On the basis of the priorities of “Education and Training” EC policy agenda, we seek to establish a Strategic Partnership under the ERASMUS+ framework, with an aim to provide digital professional learning opportunities for secondary teachers’ competence development. Higher education and research Institutions from Greece, the Netherlands, Spain and Germany, one EU association and one network participate in the Strategic partnership in order to develop, deploy, evaluate and disseminate an innovative approach for teachers’ professional learning via inquiry methodology. One tangible outcome of the project will be the development of an evidence-based framework for teacher’s competence development that can inform curriculum design for secondary teachers’ continuous professional development. Teachers leaning activities -that will inform the development of the framework- will take place via the inquiry based learning (IBL) methodology, by the use of an on-line platform for facilitating personal and collaborative inquiry learning, developed in the frame of the weSPOT project (under FP7 framework). The platform is embedded on an IBL model, supports all types of inquiry (from structured to open), allows flexibility to the user to adapt the environment to the needs of the specific inquiry and can be used for synchronous and asynchronous learning. A number of tools are integrated in the platform supporting: teachers’ reflection on their practice and tutors monitoring via a learning analytics dashboard, the linking of formal and informal activities via a mobile application, and a diagnostic instrument providing insights on inquiry skills developed by users. Teachers’ learning activities will be structured around themes and scenarios that reflect the needs and interests of teachers as evident from recent EU large scale surveys– among others being: dealing with diversity and inclusion, fostering students’ achievement, teaching cross-curricula skills, students’ career guidance, teachers’ parents relationships and approaches to individualized learning.