Module Information

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Module title: Digital Inclusion and Innovation in Youth Work

Module number: 4

Responsible partner organisation: YMCA Moldova

Authors: Railean Lidia, Pavalachi Andrian

Competence area addressed: This module focuses on strengthening competences related to digital inclusion and innovation in youth work. It supports youth workers in using digital tools in a more confident, practical and inclusive way, especially when working with young people who may have limited access to digital resources or opportunities.

It also aims to increase participants’ awareness of the challenges linked to the digital divide and how these can affect young people’s participation in learning, social and civic activities. Through practical examples and interactive activities, participants explore how digital tools can both reduce and create barriers, depending on how they are used.

The module further helps participants understand how to design and deliver youth activities that encourage participation, accessibility and meaningful digital engagement. By combining simple digital tools with inclusive approaches, youth workers are supported in adapting their activities to different contexts and needs.

By the end of the module, participants are expected to feel more confident in selecting and using appropriate digital tools, as well as in creating inclusive learning environments that reflect the overall approach of the PACE Training Framework.

Recommended duration: 4-5 hours

Module Goal

The goal of this module is to support youth workers in understanding and applying digital inclusion principles in their daily work. It focuses on how digital tools can be used in a practical and accessible way to engage young people from different backgrounds, including those with fewer opportunities.

The module also explores simple and innovative approaches that can improve participation, communication and learning in youth activities. By the end of the training, participants will feel more confident in choosing and using digital tools in an inclusive and meaningful way.

Expected Results

After completing the module, participants should:

• have a clearer understanding of what digital inclusion means in the context of youth work;
• be able to identify barriers that young people may face in accessing digital tools and opportunities;
• be able to use simple digital tools to design and deliver more inclusive youth activities;
• feel more confident in applying innovative and practical digital approaches in their daily work;

  Key Concepts

What are the main ideas, concepts, or frameworks that should be introduced in this module? (short explanation or bullet points)

The module introduces key concepts that support the understanding and practical application of digital inclusion and innovation in youth work. These concepts help youth workers design more accessible, engaging and relevant activities for young people, especially those with fewer opportunities.

Digital inclusion – ensuring that all young people have access to digital tools and are able to use them in a meaningful way for learning, communication and participation in society.

Digital divide – inequalities in access to digital technologies, skills and opportunities, often influenced by social, economic or geographic factors, which can limit participation of young people.

Digital literacy – the ability to use digital tools safely, critically and effectively, including accessing information, communicating online and understanding digital risks.

Accessible and inclusive digital tools – platforms and technologies that are simple, adaptable and designed to reduce barriers for users with different levels of digital skills or access.

Innovation in youth work – the use of new approaches, methods and tools, including digital ones, to improve the quality and impact of youth activities and better respond to young people’s needs.

Youth participation in digital environments – active involvement of young people in online spaces, including communication, content creation and engagement in community or civic activities.

Safe digital spaces – creating online environments where young people feel respected, protected and confident to express themselves, in line with the principle of “do no harm”.

Preparation for the Training

The trainer should prepare before the session:

• presentations covering key topics such as digital inclusion in youth work, understanding the digital divide, practical use of digital tools, and safe online participation;
• handouts and short guides for the practical activities, including step-by-step instructions for using selected digital tools and short case scenarios for group work;
• flipchart materials for mapping barriers to digital inclusion, collecting ideas, and supporting group discussions and reflection sessions;
• digital tools and platforms that will be used during the training (e.g. Mentimeter, Padlet, Google tools or similar), tested in advance and ready for participants’ use;
• links or QR codes for interactive activities, quizzes and feedback forms that will be integrated into the session;
• a clear session plan with timing and instructions for each activity to ensure smooth facilitation.

  Materials Needed

List of all materials required for the training:

• laptop or computer for the trainer
• projector and screen (or shared online presentation, if delivered online)
• stable internet connection for all participants
• participants’ devices (smartphones, tablets or laptops)
• flipchart, markers and sticky notes for group work and visualisation
• pens, paper sheets and other basic stationery for individual and group exercises
• printed handouts (or digital versions) for exercises and case studies
• access to selected digital tools and platforms (e.g. Mentimeter, Padlet, Google tools or similar)
• QR codes or links for interactive activities, quizzes and feedback
• timer or clock to manage session timing

  Training Session Flow

Describe the module step by step. Theory and activities may alternate.

