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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 No. 12

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Title: 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 No. 12
Language: English
Authors: Changha Lee, Barbara Freeman, Agatha Gikunda, Mabel Martínez, World Bank
Source: World Bank. 2025.
Availability: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Peer Reviewed: N
Page Count: 82
Publication Date: 2025
Sponsoring Agency: MasterCard Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Elementary Education
Secondary Education
Descriptors: Digital Literacy, Elementary Secondary Education, Nonformal Education, Skill Development, Teaching Methods, Instructional Effectiveness, Best Practices, Foreign Countries, Elementary School Curriculum, Secondary School Curriculum, Educational Practices
Geographic Terms: Estonia, France, South Korea, Saudi Arabia, Singapore, United States, Uruguay, Brazil, China, Malaysia, South Africa, Egypt, India, Kenya, Nigeria, Pakistan, Congo, Ethiopia, Mozambique, Rwanda, Senegal, Uganda, Europe, Africa
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679789
Database: ERIC
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  Data: 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 No. 12
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  Data: <searchLink fieldCode="AR" term="%22Changha+Lee%22">Changha Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Barbara+Freeman%22">Barbara Freeman</searchLink><br /><searchLink fieldCode="AR" term="%22Agatha+Gikunda%22">Agatha Gikunda</searchLink><br /><searchLink fieldCode="AR" term="%22Mabel+Martínez%22">Mabel Martínez</searchLink><br /><searchLink fieldCode="AR" term="%22World+Bank%22">World Bank</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22World+Bank%22"><i>World Bank</i></searchLink>. 2025.
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  Data: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
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  Data: 82
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nonformal+Education%22">Nonformal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Curriculum%22">Elementary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Curriculum%22">Secondary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Estonia%22">Estonia</searchLink><br /><searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink><br /><searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink><br /><searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Uruguay%22">Uruguay</searchLink><br /><searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Egypt%22">Egypt</searchLink><br /><searchLink fieldCode="DE" term="%22India%22">India</searchLink><br /><searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink><br /><searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink><br /><searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink><br /><searchLink fieldCode="DE" term="%22Congo%22">Congo</searchLink><br /><searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink><br /><searchLink fieldCode="DE" term="%22Mozambique%22">Mozambique</searchLink><br /><searchLink fieldCode="DE" term="%22Rwanda%22">Rwanda</searchLink><br /><searchLink fieldCode="DE" term="%22Senegal%22">Senegal</searchLink><br /><searchLink fieldCode="DE" term="%22Uganda%22">Uganda</searchLink><br /><searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink><br /><searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Data: ED679789
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 82
    Subjects:
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Nonformal Education
        Type: general
      – SubjectFull: Skill Development
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Best Practices
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Curriculum
        Type: general
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Estonia
        Type: general
      – SubjectFull: France
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      – SubjectFull: South Korea
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      – SubjectFull: Saudi Arabia
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      – SubjectFull: Singapore
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      – SubjectFull: United States
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      – SubjectFull: Uruguay
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      – SubjectFull: Brazil
        Type: general
      – SubjectFull: China
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      – SubjectFull: Malaysia
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      – SubjectFull: South Africa
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      – SubjectFull: Egypt
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      – SubjectFull: India
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      – SubjectFull: Kenya
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      – SubjectFull: Nigeria
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      – SubjectFull: Pakistan
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      – SubjectFull: Congo
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      – SubjectFull: Ethiopia
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      – SubjectFull: Mozambique
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      – SubjectFull: Rwanda
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      – SubjectFull: Senegal
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      – SubjectFull: Uganda
        Type: general
      – SubjectFull: Europe
        Type: general
      – SubjectFull: Africa
        Type: general
    Titles:
      – TitleFull: 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 No. 12
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