Professionalisation of our educators, the improvement of digital diversity of our language school dealing with the tendency of changing education

Summary

Bristol Language School’s project is a model of excellence in language education. By equipping teachers with cutting-edge digital methodologies—including digital storytelling, student-centred ICT tools, collaborative learning platforms, and educational technology—the project has transformed language learning into an engaging, and future-focused experience. Its lasting impact on both digital competence and language development demonstrates innovation and sustainability. 

“The course helped me identify where I could apply some of these apps to help me not just to be more productive or engaging but to inject more fun stimulation and willing participation from the students themselves into the classroom”

Topic(s) addressed

• Digital methods of language teaching 

Target group(s)  

• Six language teachers integrated the methods into daily teaching, reaching adult and school learners. 

Methodologies used

The project integrated communicative language teaching with digital tools, online learning, digital storytelling and educational apps. 

It combined language education, digital competence development and intercultural learning. 

Digital competences were developed through international training and assessed using DigComp 2.1 and learner feedback. 

Learning continued through peer exchange, networking and classroom implementation. 

Teachers actively planned, implemented and shared project results. 

Interactive online and hybrid activities increased learner engagement. 

International providers and professional networks supported innovation and knowledge exchange. 

Innovation environment

The project was designed around institutional needs and previous Erasmus experience to support digital transformation. 

Staff shared responsibilities, collaborated closely and developed more positive attitudes towards digital teaching.  

New knowledge was embedded through a hybrid classroom, digital resources and continuous internal dissemination. 

All participating teachers contributed to implementation, knowledge sharing and institutional development. 

The project strengthened cooperation with international training providers, schools, professional associations, local media and business partners. 

Teachers’ role

Teachers acted as key drivers of innovation, actively selecting and integrating methods acquired through international training into daily practice. They expanded their digital, pedagogical and project management competences, introducing online, hybrid and experiential learning approaches that increased learner engagement and wellbeing. Cooperation and peer learning were central to the project: participants shared knowledge within the organisation, mentored colleagues and collaboratively adapted new tools and methodologies to local needs. Their commitment to continuous improvement fostered a positive learning culture, strengthened institutional capacity for innovation and supported sustainable methodological development across the organisation.

Impact and output

New digital and experiential teaching methods improved lesson quality, expanded online course provision and increased student numbers and diversity. A hybrid classroom was created, and learner satisfaction was monitored through feedback surveys. 

Online and hybrid learning improved accessibility for geographically distant learners and a learner who used a wheelchair and could not physically access the school building. 

 Its impact extended beyond the organisation through dissemination activities and cooperation with schools, professional networks and business partners.  

Teachers also transferred the knowledge they had acquired to secondary education settings, generating further Erasmus initiatives and strengthening the wider educational community.

Learn more about the project