Blended teaching and
learning in VET schools


The teacher Baiba Purlica from the commerce department shared her experience and thoughts about the blended teaching/learning model.

Question: “Is the blended learning model effective?”

-The blended learning model is the most effective model and motivates students to participate more actively in the lessons, as well it provides diversity, increases students' interest, and promotes the acquisition of advanced learning skills, such as application of information technologies, creativeness, time management, ability to use thinking, cooperation with different people,

ability to use life situations for learning new things, etc. For example, if the Internet connection disappears during an online lesson or there are some other technical problems, the students cooperate with each other using Watsapp, they help each other and continue studying and completing tasks. The blended learning model helps teachers to choose the most effective digital tools and face-to-face learning methods to achieve the necessary learning outcomes.

The preferred distribution of face-to-face and online lessons would be 60% online and 40% face-to-face. The blended learning model helps to students achieve better results because it is possible to learn from any place and at any time and pace they need. Students learn to search for reference sources, use ICT, foreign languages, etc. It is important that the blended learning model ensures that the pace of learning is adjusted to the student’s learning needs.

It should be noted that delivered lessons using the mixed learning model require twice as much time from the teacher to prepare for the lessons (reorientation), as other study materials are needed.
It is necessary to remind students about online etiquette: visible work environment, tolerance, reflection, and self-discipline. In order for the teachers to ensure that all students are connecting with cameras and microphones, it is recommended to conduct a student participation assessment in the lesson. It helps teachers to observe and evaluate students' individual achievements, and talents and see the dynamics of their growth.

Question: "What is your experience and what digital tools do you use in your lessons?"
Mainly I used the following digital tools: Cisco Webex Meetings, MS Teams, Zoom, Mirror, etc for online classes. During the Covid pandemic, it was necessary to provide both: online and live lessons in classes. The classroom was set up as follows: two computers, one screen of the computer showed a presentation, and the other screen of the computer showed students learning from home using MS Team. In this way, it was also possible for teachers to reach and support online students about the topic of the subject. The teacher explained the topic of the subject and asked questions both to the students in the classroom and to the online students. MS Team was used mainly for the theory of the subject, where it is possible to post presentations and watch videos related to the subject, and the Mirror platform was used for practical work. Students had all presentations, tasks, questionnaires, and videos on Mirror platform. Kahoot! and Mentimeter were used to identify their acquired competencies and to get feedback. A critical communication and negotiation skills, Mirror link was sent using the electronic system “Mykoob” or by e-mails. Thus, students have the opportunity to learn the topics of the subject at a convenient time, place, and at their own pace.

Question: "Was participation in this project useful for you and other educators?"

- I attended the short-term training event “The most effective face-to-face methods” in Estonia. I got new knowledge of interesting face-to-face methods and I am using them in the lessons with students. I shared my experience and knowledge with my colleagues at the seminar organized on the 5-th of May 2022, as well I share my experience and knowledge with teachers in the professional development courses.

It was useful to meet with other foreign teachers from other vocational education institutions and see that they have similar challenges. It was useful to exchange experiences, get to know others’ views, and discuss opportunities for cooperation in the future.




During the trainings organized in Greece, Estonia and Slovenia during the project, vocational teachers of the Vilnius Jerusalem Labor Market Training Center (VJDRMC) developed their communication skills and got to know and test the coordination and mutual integration of distance and contact teaching tools. All methods are described in the MANUAL compiled during the project, which is uploaded to the project website. The MANUAL has 3 parts. The first part is dedicated to distance methods, the second part to direct classroom teaching methods, the third part mentions the factors influencing teaching .

In Greece, teachers got acquainted with 40 distance education methods and tools. Distance learning platforms such as Microsoft Teams , Zoom , Google Classroom , Moodle were discussed ; audio and video recording tools Edpuzzle , Flipgrid , Vocaroo ; systems for creating quizzes, surveys and reviews - Kahoot !, MicroPoll , Quizizz , SurveyPlanet , Kaizena , Formative , Mentimeter ; mind mapping, student engagement, collaboration platforms - Coggle , AnswerGarden , Miro , Padlet , Classkick , Forallrubrics , Online Chronometer, Verso; virtual laboratory platforms such as GO-LAB, PraxiLabs , and many other remote tools and systems.