Time	Activity	Description	Materials
Session 1. Introduction
30-35 min	Introduction & Icebreaker	The session starts with a short introduction of the trainer and the objectives of the training. Participants are then invited to introduce themselves through a simple and interactive game. In a face-to-face setting, the trainer uses a ball: each participant throws the ball to another person, who then shares their name, organisation and one experience or challenge related to using digital tools in their work. In an online setting, the participant who finishes their introduction nominates the next person. This is followed by a short digital interaction using an online tool (e.g. Mentimeter), where participants answer the question: “What comes to your mind when you hear digital inclusion?”. The results are displayed live and briefly discussed. To further energize the group, a short activity such as “2 truths and 1 digital lie” can be used, allowing participants to share their experiences with digital tools in a relaxed and engaging way.	Laptop, projector, internet, Mentimeter (or similar), ball (for offline sessions), sticky notes, pens, smartphone or another device
45 min	Understanding Digital Inclusion (barriers mapping)	The trainer introduces the key concepts of digital inclusion, digital divide and digital literacy through a short and structured presentation, using practical examples from youth work. This is followed by a group activity where participants are invited to identify and discuss barriers that young people may face in accessing digital tools and opportunities (e.g. lack of devices, low digital skills, limited internet access, social or economic factors). Participants share their ideas, and the trainer collects and groups them visually. The session ends with a short reflection, where participants connect the identified barriers with their own experience in youth work and discuss possible ways to address them.	Laptop, projector, presentation slides, flipchart, markers, sticky notes
10-15 min	Coffee break	Short break allowing participants to rest, network and reflect informally on the first part of the session.
Session 2. Practical application
25 min	Why Digital Tools Matter in Youth Work	The trainer facilitates a short discussion on the role of digital tools in youth work, building on the previous session. Participants reflect on how digital tools can support inclusion, participation and engagement of young people. Practical examples are used to connect with real situations.	Laptop, projector, flipchart, markers
30 min	Digital Tools for Youth Work	The trainer introduces a selection of simple and accessible digital tools that can be used in youth work, including interactive platforms, basic AI tools and online learning resources (e.g. HP LIFE). The focus is on practical use and accessibility, with short demonstrations.	Laptop, projector, internet connection
30 min	Practice with Digital Tools	Participants explore selected tools in small groups through guided tasks (e.g. creating a simple poll, testing an AI tool, exploring an online learning platform). The trainer provides support as needed.	Participants’ devices, internet, selected tools
50 min	Designing an Inclusive Youth Activity	Participants work in groups to design a short youth activity using at least one digital tool, while considering inclusion aspects (e.g. access, skills, participation). Each group presents their idea.	Flipchart, markers, paper sheets, internet, devices, tools, projector etc.
25 min	Coffee break
Session 3. Closing
30 min	Reflection and closing. Key takeaways	The session focuses on reflection and closing the training. Participants are invited to share what they learned, what they found most useful and how they plan to apply it in their work with young people. A short interactive activity (e.g. Mentimeter or similar tool) can be used to collect key takeaways. The trainer summarises the main points of the training and highlights practical next steps. The session ends with a short feedback activity and closing remarks.	Laptop, projector, internet connection, Mentimeter (or similar tool), feedback form (QR code or link)

Activities and Exercises

• Activity title: Introduction and Icebreaker

Objective: To help participants get to know each other, create a relaxed and open atmosphere, and introduce the topic of digital inclusion in an engaging way.

Duration: 30–35 minutes

Instructions for the trainer:

