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

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, nep-lma and nep-ure
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:ifwkwp:324657

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