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

Author

Listed:
  • Dworsky, Leonie
  • Pipke, David
  • Tschank, Juliet

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.

Suggested Citation

  • Dworsky, Leonie & Pipke, David & Tschank, Juliet, 2025. "Hard to learn for the future? Field evidence from a digital-green classroom pilot shows no gains and lower enjoyment," Kiel Working Papers 2298, Kiel Institute for the World Economy (IfW Kiel).
    • Handle: RePEc:zbw:ifwkwp:324657
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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • Q59 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - Environmental Economics - - - Other

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