Adv Mobile Learn Educ Res, 2023, 3(1): 702-717 DOI: 10.25082/AMLER.2023.01.019 RESEARCH ARTICLE Use of an e-toolkit in the development of digital competencies in Weeks of International Teaching Michail Kalogiannakis 1 Alkinoos Ioannis Zourmpakis 1 * Michaela Menˇ s´ ıkov ´ a 2 Francois Lategan 3 Athina Patelarou 4 Evridiki Patelarou 4 Nada Bruer Ljubiˇ si´ c 5 Maria Ampartzaki 1 Eirini Sifaki 6 Giorgos Papadourakis 7 Emmanouil Gonianakis 4 1 Department of Preschool Education, Faculty of Education, University of Crete, Crete, Greece 2 Erasmus Institutional Coordinator, Mendel University in Brno, Czech Republic 3 Department of Regional and Business Economics, Faculty of Regional Development and International Studies, Mendel University in Brno, Brno, Czech Republic 4 Department of Nursing, School of Health Sciences, Hellenic Mediterranean University, Herakion, Greece 5 Inter-University Centre, Dubrovnik, Croatia 6 Department of Language and Intercultural Studies, University of Thessaly, Thessaly, Greece 7 Department of Electrical and Computer Engineering, Hellenic Mediterranean University, Heraklion, Crete, Greece Correspondence to: Alkinoos-Ioannis Zourmpakis, Department of Preschool Education, Faculty of Educa- tion, University of Crete, Crete, Greece; Email: alkiszzz@gmail.com Received: January 16, 2023; Accepted: March 23, 2023; Published: March 27, 2023. Citation: Kalogiannakis, M., Zourmpakis, A. I., Menˇ s´ ıkov´ a, M., Lategan, F., Patelarou, A., Patelarou, E., Ljubiˇ si ´ c, N. B., Ampartzaki, M., Sifaki, E., Pa- padourakis, G., & Gonianakis, E. (2023). Organiza- tional evaluation and human resources behavior. Ad- vances in Mobile Learning Educational Research, 3(1), 702-717. https://doi.org/10.25082/AMLER.2023.01.019 Copyright: © 2023 Michail Kalogiannakis et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Abstract: Numerous scholars have emphasized the advantages of travelling abroad to enhance one’s skills. Nevertheless, the pandemic has revealed the immense importance of digital skills in every aspect of our current information-based society. There is an increased demand for both physical and digital workplaces. As a result, universities must modify their educational programs to meet the requirements of employers and equip their students with the abilities and proficiencies essential to navigate this new era of the hybrid work environment. In this study, we focused on developing digital competence levels of international students and teachers during an International Week event using an e-toolkit and their acceptance of that digital tool following a mixed-method approach. Our results showed significant improvement in some dimensions of their digital competencies associated with digital content creation and problem-solving. Additionally, valuable results were shown regarding participants’ perceptions of the e-toolkit’s usefulness and ease of use. This study facilitates the potential international experiences can have on the digital competencies of both students and teachers with the use of innovative technological tools and the need for generalization on a larger scale and implementation of a more in-depth assessment. Keywords: international mobility, digital competencies, e-toolkit 1 Introduction Due to the rapid globalization of the national economies, labour market workforce mobility across nations has been steadily increasing (Dahal et al., 2021). The continuous changes in labour markets and industries have put pressure on education, especially universities (Aguayo et al., 2022). Specifically, the number of students travelling to a different country to pursue studies in 2019 was more than double compared to 2007 (OECD, 2021). The amount of international students in higher education has been increasing since 1998 by 5.5% on average (OECD, 2021). As most countries have concluded that international mobility students could benefit their economy and industries, they have put pressure on higher education institutes to internationalize their curriculum and provide the increasing number of international students with the proper teaching and learning approaches and competencies to meet their needs (Barianos, Papadakis & Vidakis, 2022; Huang & Jung, 2020). As such, there has been growing interest in students’ international mobility in recent years, mainly through programs like Erasmus, which the European Union has promoted since its establishment in 1987. Despite experiencing some decline during the pandemic (Kafarski & Kazak, 2022), the percentage of students participating in academic mobility through Erasmus has significantly risen over the years (Amendola & Restaino, 2016). Various studies have examined the effects of studying abroad on students’ personal development and the benefits of Erasmus’s participation in post-graduation employment (Bryla, 2015; Roy et al., 2019). These studies have explored the determinants and implications of academic mobility and shed light on its impact on undergraduates’ employment prospects. As universities and educational organizations aimed to bring innovative approaches to interna- tional students, the pandemic impacted this process heavily (Chang & Chou, 2021; Mohammed, Advances in Mobile Learning Educational Research • SyncSci Publishing 702 of 717