7 Il sostegno della Commissione europea alla produzione di questa pubblicazione non costituisce un'approvazione del contenuto, che riflette esclusivamente il punto di vista degli autori, e la Commissione non può essere ritenuta responsabile per l'uso che può essere fatto delle informazioni ivi contenute. Convenzione di sovvenzione: 2020-1-DE03-KA226-SCH-093410 assessment methodology are five important fases of a pedagogical design (Anastasiades et al., 2010). As far as the curricula are concerned, they need to be aligned with the possibilities and restrictions of distance education. For instance, the content and the materials must be delivered in suitable formats (Nisiforou et al., 2021) while being friendly to the online environment (Sofianidis et al., 2021). To prepare, review and evaluate programmes, it is recommended that a coordination team of leaders, DOCENTEs, support staff, and parents is established, to collaborate at all levels. Additionally, students’ unions formed extensively, can support efficiency of such coordination: the challenges and their needs are immediately spotted and voiced. Along with that, collaboration with external stakeholders such as other schools, universities, research centers/teams, policymakers, businesses, NGOs, parents’, and DOCENTEs’ unions needs to be established. Reciprocal interaction unveils challenges and issues, and promotes the exchange of concerns, ideas, and good practices. Having signed partnerships with local and/or international providers (e.g., Microsoft), provides support for moving courses online. Strong cooperation with funding agencies/organisations may tackle obstacles related to budget restrictions. From the emergency remote teaching period, imposed by the outbreak of the pandemic, it is evident that secondary education students coming from stable financial background (e.g., middle to upper class families), benefit from high-speed internet, adequate tools/devices, and a proper, quiet place to study at home (Sofianidis et al., 2021). As a result, they are in an advantageous position to have more successful learning experiences. Nevertheless, many secondary school students lack such access to a personal device, jeopardizing their right to education. For distance learning to be successful, specific measures for equity should be in place, to minimise the digital divide. First, individual access to digital devices should be ensured for all those involved, including students, DOCENTEs, parents, policymakers, and leaders (Nisiforou et al., 2021), no matter their financial and social status (Tzimopoulos et al., 2021). This need has been accelerated during the pandemic and, generally, in the last six years through the Bring Your Own Device (BYOD) policy. As noted by many researchers having adequate and reliable infrastructure is important to support virtual education. On the one hand, this includes reliable internet connection, materials, devices, tools, and resources that facilitate distance learning (Hall et al., 2020). For instance, in Piano Scuola, in Italy, all low-income families can have access to vouchers for purchasing digital devices for virtual schooling. On the other hand, equity can be established through a universal provision of technical support and training to students and staff. Training can have the form of both pre-service and in-service training (Sofianidis et al., 2021). Evagorou and Nisiforou (2020) pinpoint that pre-service DOCENTE need to learn how to use effective online teaching methodologies during their initial training. This is particularly crucial for STEM courses that should promote the application of inquiry-based approaches, experimentation, and reflection (Evagorou & Nisiforou, 2020). In addition to that, preparation programmes should
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