The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be involved in knowing what their children are learning about wellbeing. 8. Start by asking students what they know about well-being and if they can define it, then the teacher will know how best to approach the topic and which level is relevant for the students. Policy Recommendations and Lessons Learned The following section presents the final Policy and Practice Recommendations that were collected, summarised, and validated through this lengthy research and evaluation process. From our work in developing and delivering this project with these stakeholders, we have learned that: 1. Digital well-being is highly important nowadays and attempts to address it in the classroom should not de-contextualise and detach it from emotional and social well-being. 2. Teachers need to be constantly updated regarding digital trends in education and upgrade/ advance their skills constantly. Microlearning (see iWell IO4), mini-games (see iWell IO3), MOOCS (see iWell IO4) may enhance, self-directed learning (see iWell IO3 and IO$) and self-directed learning skills that become must in the digital era. 3. Digital resources that are inspiring and useful, leading to leaders’ (of any age) engagement become a must in approaching topics as such.
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