Step	Time		What the trainer does	What participants do	Materials
1	2–3 min		Welcome participants and briefly introduce yourself (name, role, organisation). Clearly state the purpose of the session. You can say: “Today we will explore how digital tools can support inclusion and engagement in youth work.”	Listen	Laptop, projector
2	1–2 min		Explain that you will start with a short activity to get to know each other. You can say: “Before we start, let’s get to know each other in a simple and interactive way.”	Listen	—
3	1–2 min		Explain the rules of the introduction game clearly. You can say: “When you receive the ball, please tell us your name, organisation and one experience or challenge you have with digital tools.”	Listen	Ball (offline)
4	10–12 min		Offline: Start the game by throwing the ball to one participant. Make sure everyone understands before continuing. Encourage short answers. Online: Ask one participant to start and explain that each person nominates the next. Support participants if they hesitate by giving examples (e.g. “maybe you used Zoom, or maybe you find digital tools difficult”).	Introduce themselves and pass the turn	Ball (offline)
5	1–2 min		Close the round. Highlight differences in experience. You can say: “We can already see that we all have different levels of experience with digital tools — and that’s completely normal.”	Listen	—
6	2 min		Introduce the digital activity. You can say: “Now let’s see what digital inclusion means to each of us.” Explain how to access Mentimeter (code/link).	Prepare to join	Laptop, projector, internet
7	5 min		Launch Mentimeter (or similar tool). Display the question: “What comes to your mind when you hear digital inclusion?” Give participants time to answer. Walk around (if offline) to support anyone who needs help.	Answer using their phones/devices	Smartphones/devices, Mentimeter
8	3–4 min		Show results live. Comment briefly: – highlight repeated words – point out differences You can say: “Some of you mentioned access, others mentioned skills or participation — all of these are part of digital inclusion.”	Observe and listen	Laptop, projector
9	1–2 min		Introduce the energiser. You can say: “Let’s do one quick fun activity to energise the group.”	Listen	—
10	7–8 min		Explain and run “2 Truths and 1 Digital Lie.” Give an example first (very important). Invite 3–5 participants (or more if time allows). Keep the energy light. Encourage reactions from the group.	Share statements and guess	Sticky notes, pens
11	2–3 min	Close the activity. You can say: “We can see that everyone has a different relationship with digital tools — and this is exactly why digital inclusion is important.” Link to next session.		Listen	—

 

Materials needed:

• laptop 
• projector 
• internet connection 
• participants’ smartphones or other devices 
• Mentimeter (or similar tool) 
• ball (for offline sessions)
• sticky notes
• pens

Debrief / reflection questions:

(Select a few depending on time)

• What did you notice about the group’s experience with digital tools?
• Were there differences in confidence or familiarity?
• What surprised you during the activity?
• How do these differences relate to digital inclusion?
• Why is it important to consider these differences when working with young people?

 

Trainer tips:

• If participants are shy → start with your own example
• If time is short → limit “2 truths and 1 lie” to 3 participants
• If technology fails → replace Mentimeter with flipchart brainstorming
• Keep answers short (otherwise this part can take too long)
• Smile, keep energy light — this activity sets the tone for the whole training

• Activity title: Understanding Digital Inclusion (Barriers Mapping)

Objective: To help participants better understand the concept of digital inclusion by identifying real barriers that young people face in accessing and using digital tools, and to connect these challenges to their own work.

Duration: 45 minutes

Instructions for the trainer: 

Step	Time	What the trainer does	What participants do	Materials
1	2–3 min	Introduce the topic. You can say: “Now that we got to know each other, let’s look more closely at what digital inclusion actually means in practice.”	Listen	Laptop, projector
2	12–15 min	Deliver a short presentation using slides. Keep explanations simple and interactive. Slides guidance: • Slide 1–2: Explain why digital inclusion matters in youth work (participation, equal access) • Slide 3: Define digital inclusion (access, use, participation) • Slide 4: Explain digital divide with simple examples • Slide 5: Introduce digital literacy • Slide 6: Link concepts to youth work practice Ask 1–2 quick questions during the presentation (e.g. “Do you see this in your work?”).	Listen and respond briefly	Laptop, projector, slides
3	2–3 min	Introduce the group activity clearly. You can say: “Now we will explore what barriers young people face when it comes to digital inclusion.” Explain the task step by step: • Work in small groups • Write barriers on sticky notes (1 idea = 1 note) • Focus on real examples from your experience	Listen and prepare	Flipchart, sticky notes
4	1–2 min	Divide participants into small groups (3–5 people). Make sure groups are balanced and everyone understands the task.	Move into groups	—
5	12–15 min	Monitor group work. Walk around, support groups and encourage deeper thinking. If needed, give prompts: • “Think about access to devices” • “What about internet connection?” • “What about skills or confidence?” • “Are there safety concerns?”	Discuss in groups and write ideas on sticky notes	Sticky notes, markers
6	5–7 min	Ask groups to present their results. As they present: • collect sticky notes on flipchart • group similar ideas together • label categories (e.g. access, skills, motivation, safety)	Present their ideas	Flipchart, markers
7	5–8 min	Facilitate reflection and discussion. Use guiding questions (from slide or orally): • “Which barriers are most common?” • “Who is most affected?” Link answers to real youth work situations. Emphasise how barriers affect participation and inclusion.	Reflect and share ideas	Laptop (optional), flipchart
8	1–2 min	Summarise key points. You can say: “These barriers show that digital inclusion is not only about technology, but also about access, skills and support.” Transition to next session.	Listen	—

 

Materials needed:

• laptop
• projector
• presentation slides
• flipchart
• markers
• sticky notes

Debrief / reflection questions: 

(Select a few depending on time)

• Which barriers are most common in your work?
• Were there any barriers that surprised you?
• Which groups of young people are most affected?
• How do these barriers impact participation?
• What can youth workers do to reduce these barriers?

