25 Since we entered the digital age, or better said, since the digital age expanded to almost inevitable width, the nature of resources has also changed. We are provided with a larger number of opportunities. They are more available and also provide several different perspectives. We now have access to more traditional and historic resources (e.g., books, articles) and also contemporary (e.g., daily news) information sources (Hannafin & Hill, 2007, p. 527). The digital age has redefined and transformed educational resources. Resources are now exposed to modification and have much easier access than in previous eras. Even more, they can be even created and easily shared to a wider or limited public. They can and are assembled from virtually anywhere to address individual goals and needs (Hannafin & Hill, 2007, p. 526). After the pandemic hit the world, even the most resilient institutions had to adapt and became equipped with the most recent and usable resources so they could keep in touch with their persons of interest. Even the most unexpected institutions, such as Theatres, Puppet Theatres and Nightclubs, did their best to offer some kind of interaction. And schools were no exceptions. Even teachers who never thought they’ll use digital resources of such measure, adapted and stayed in touch with their pupils and parents. The spread of the internet brought a different way of thinking. Its significance in educational systems became of greater importance during the worldwide on-line learning. At that time, even teachers and other educators who were at that time resisting the use of technologies in teaching were forced to form their lessons online and gained necessary skills to be able to do that. Resources being more accessible also have another dimension. They also became easy to produce. So the cycle goes round. Given resources can be used as a tool in education, but also pupils or educators can easily provide their own resources and present them digitally. Resource-based learning aims to enhance pupils’ active engagement in learning units and provides learning space, where pupils are free to experiment, research, deepen and search for certain information in a very open way – which depends on the amount of resources available for pupils. Teacher in this type of teaching has the role of a guide. One can implement resource-based learning in different ways. It can be set as an open environment and with unlimited resources. Whatever pupils’ think would serve them best for a topic they are researching or issues they are solving. Whether resources chosen were appropriate or not must be discussed with the teacher (educator) during the process. It is expected that pupils present their findings or results at the end of their inquiries and the effect of unappropriated selection on other pupils should be avoided. Teacher has to be present in all steps and keep control of pupils’ processes so their work is on an appropriate level and without possible disinformation. Nevertheless, they have to act as an active part of the lesson and fulfil given tasks as independently as possible. Thus, their creative thinking is empowered and they are solution-oriented.