In Estonia, teachers were introduced to 40 teaching methods in the classroom. The methods were divided into four target categories:

1) Establishing a dialogue/engaging participants; 2) For imparting new knowledge;
3) Systematization of received information;
4) To raise new issues.

First, the usual methods were discussed, such as lecture, slide show, discussion, then other, less used methods in professional training were discussed - guest participation in the lesson, role- playing, reflections, group projects, cards, and other methods.

In Slovenia, teachers were presented with factors that influence teaching, such as individual aspects (experience, motivation, etc.), family (family attitude towards the importance of education, family support, parents' level of education, etc.), educational institution (professional competence of teachers, management of educational institution and culture, technical self-sufficiency, prior self- evaluation , etc.), environment (economic standard of living, political, cultural environment, prestige of the teacher and professional science itself, etc.).

In summarizing the project, the teachers of the Vilnius Jerusalem labor market profession particularly single out the method of preliminary self-assessment. VJDRMC is an adult training institution, so a pre-assessment is necessary before each new training is formed. During the preliminary self-assessment, the level of knowledge, abilities, and motivation of the group and each individual person is determined, which distance or contact methods can be applied to one or another group, and it is this that determines the "mix" of training - 30 % distance training and 70% face -to- face training are applied to one group training, for the other group – vice versa; one group is good at 

discussion, while the other group, especially where most of the individuals are employed, works

mostly individually.

"My teaching groups include very different students - from 18 to 60 years old, with different professional work experiences, educations, and different lifestyles. By using the preliminary self- assessment, I select individual training programs much faster and I know better what the students' expectations are," - professional teacher Artūras shares his experience.

"I perform preliminary self-assessment by giving tests and practical tasks. Short introductions also work well. I use the collected information to adapt training to groups and individuals. The expectations expressed by the students pay off handsomely when I see well and very well done final theses," says vocational teacher Vytautas.

Kazimieras, who passes on professional secrets to his students, says that during the preliminary self-assessment, a preliminary analysis of the students' and the teacher's goals is also carried out, and it is precisely this analysis that allows the teacher to better choose a distance and contact education program and formulate tasks more clearly. The students also liked these improvements, as they became noticeably more engaged in the learning process.


Video script / Epimorfotiki Kilkis / Blended Teaching & Learning in VET Schools

Nowadays, almost all human activities have changed form. One of them is education (of all levels) which has been largely transferred to the digital world.
Epimorfotiki Kilkis, in the context of the continuous development, discovery and creation of innovative practices and tools and the exchange of good practices with other educational organizations from the European Union, participates in the Erasmus+ project titled: "Blended teaching and learning in VET schools" coordinated by the Vocational Training Center "Riga State Technical School" from Latvia.

The project was approved under the call for proposals for Strategic Partnerships in response to the COVID-19 crisis, in October 2020.
The aim of the project is the upgrade of the trainers’ digital skills in blended teaching/learning.

In the project’s duration, partners have participated in a number of actions:
• They first identified and then created a collection of the most effective methods and innovative digital tools for educators. This happened through the realization of three educational meetings in Greece, Estonia and Slovenia.
• At the same time, they carried out an extensive survey – with over 650 participants – whose aim was to identify and record the quality characteristics that affect mixed education. The aim of the specific research was the provision of higher quality mixed education by Vocational Education and Training schools.
• The participation of Epimorfotiki Kilkis in the project "Blended teaching and learning in VET schools" as well as the involvement of the other three providers of Vocational Training and Education from Kilkis, resulted in all the experience gained during its implementation being disseminated with in the best possible way to stakeholders and target groups. In addition, regular press releases in digital and print media kept the public informed of its progress and results.

The project results are available in 6 languages through the project website: (and QR code).