​Objectives

​The priorities we have selected and the objectives that directly linked to these priorities are as follows.
 
a. Supporting teachers, school leaders and other teaching professions

• Creating a free platform for teachers working in disadvantaged areas that they can use regardless of time and location
• Assisting teachers working with students affected by disasters, struggling with grief and/or migrants to devise personalized educational and interventional strategies congruent with pedagogical necessities
• Supporting practitioners throughout all junctures of their educational vocations
• Enhancing teachers' learning opportunities and/or improving tangible opportunities
• Developing teachers' digital skills and competencies, thereby contributing to foundational and ongoing professional advancement
• Enhancing national and international horizontal and vertical collaborations among teachers
• Increasing the use of digital methodologies and instruments that meet teachers' needs through their participation

 
b.Tackling learning disadvantage, early school leaving and low proficiency in basic skills:

• Developing pedagogical capacities to preclude early school leaving due to insufficient psychosocial support
• Producing results conducive to the expedited identification of students at risk
• Developing preventative and early-stage intervention approaches for students facing challenges
• Supporting mental health for students and teachers
• Developing and supporting learner-centered approaches
• Generating supportive resources to forestall the attenuation of academic motivation
• Developing early intervention strategies for school leaving by strengthening the family-school relationship

 
c. Addressing digital transformation through development of digital readiness, resilience and capacity:

• Increasing the capacity and readiness of all scholastic establishments for digital education integration
• Using digital technologies for participation, instruction, teaching and assessment purposes within all scholastic establishments
• Using assistive technologies and e-content for the purpose of learning psychological literacy
• Enhancing teachers' digital pedagogic and psychological literacy
• Developing e-content and end-of-module assessment tools tailored to track and nurture the psychosocial literacy capabilities of teachers engaging with afflicted students
• Developing e-content and end-of-module assessment tools tailored to deliver psychosocial support to families of afflicted students