Trainer tips:

• If participants struggle → give concrete examples (device, internet, skills)
• If groups are slow → reduce number of ideas but keep quality
• If discussion becomes too long → focus on 2–3 key barriers
• Encourage real-life examples, not general answers
• Keep energy active — avoid turning this into a lecture

• Activity title: Why Digital Tools Matter in Youth Work

Objective: To help participants understand the role and value of digital tools in youth work, especially in supporting inclusion, participation and engagement of young people.

Duration: 25 minutes

Instructions for the trainer:

Step	Time	What the trainer does	What participants do	Materials
1	1–2 min	Introduce the activity and connect it to the previous one. You can say: “We have just identified barriers. Now let’s explore how digital tools can help us address some of these challenges.”	Listen	Laptop, projector
2	4–5 min	Start with a short, guided reflection. Ask: “How do you currently use digital tools in your work with young people?” Invite 2–3 participants to share briefly. Keep answers short and focused.	Share short answers	—
3	1 min	Transition to presentation. You can say: “Let’s take a closer look at why digital tools actually matter.”	Listen	—
4	8–10 min	Deliver a short presentation using slides. Keep it simple and interactive. Slides guidance: • Slide 1: Title – Why Digital Tools Matter • Slide 2: Ask: “What happens if we don’t use digital tools?” (pause for 1–2 answers) • Slide 3: Present key benefits: participation, communication, reach, inclusion • Slide 4: Explain that tools can reduce barriers but may also create new ones if not used properly • Slide 5: Give practical examples (online workshops, interactive sessions, blended learning)	Listen and respond briefly	Laptop, projector, slides
5	6–8 min	Run a short discussion activity: “Tools in practice”. Ask: “In what situations can digital tools make your work easier or more inclusive?” Encourage participants to give real examples. If needed, prompt with ideas (e.g. feedback collection, engaging shy participants, remote participation). Write key ideas on flipchart (optional).	Share ideas and examples	Flipchart, markers (optional)
6	2–3 min	Wrap up the activity. You can say: “Digital tools are not just ‘nice to have’. When used well, they can support inclusion, participation and engagement — but we need to choose and use them carefully.” Transition: “Now let’s look at some concrete tools you can use.”	Listen	—

 

Materials needed:

• • laptop
  • projector
  • presentation slides

• flipchart and markers (optional)

Debrief / reflection questions:

• How do digital tools currently support your work?
• In which situations are they most useful?
• Can digital tools help include more young people? How?
• What risks or challenges should we be aware of?

Trainer tips:

• Keep this activity dynamic — avoid long explanations
• Encourage concrete examples, not general statements
• If participants are quiet → give 1–2 examples yourself
• If time is short → reduce discussion to 2–3 answers
• Use this activity as a bridge, not as a deep analysis session

• Activity title: Digital Tools for Youth Work

Objective: To familiarise participants with different types of digital tools that can be used in youth work and to help them understand how these tools can support inclusion, participation and engagement.

Duration: 30 minutes

Step	Time	What the trainer does	What participants do	Materials
1	2–3 min	Introduce the activity and connect it to the previous one. You can say: “Now that we understand why digital tools matter, let’s look at what tools we can actually use in practice.”	Listen	Laptop, projector
2	3–5 min	Introduce the idea of tool categories. Explain that digital tools can support youth work in different ways. Present the main categories: • interactive tools • collaboration tools • evaluation & feedback tools • AI tools • online learning resources	Listen	Laptop, projector, slides
3	10–12 min	Present examples for each category (keep it simple, not technical). Interactive tools: e.g. Mentimeter, Slido → show a simple example (poll or word cloud) Collaboration tools: e.g. Padlet, Miro → show a board or example Evaluation tools: e.g. Google Forms, Kahoot → explain how they are used for feedback or quizzes AI tools: e.g. ChatGPT or similar → show a simple use (e.g. generating ideas for an activity) Online learning resources: e.g. HP LIFE → briefly show platform and course examples	Observe and ask questions	Laptop, projector, internet, slides
4	5–7 min	Keep the presentation interactive. Ask short questions during explanation, such as: • “Have you used something similar?” • “Where could you use this in your work?”	Respond briefly	—
5	3–5 min	Summarise key ideas. You can say: “There are many tools available, but the most important is to choose tools that are simple, accessible and relevant for your group.” Transition to next activity: “Now you will have the chance to try some of these tools.”	Listen	—

