This session draws on classroom practice from Finland, Denmark, the Netherlands, Sweden and the UK exemplifying dynamic digital approaches that are directly relevant for the students of 2024. Exploring learning within and beyond the classroom, from the youngest primary children to students at secondary and vocational level, teachers used ideas of place, pace and path to build on their experiences of remote education. This unique cross phase initiative used learning design and blended learning theory to inform action research projects on feedback, assessment, student voice and personalisation using a range of digital tools and platforms. Curriculum approaches to media literacy, digital competencies and computing in Finland, Denmark, England, the Netherlands and Sweden were investigated.