The project, aiming to equip primary and middle school teachers with digital literacy skills, was launched in 2020 through the collaboration of ING Turkey, Habitat Association, and Middle East Technical University (METU). Among the project's objectives is to facilitate teachers' transition into the digitalized world, providing them with digital literacy skills applicable in remote education settings. The project also seeks to contribute to ensuring equal digital competencies among teachers from different regions, enabling them to transfer their acquired digital literacy skills to primary and middle school students. This way, teachers and students become integral parts of the digital transformation process, fostering a more digitally literate society. Ultimately, the project aims to contribute to the broader digital transformation journey in Turkey.

The project comprises of two phases of online trainings. In the first phase, in a 7-week online program benefiting 1000 teachers, e- lessons cover topics such as Digital Citizenship, Creativity, Effective Presentation, Critical Thinking, and Measurement & Evaluation. In a group of 35, teachers attend live online sessions guided by academic advisors and follow specially prepared offline video modules and learning by doing.

In the second phase, based on teachers' grades, assignments and instructor's evaluations, 100 teachers who successfully completed the first stage are selected to personally receive advanced digital literacy training from METU instructors. This phase continues with online sessions, and each teacher is provided with VR glasses, offering an enhanced learning experience in digital literacy by combining Virtual Reality and Augmented Reality.

Since 2020, within the project scope, approximately 7000 teachers have been trained to enhance their digitalization and digital competencies.

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• Türkiye (Republic of)

• Youth
• Women
• Remote and rural communities
• Primary and secondary school teachers working in public schools from 81 provinces of Turkey

The replicability of the Project is underscored by its adaptable structure, online training accessibility, and seamless integration with existing education systems. The project's modular approach ensures that it can be easily tailored to suit diverse educational environments, making it versatile for implementation in various regions and educational settings.
The scalability of the training programs is a key feature, demonstrated by the initial phase reaching 1000 teachers across 81 cities. This scalability allows the project to be expanded to a larger audience while maintaining effectiveness. The online delivery of training further enhances replicability, breaking down geographical barriers and enabling participation from different locations.
Moreover, the collaboration between ING Turkey, Habitat Derneği, and Middle East Technical University (METU) serves as a successful model that can be replicated through similar partnerships with other financial institutions, NGOs, and educational institutions.
The incorporation of emerging technologies, such as virtual reality (VR) and augmented reality (AR), not only adds an innovative dimension to the project but also showcases its forward-looking approach. This aspect can be an inspiration for other educational initiatives seeking to leverage cutting-edge technologies in teacher training.
In summary, the "Digital Teachers" project's replicability is rooted in its adaptability, scalability, online accessibility, alignment with existing educational structures, collaborative partnerships, and integration of emerging technologies, collectively making it a model that can be successfully replicated in diverse educational landscapes.

The Project ensures sustainability through a robust framework that considers both environmental and organizational factors.
1) An integral aspect of its sustainability lies in the long-term commitment of partnering institutions, including ING Turkey, Habitat Derneği, and METU. Their enduring dedication provides a stable foundation for the project's continuity, fostering a sustained impact on digital literacy in education.
2) Capacity building is a cornerstone of sustainability within the project. By empowering teachers with essential digital literacy skills, the initiative employs a train-the-trainer model, transforming educators into advocates and trainers themselves. This approach ensures that the impact extends far beyond the initial training phase, creating a network of skilled educators who contribute to the sustainability of the project.
3)The project's online accessibility and remote training capabilities contribute significantly to its sustainability. Leveraging digital platforms not only enhances accessibility but also provides a scalable and cost-effective model for ongoing training, accommodating diverse geographic locations.

The Project promotes the core values advocated by the WSIS fostering freedom, equality, solidarity, tolerance, shared responsibility, and a sense of respect for nature. 1) Firstly, the project champions freedom by equipping educators with essential digital literacy skills, enabling them to navigate the digital landscape effectively. This newfound freedom extends to students, creating an environment where they can explore and engage with the digital realm confidently and responsibly. 2) The project promotes equality by reaching 1000 teachers across 81 cities each term, ensuring diverse geographic access to vital digital literacy training. It plays a pivotal role in bridging the digital divide and fostering inclusivity. Post-Kahramanmaraş earthquake, the project prioritizes teachers from the affected region, providing targeted assistance for post-disaster recovery and equalizing resources. 3)Solidarity and tolerance are further demonstrated by the partnerships forged between ING Turkey, Habitat Association, and METU exemplify solidarity, while the inclusive training programs create an environment that fosters tolerance by providing a platform for teachers to develop skills essential in navigating a diverse and rapidly evolving digital landscape. 4)The project's shared responsibility involves financial institutions, NGOs, and educational entities, creating a collective impact on digital literacy. This collaborative effort establishes a sustainable model, not solely reliant on government incentives for ICT literacy dissemination. It broadens the initiative's impact and ensures ongoing development and accessibility of digital education beyond the project's duration. 5)While the project may not directly address environmental concerns, its emphasis on digital literacy indirectly aligns with the broader concept of respecting nature through technological efficiency. By reducing the environmental impact associated with traditional teaching methods, the project contributes to a more sustainable educational approach.