In July 2023, I had the opportunity to serve as a full-time trainer during the Training of Trainers for the Remote Teaching Competence Model, hosted by Anthropolis in Budapest. This training was part of a wider Erasmus+ KA2 project aimed at preparing a new generation of certified trainers who can promote and implement innovative practices in remote education across Europe.
The goal of the training was twofold: to certify the first group of trainers in the use of the Remote Teaching Competence Model, and to equip them with the skills needed to independently integrate the model into their schools, NGOs, or other educational contexts. Participants came from Hungary, Poland, and Italy—each bringing a rich mix of experience in youth work, education, and training. Their cultural and professional diversity helped create an inspiring learning environment, full of exchange and collaboration.
Throughout the course, we focused on hands-on learning, reflection, and future application. Sessions ranged from assessing remote teaching competences using tailored evaluation tools, to building a community of practice—a space where trainers could support each other in real time, exchange methods, and co-create content. We explored how project-based learning could be embedded into remote teaching strategies, and how to empower teachers to take the lead in adopting the Model within their own institutions.
One of the strongest outcomes of the training was the confidence that participants gained—not only in their technical understanding of the Model, but also in their capacity to act as multipliers. By the end of the course, each participant was equipped to lead local trainings, support their peers, and advocate for higher standards in remote education. They walked away with a certification, yes—but more importantly, with a toolkit of methodologies, a network of peers, and a strong sense of purpose.
As a full-time trainer, I was responsible for delivering workshops, co-designing training content, facilitating group processes, and supporting the learning journey of each participant. I also worked on methods to assess trainers’ progress, gave structured feedback, and helped build a community spirit that would live beyond the training days.
This ToT was not just about building digital competences. It was about preparing educators to lead change—locally and internationally. With the successful certification of this first group of trainers, the Remote Teaching Competence Model is now being adopted across partner countries, helping more educators design engaging, thoughtful, and inclusive online learning experiences.