 

Materials needed: 

• laptop
• projector
• internet connection
• presentation slides
• access to selected tools (for demonstration)

Debrief / reflection questions:

(Select a few if time allows)

• Which tools are new for you?
• Which tools seem most useful in your work?
• Which tools could help you include more young people?
• What challenges do you see in using these tools?

Trainer tips:

• Do NOT try to show too many tools — 1–2 per category is enough
• Focus on how tools are used, not on technical details
• Use simple, real examples (e.g. feedback, brainstorming, engagement)
• If time is short → skip some categories, but keep structure
• Keep energy high — this is still not the practice part

• Activity title: Practice with digital tools

Objective: To provide participants with hands-on experience in using digital tools and increase their confidence in applying them in youth work activities.

Duration: 30 minutes

 

Step	Time	What the trainer does	What participants do	Materials
1	2–3 min	Introduce the activity. You can say: “Now you will have the chance to try some of these tools yourself.” Explain that the goal is not to learn everything perfectly, but to explore and experiment.	Listen	Laptop, projector
2	2–3 min	Explain how the activity will work. • Participants will work in small groups (2–4 people) • Each group will test 1–2 tools • They will complete a simple task using the tool Give clear instructions and keep them visible (slide or flipchart).	Listen and prepare	Slides / flipchart
3	2–3 min	Divide participants into groups and assign tools (or allow them to choose, depending on time and group size). Make sure each group has access to at least one device.	Form groups	Participants’ devices
4	15–20 min	Facilitate the practical work. Give clear examples of tasks (adapt depending on tools available): • create a simple poll or word cloud (interactive tool) • contribute to a shared board with ideas (collaboration tool) • generate ideas for a youth activity using an AI tool • explore an online learning platform and identify one useful resource Walk around, support groups, especially those with lower digital skills. Encourage experimentation and collaboration.	Work in groups and test tools	Devices, internet, selected tools
5	4–5 min	Stop the activity and invite 2–3 groups to briefly share what they did. Ask simple questions: • What did you try? • Was it easy or difficult? • How could you use it in your work?	Share short feedback	—
6	2–3 min	Wrap up. You can say: “The goal is not to master all tools, but to feel confident trying and using them in your own activities.” Transition: “Now let’s see how you can use these tools in a real activity.”	Listen	—

 

Materials needed: 

• participants’ smartphones, laptops or tablets
• internet connection
• selected digital tools (e.g. interactive tools, collaboration tools, AI tools, learning platforms)
• flipchart

Debrief / reflection questions:

(Select a few depending on time)

• Which tool did you find easiest to use?
• Which tool would you feel confident using in your work?
• What difficulties did you encounter?
• How can these tools support inclusion and participation?

Trainer tips:

• Do not overload participants — 1 tool per group is enough
• Pair less experienced participants with more confident ones
• Focus on exploration, not perfection
• Be ready to support technical issues quickly
• Keep timing under control — this activity can easily run longer

• Activity title: Designing an Inclusive Youth Activity

Objective: To support participants in applying what they have learned by designing a simple youth activity that uses digital tools in an inclusive and meaningful way.

