DigiDiv is part of the DigiNICs project and assumes that all pupils in inclusive settings (Zorn et al. 2019) are confronted with different digital text types and forms of communication and must develop reading skills related to these. This requires more than practical knowledge of digital applications on the part of teachers, namely critical, inclusion-oriented reflection (Marci-Boehncke 2019) and digital sovereignty (Frederking & Krommer 2022). This approach is implemented in DigiDiv as a bottom-up process within the framework of school cooperation.

In professional learning communities (PLG), teachers develop co-constructive inclusive teaching settings for the subjects German and English that focus on the promotion of reading and media skills. Based on previous blended-learning and MOOC-based training concepts and tried-and-tested resources (BiSS: Bildung durch Sprache und Schrift, XPRTN for reading and : Qualifying Teachers for Inclusive English Settings), training modules have been jointly developed and made available on the nationwide education server . Collaboration between various stakeholders and (educational) players in the network plays a central role here.