Review and Deepen: Revisiting TPACK, and UNESCO ICT CFT with advanced case studies. Applying Frameworks: How experienced teachers use these frameworks to make informed decisions. Contextualization: Adapting frameworks to local contexts, subjects, and student needs. Homework: Framework Application. Participants analyze a lesson using TPACK and SAMR and suggest improvements.

Learning Experience Design (LXD): Understanding the principles of designing engaging, effective learning experiences. Backward Design: Starting with learning objectives and designing assessments and activities backward. Integrating Technology Meaningfully: Selecting and using technology that enhances, rather than distracts from, learning. The OECD Insight: Effective digital education requires the careful adaptation of pedagogical approaches rather than a reproduction of traditional teaching practices in a digital format. Homework: Learning Experience Design. Participants design a complete technology-enhanced learning experience.

What is Active Learning? Understanding the pedagogical approach that engages students in the learning process. Flipped Classroom: Using technology to deliver content outside of class and use class time for active learning. Inquiry-Based Learning: Using technology to support student investigation and discovery. Problem-Based Learning: Engaging students in solving authentic problems with technology. Homework: Active Learning Lesson. Participants design an active learning lesson using technology.

What is Blended Learning? Understanding the combination of online and face-to-face instruction. Blended Learning Models: Rotation, flex, a la carte, and enriched virtual models. Designing Blended Learning: Practical strategies for designing and delivering blended learning experiences. Managing the Blended Classroom: Tips for organization, communication, and student support. Homework: Blended Learning Design. Participants design a blended learning unit.

AI Literacy for Educators: Understanding AI concepts, applications, and implications for teaching. The UNESCO AI Competency Framework: Understanding the framework that guides teachers in using AI effectively and ethically in education. AI and Pedagogy: How AI can support differentiated instruction, personalized learning, and assessment. Opportunities and Limitations: What AI can and cannot do in the classroom. Homework: AI Exploration. Participants explore an AI tool and reflect on its pedagogical potential.

AI for Lesson Planning: Using AI to generate ideas, resources, and lesson plans. AI for Content Creation: Creating presentations, worksheets, and learning materials with AI assistance. AI for Assessment: Generating quizzes, tests, and providing feedback. AI for Personalization: Adapting content to individual learner needs. Homework: AI in Practice. Participants use an AI tool to support their teaching and document the experience.

What is Data-Informed Teaching? Using data to understand student progress and adjust instruction. Types of Educational Data: Performance data, engagement data, behavioral data, and more. Analyzing and Interpreting Data: Making sense of data to inform teaching decisions. Using Data for Intervention: Identifying struggling students and providing targeted support. Homework: Data Analysis. Participants analyze data from their class and develop an intervention plan.

The OECD Digital Education Outlook: Understanding international research and policy on digital education. Key Findings: How digital education policies are evolving across OECD countries. Pedagogical Guidelines for Digital Education: Understanding the importance of pedagogical guidelines that explicitly address the use of digital devices for teaching and learning. Implications for Practice: What international evidence tells us about effective digital pedagogy. Homework: OECD Reflection. Participants reflect on the implications of OECD findings for their practice.

What is Inclusive Pedagogy? Understanding the need to reach all learners, including those with diverse needs. Universal Design for Learning (UDL) in Practice: Designing instruction that is accessible to all. Technology for Inclusion: Tools and strategies for supporting students with disabilities, language barriers, and other challenges. Bridging the Digital Divide: Ensuring equitable access to technology and digital learning opportunities. Homework: Inclusive Design. Participants design an inclusive technology-enhanced lesson.

Becoming a Pedagogical Mentor: How to support colleagues in integrating technology into their teaching. Peer Coaching: Techniques for observing, providing feedback, and supporting fellow teachers. Building Communities of Practice: Creating sustainable support structures in your school. Sustaining Pedagogical Innovation: How to maintain momentum and continue growing. Homework: Mentoring Plan. Participants develop a plan for supporting a colleague in EdTech pedagogy.

Review and Synthesis: What have you learned in Level 2? Planning Your Project: Participants begin planning their final project — a comprehensive technology-enhanced pedagogical initiative with respect to their organisational context. Peer Feedback: Sharing ideas and getting feedback from colleagues. Homework: Prepare Project Document. Participants prepare a draft of their capstone project.

Live Presentation / Demonstration: Participants present their pedagogical initiatives to peers and evaluators. Peer and Expert Review: Feedback from colleagues and evaluators. Certification Ceremony: Recognition of successful completion of Level 2. Looking Ahead: Introduction to Level 3 and the leadership pathway.