparison and co-creation across all partners was not fully realized. The final phase of the project, including the meeting in Prague, presented an opportunity to showcase the best practices, align modules more closely, and strengthen their connection to digital open badges.
The Role of Digital Open Badges in the Project
The Finnish partners brought prior experience with micro-credentials and digital open badges due to their unique educational landscape, which necessitates distance learning solutions. Their education and professional development systems encourage teachers and educators to enhance their skills through smaller, more flexible credit units. For many other partner countries, this approach represents a forward-looking innovation rather than an established practice.
Nevertheless, valuable lessons have been learned, and there is growing recognition of the benefits of digital open badges. The challenge remains to what extent this system can be fully adopted and implemented in each partner country.
The underlying philosophy of online badges – offering development-oriented, formative, and flexible learning assessments – has encouraged consortium members to rethink traditional evaluation and certification methods.
It would be beneficial to not only discuss the adoption of online badges but also provide a practical demonstration of their implementation. Many educators and trainers still perceive them as an abstract concept, so a hands-on explanation could bridge this gap.
Evaluating the EduSTA Project: A Tool for Improvement
The project’s internal processes, content development, and collaboration efforts have been thoroughly evaluated, with Czech University of Life Sciences Prague taking the lead in carefully documenting all evaluations, surveys, and improvement plans. These materials are available in MS Teams for tracking and review.
One of the key considerations in such projects is whether evaluation serves merely as a checkpoint or plays a more integral role in shaping project direction. Karel Němejc, lead of the WP6 – Quality Plan, has pointed out that balancing effective, substantive evaluation with the realization that it requires time and energy from partners is an ongoing challenge.
Ensuring that evaluation remains a tool for improvement rather than an administrative burden is crucial for maintaining engagement and momentum.
Effective Dissemination Strategies
The dissemination efforts within EduSTA have been both extensive and effective. A variety of smart strategies have been employed, including leveraging the project website, a LinkedIn group, and other digital media tools used by various partners. The consortium also strategically connected with existing conferences, platforms, study days, summer schools and professional networks. These efforts have resulted in high-quality outputs such as applied scientific articles, conference proceedings, podcasts, and seminars at both national and international levels.
An essential takeaway is the importance of national activities within international projects.
Addressing language barriers through localized dissemination ensures broader impact and engagement. For the final event in Prague, it was recommended that good practices from the developed modules will be shared, along with reflections on open online badges and their potential for integration into regular teaching and training practices. Demonstrating how digital open badges function in practice would be particularly valuable in making the concept more tangible for educators.
Lessons Learned and Future Steps
Overall, the EduSTA project has successfully navigated the complexities of international collaboration, module development, and innovative credentialing.
While some initial aspirations for multi-national co-creation were not fully realized, the project has yielded valuable insights and practical outputs. The final meeting in Prague provided an opportunity to consolidate lessons learned, showcase successful practices, and discuss the sustainability of online badges within partner institutions. By addressing these elements, EduSTA can ensure a lasting impact beyond the project’s formal conclusion.
Authors:
Jan-Willem Noom, Teacher Trainer Land-Based Education, International Consultant, the Aeres University of Applied Sciences Wageningen, Netherlands, President of ENTER-network
Dr Dermot O’Donovan, Head of Department of Creative Education, the Atlantic Technological University, Ireland
Photo: Hanna Ylli