Hard to learn for the future? Field evidence from a digital-green classroom pilot shows no gains and lower enjoyment

Leonie Dworsky, David Pipke and Juliet Tschank

No 2298, Kiel Working Papers from Kiel Institute for the World Economy (IfW Kiel)

Abstract: We evaluate Raise-Up, a pilot in two Turin-area vocational schools that integrated project-based learning on digitization and the green transition into the regular curriculum. Using a difference-indifferences design on three survey waves, we find no positive effects on any pre-registered outcomes, including aspirations, motivation, competencies, preferences, and socio-emotional engagement. The only significant effect is negative: treated students report lower school enjoyment (-0.39σ), plausibly from higher workload. Impacts are more adverse for females, reducing self-confidence and perceived job knowledge, with no socio-economic differences. Post-program feedback aligns with these results, suggesting limited benefits and potential unintended costs.

Keywords: vocational education and training; digital skills; green skills; projectbased learning; dropout prevention; gender differences; field experiment (search for similar items in EconPapers)
JEL-codes: I21 J24 Q59 (search for similar items in EconPapers)
Date: 2025
New Economics Papers: this item is included in nep-edu, nep-exp and nep-lma
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:ifwkwp:324657

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