The pandemic has drastically accelerated the adoption of digital tools in education. This massive shift towards digital education did not come without challenges. Teachers had to find suitable solutions for the new 100% digital teaching and learning environments and undertake the role of digital mentors to support their students across their digital journeys. Managing the explosion of digital educational tools, choosing the right tools for teaching specific subjects, and making full use of the potential of technology have been difficult. The research herein provides insights on the analysis of 84 Web 2.0 and Web 3.0 tools carried out within the DIGITOOLS Project that were evaluated based on criteria such as relevance for learning, type of licence, web or mobile support, single sign-on or social media authentication, integration with LMS, free and paid features, languages available, restrictions applied and more. The authors describe the DIGITOOLS Learning Framework (DLF) that was developed to support the development of context-based interactive learning activities. The DLF was designed based on the analysis of the curricula in Turkey, Ireland, Spain, Bulgaria and Romania and based on the analysis of the digitization and distance learning approaches for Science, Mathematics and English in the mentioned countries. The analyses were subsequently compiled into 30 learning outcomes for each the selected subjects. The paper presents the digitasks, which are context-based digital interactive learning activities designed to map the curricula for English, Mathematics and Science from Turkey, Ireland, Spain, Romania and Bulgaria.

DigiTasks; H5P; Web 2.0; Web 3.0; Context-based learning; mentoring