Current situation and forced transition to emergency remote teaching, on one hand, created opportunities, on the other have served as an augmented contextual space to help us understand the needs of educators. The need to study Covid-19 practices and reflect on the lessons learned is highlighted in the new European Digital Education Action plan, as well as the need to share practice and experience and the need for guidance for a short, medium and long term perspective. In short, the teachers all found themselves in unknown territory. The current educational crisis has, on the one hand, turned existing, widespread practices in higher education upside down, while on the other, existing knowledge in the field of digital education, and especially in distance learning, has been largely ignored. The majority of teachers have adopted synchronous and knowledge transfer paradigms in teaching; to respond to the need for quality education, practitioners must know effective teaching methods. Research, done by project partner University of Pompeu Fabra using a SELFIE tool, also reveals the further research is needed for a more detailed analysis of the results based on participants’ characteristics (e.g. level of experience, approach to the use of digital technologies or considering teachers’ teaching time using technologies in class before the pandemic). Moreover, to develop a more complete picture of the educational implications resulting from the Covid-19 situation, we plan to do a post-emergency study collecting teachers’ perspectives (through questionnaires and interviews). As this project aims to help the teachers to shift their teaching and learning practices from ERT to digital pedagogy, we first need to understand the domain and country-specific status quo in the current situation in order to address the fundamental problems in the development of the faculty in the current context and to plan for future digital readiness. Target groups: 150 teachers per partner country (out of a total of 450 teachers), selected from all subject areas Elements of innovation and transferability potential: Carrying out of a qualitative and quantitative study based on different European countries will be crucial to assess and subsequently address the perceived need for an evidence-based approach to digital education among teachers working in countries that differ in cultural aspects, familiarity with information and communication technologies and country-specific problems. The data set is not only crucial for PR2, but can also be used as an evidence base for the framework and guidelines addressing the different needs of teachers in Europe, and can be further improved and implemented by incorporating the analysis in other European partners. Expected impact: The main objective of this PR is to conduct a situation analysis of the faculty of the partner countries schools. This analysis will be used in PR2, PR3, PR4, and PR5 to provide the framework for targeted training, guidelines, resource pack and MOOCs.