Europe is facing its greatest threat since World War II. The COVID-19 outbreak, Russian invasion of Ukraine, and issues of the Middle East are triggering unprecedented social and economic consequences. The impact of the COVID-19 pandemic is being felt across transnational mobilities at all levels of training. It has brought into question established practices and highlighted the importance of developing virtual assistants and digital materials and tools with the aim to prepare, promote, and open different forms of transnational mobility opportunities to a wide range of target groups and reassure them in terms of safety and support to travel across Europe.

Practices established that were used three years ago and considered best practice, are no longer applicable to today’s requirements because our world has changed due to Covid-19 pandemic and security agenda. People are worried about travelling and hesitate before committing to any mobility projects. This is especially so for younger people aged under 18 or for vulnerable adults who tend to be the most reticent to leave the local area and do not experience travelling long term.

The primary objective of our research within the project on developing virtual assistants is to address these challenges by using digital technologies, in particular virtual assistants, to more effectively prepare and accompany participants so they have the confidence to take part safely in transnational mobility and or in-person/hybrid work-based learning experiences.

In order to test the accuracy of the observations, the needs analysis was completed. There were 2 strands to this research:
a) Documentary research: In order to be of most value, resources needed to be up to date and so we limited our research to resources produced since 2020, in particular since the start of the COVID-19 pandemic. We looked at resources generated through EU funded projects, European Commission studies and reports, pilot studies, higher education studies, country based resources and guidelines. We also researched the resources offered by major European bodies.
b) Questionnaire-based research: 40 selected Teaching Centers, Schools and Training Centers from 8 countries. 34 replies were received. 40 VET Trainees from 8 countries. 37 replies were received. The questionnaire asked VET teachers and trainers and trainees for their observations on the current situation regarding the availability of transnational mobility, on the impact of COVID-19 and about the competences needed to take part in transnational mobility and needs analysis.

The findings of the analysis of the surveys and interviews reassured the necessity to widen the range of tools and support mechanisms to enhance student mobility, change of paradigms due to security and health reasons and clear need for the virtual tools to assist the target group. First, before the COVID-19 pandemic, 94% of organizations that responded to the questionnaire normally sent trainees abroad. However, since the start the COVID-19 pandemic, only 6% of these organizations have sent trainees abroad for a period of only 1-2 weeks. However, if a multi-access programme of preparation before the mobility to encourage staff to organize and/or accompany new transnational mobility opportunities for students in a COVID world existed, this would encourage 85% of organizations to reorganize transnational mobility, compared with 94% of students who would be prepared to take the plunge and 88% of parents who would be reassured.

Keywords: Virtual Assistants, Mobility, Uncertainty, Education, Needs.