In the course of this project, information were gathered on the current level of ICT implementation in the high schools participating in the project (Stoyanova L. et al, 2016). The gatehered information were focused on the current use of e-learning and OER (a tag that will be used further in the document for open educational resources) and the level of their interaction and implementation in teaching. The gathered information as past experience was presented at the joint meetings conducted with the participants of the project. The representatives of UGD and TUS made a comprehensive analysis and systematization of the findings in order to develop recommendations for integration of e-learning and OER. Analysis and systematization were made and as pdf publications [1] were posted online and were made available for use by the general public, not only for the teachers and schools that are partners in this project.udThen recommendations for integrating e-learning and OER, by means of specific measures and action plan, were made. The recommendations were tailored to their specific requirements (together with an action plan). The previously identified best practices were defined and a plan was developed to be implemented in all schools within the project. The fact is that technology is changing rapidly, so the current technologies and the latest scientific achievements were taken into account. This document identified the teaching subjects: mathematics, physics and arts, which are common to the secondary schools participating in the project and for which digital learning content was developed. The digital educational content for these subjects was developed by teachers in the final phase of the project.
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