Publication: Pedagogical and Curricular Approaches to Teaching Digital Skills: What Are Some of the Most Effective Ways to Teach Digital Skills in Both Formal and Non-Formal Educational Settings?
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2025-08-15
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2025-08-15
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The increasing need for digital skills is driving countries worldwide to invest heavily in digital skills education, but the most effective practices for developing these skills remain unclear. This paper reviews current pedagogical and curricular approaches to digital skills development in formal and nonformal primary and secondary education in 22 countries. It explores the relationship between teaching methods and student learning to understand how to successfully develop digital skills. Results show that higher-income countries are increasingly introducing digital skills early, often making it mandatory, and implementing diverse curricular models in the formal sector. Non-formal programs offer accessible, flexible learning; many feature inclusive initiatives for diverse learners. Based on the evidence review, the paper recommends teaching digital skills now, early exposure, combining stand-alone classes with digital skills integrated into other courses, using structured pedagogy to support student-centered learning, and tapping into innovative learning methods used in the non-formal sector. Incorporating these practices into education systems requires robust enabling conditions: a digital skills framework, inclusive ICT infrastructure, relevant digital resources, competent teachers, accountable school management, and a cohesive EdTech policy. The paper concludes with seven actionable policy recommendations to guide the design and delivery of effective digital skills programs in Africa.
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“Lee, C.; Freeman, B.; Gikunda, A.; Martinez, M.. 2025. Pedagogical and Curricular Approaches to Teaching Digital Skills: What Are Some of the Most Effective Ways to Teach Digital Skills in Both Formal and Non-Formal Educational Settings?. Education Working Paper Series; No.12. © World Bank. http://hdl.handle.net/10986/43595 License: CC BY-NC 3.0 IGO.”
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