As part of the European project Teachers 4.0 Digital Age, the Greek national teacher training program was implemented with the aim of strengthening educators’ knowledge and competencies in digital literacy, critical evaluation of online information, and the identification and management of misinformation. The program was jointly implemented by the Institute of Educational Policy (IEP) and the Athens Lifelong Learning Institute (ALLI) as part of their collaboration in the implementation of Work Package 5, representing one of the project’s core capacity-building activities.
The program adopted a blended learning approach, combining 30 synchronous online training sessions with 60 hours of self-paced asynchronous learning delivered through the project’s e-learning platform. A total of 400 teachers registered, while 290 successfully completed the program. Participants included primary and secondary school teachers, school leaders, education executives, and other education professionals from a wide range of disciplinary backgrounds and geographical regions across Greece.
The training curriculum focused on developing digital and media literacy competencies, strengthening participants’ ability to recognize and critically evaluate online misinformation, use fact-checking tools, and integrate innovative digital applications and Artificial Intelligence technologies into their teaching practice. The learning process was supported through collaborative activities, authentic case studies drawn from the digital environment, and interactive educational tools, fostering the connection between theoretical knowledge and everyday classroom practice.
The program evaluation demonstrated highly positive results regarding both the quality of the training process and the achievement of its intended learning outcomes. Participants particularly appreciated the practical orientation of the training, the quality of the educational resources, and the immediate applicability of the proposed pedagogical approaches in classroom settings. Furthermore, the comparison of the pre- and post-training questionnaires revealed a substantial increase in teachers’ confidence in identifying misinformation, using fact-checking tools, applying digital technologies, and integrating digital literacy activities into their teaching.
An equally important finding was participants’ strong intention to transfer the knowledge and skills acquired through the program into their own educational contexts by designing lesson plans, implementing critical thinking activities, and promoting digital literacy initiatives within their schools. At the same time, participants highlighted the need for further professional development opportunities, particularlyin relation to Artificial Intelligence, digital citizenship, and emerging forms of online misinformation.
The outcomes of the Greek implementation confirm the contribution of the Teachers 4.0 Digital Age project to strengthening teachers’ professional competencies and promoting innovative pedagogical approaches that respond to the demands of the digital era. Through the development of practical tools, innovative methodologies, and educational resources, the project contributes to building an educational community capable of fostering digital literacy, critical thinking, and the responsible participation of students in today’s digital ecosystem.
Strengthening Digital Literacy and Tackling Misinformation through Teacher Professional Development: Outcomes of the Teachers 4.0 Digital Age Training Program in Greece
