5. Result on LeaRning need in each country 5.1 slovenia Among the 50 Slovenian teachers that responded to the questionnaire, most of them were teachers who teach Maths (82 %); the 30 % of respondents teach physics, 12 % teach ICT subjects, and 5 of them teach chemistry. On average, most of the respondents (72%) have been teaching for at least 10 years and this is an important data since they teach for many years, and they could be understanding the issue of their students better and with a greater awareness of those who have only been teaching for a short time. Since OTA’s innovation lies in digitalization of a didactic methodology it was important to value the digital competences of the teachers interviewed and understand how the period on online teaching has enabled them to improve these skills. From the results of the survey, it seems that majority of Slovenian teachers noticed a very high improvement in ICT skills; these data were also confirmed by the focus group conducted by the National Gallery where some teachers observed that “distance learning was more of a change for the teachers than the pupils - especially older primary school teachers had to quickly acquire new IT skills”. Teachers' opinions were also asked, both in the survey and in the focus group, about pupils' attention during the pandemic: many of them (42%) rated their attention as soso compared to the traditional classroom, while some of them (38%) rated their attention as lower in online learning than in a traditional classroom. In relation to this issue it is also important to note that Slovenian teachers had some problems when they found themselves in a hybrid system, i.e. with some pupils in the classroom and others in self-isolation at home; in fact, the teachers who participated in the focus group realized that, often, they found themselves focusing more on the pupils present in the classroom than on those who were participating online, risking, in this case, to penalise the pupils who are not present in the classroom. Even with the difficulties, the teachers tried to maintain constant interaction with their pupils, rated good for 50 % of who responded to the survey and the middle for another 36 %; everyone has made use of digital tools for improving that interaction and the majority used online platforms and online classrooms. Many of them also used digital tools to create a space of dialogues with the pupils; as reported by the survey, Slovenian teachers changed very much the way to 8