As the COVID-19 pandemic induced an abrupt shift to remote education, European teachers had to ensure continuity of learning and exhibit adaptability and creativity. This upheaval required transformation of teaching practices, which are the primary focus of this analysis. This report aims to integrate data gathered from the KEEP project and its associated work packages, with an emphasis on identifying shared teaching practices and viewpoints among twenty educators across four countries. The corner point of this study is thus a transnational analysis of teaching practices implemented during lockdown and deemed innovative and effective by the teachers themselves. This report is intended to stimulate intellectual discourse and encourage the exchange of effective teaching practices among educators. It also provides the basis for the fifth Work Package of the KEEP project, “Lessons learned and recommendations for future actions”. The insights derived from this analysis can also serve to inform policymakers and guide future research investigations on the factors that contribute to the improvement of teachers’ pedagogical and digital practices. This can be especially important when it comes to implementing informed decisions to maintain the learning continuity when physical attendance at school is not feasible, such as during pandemic circumstances, school closure or other scenarios that may hinder in-person learning. The general objective of this study is to integrate data gathered from the KEEP project and its associated work packages, with an emphasis on identifying shared teaching practices and viewpoints among twenty educators across four countries. The corner point of this study is thus a transnational analysis of teaching practices implemented during lockdown and deemed innovative and effective by the teachers themselves. The relevance of this report lies in its potential to foster dialogue and encourage the sharing of practices among educators. It also provides the basis for the fifth Work Package of the KEEP project, “Lessons learned and recommendations for future actions”. The insights derived from this analysis can also serve to inform policymakers and guide future research investigations on the factors that contribute to the improvement of teachers’ pedagogical and digital practices. This can be especially important when it comes to implementing informed decisions to maintain the learning continuity when physical attendance at school is not feasible, such as during pandemic circumstances, school closure or other scenarios that may hinder in-person learning. The study focuses the teachers' perspectives on various facets of their practices. Firstly, we identify teachers' perceptions of innovation and effectiveness of their practices, shedding light on how they embraced novel approaches in their teaching amidst the pandemic. Secondly, we clarify the purposes they attributed to their pedagogical choices and their perceptions of the outcomes of the implemented methods, particularly in relation to student engagement and learning. Finally, we identify some common supporting factors that facilitated implementation of teachers’ practices, as well as constraining factors encountered by the teachers.