Duration: 50 minutes

Step	Time	What the trainer does	What participants do	Materials
1	3–5 min	Introduce the activity. You can say: “Now it’s your turn to create a simple activity using digital tools, while thinking about inclusion.” Explain that this is a practical task where they will design something they could realistically use in their work.	Listen	Laptop, projector
2	3–5 min	Clearly explain the task and expectations. Show instructions (slide or flipchart): Participants should design a short youth activity that includes: • a clear objective • target group (e.g. age, context) • at least one digital tool • at least one inclusion aspect (e.g. access, skills, participation) Emphasise: “Keep it simple and realistic.”	Listen and ask questions	Slides / flipchart
3	2–3 min	Divide participants into small groups (3–5 people). If possible, mix participants with different levels of digital experience.	Form groups	—
4	20–25 min	Facilitate group work. Encourage participants to structure their activity by answering: • What is the goal of the activity? • Who is the target group? • What digital tool will you use? • What barrier are you addressing? • How will you ensure participation? Walk around, support groups and ask guiding questions. If groups are stuck, suggest simple ideas (e.g. online poll, collaborative board, simple digital task).	Work in groups and design activity	Flipchart, paper sheets, markers, devices, internet
5	15–18 min	Ask each group to present their idea (2–3 minutes per group). Encourage short and clear presentations. After each presentation, ask 1–2 quick questions or invite short feedback from others.	Present and listen to others	Projector (optional), flipchart
6	3–5 min	Wrap up the activity. You can say: “You have just created real activities that you can adapt and use in your work.” Highlight key strengths: • simple ideas • use of tools • focus on inclusion	Listen	—

 

Materials needed: 

• flipchart
• markers
• paper sheets
• participants’ devices (phones/laptops)
• internet connection
• selected digital tools
• projector (optional)

Debrief / reflection questions:

(Select a few depending on time)

• How easy or difficult was it to design the activity?
• How did you choose the digital tool?
• What inclusion aspects did you consider?
• What challenges did you face during the design process?
• How could you adapt this activity for your own context?

Trainer tips:

• Remind participants to keep ideas simple (avoid overcomplicating)
• Focus on practical application, not perfect design
• Support groups that struggle with ideas or tools
• Manage time carefully (presentations can take too long)
• Encourage positive and constructive feedback

• Activity title: Reflection and Closing – Key Takeaways & Feedback

Objective: To support participants in reflecting on their learning, identifying key takeaways and collecting structured feedback on the training.

Duration: 30 minutes

Step	Time	What the trainer does (very concrete)	What participants do	Materials
1	2–3 min	Introduce the final activity. You can say: “Before we close, let’s take a moment to reflect on what we learned today.”	Listen	Laptop, projector
2	5–7 min	Run a short reflection activity using a digital tool (e.g. Mentimeter). Ask participants to respond to prompts such as: • “One thing I learned today…” • “One idea I will apply in my work…” If digital tools are not available, ask participants to share verbally or write on sticky notes.	Share reflections	Laptop, projector, internet, Mentimeter (or sticky notes)
3	5–7 min	Display responses and briefly comment. Highlight: • common themes • practical ideas • useful tools mentioned Reinforce positive outcomes and practical relevance.	Observe and listen	Laptop, projector
4	5–7 min	Facilitate a short group discussion. Ask: • “What was most useful for you?” • “What will you take back to your work?” Invite 3–4 participants to share. Keep answers short.	Share key takeaways	—
5	5–6 min	Conduct feedback collection. Share a feedback form (QR code or link). Explain clearly: “Your feedback is very important to improve future trainings.” Ask participants to complete it on the spot.	Complete feedback form	Smartphones/devices, internet, feedback form
6	2–3 min	Close the session. Summarise key points: • importance of digital inclusion • practical use of digital tools • adapting activities for different groups Thank participants and close the training.	Listen	—

 

Materials needed: 

• laptop
• projector
• internet connection
• participants’ smartphones or devices
• Mentimeter (or similar tool)
• feedback form (QR code or link)
• sticky notes and pens (optional, as backup)

Debrief / reflection questions:

(Select a few if needed)

• What is one thing you learned today?
• What will you apply in your work?
• Which tool or idea was most useful for you?
• What would you like to explore further?

Trainer tips:

• Keep the tone positive and appreciative
• Do not rush the feedback — give participants time to complete it
• Encourage practical takeaways, not general reflections
• If time is short → prioritise feedback collection
• End on a clear and motivating message

  Learning Methods

The module is based on a combination of participatory and non-formal learning methods that encourage active involvement, practical learning and reflection. The following methods are used:

• group discussion – participants share experiences, ideas and perspectives related to digital inclusion and youth work
• guided reflection – participants reflect on their own practice and identify how they can apply new knowledge in their work
• hands-on learning – participants actively test and explore digital tools through practical tasks
• learning by doing – participants create simple activities using digital tools, applying what they have learned
• peer learning – participants learn from each other by sharing experiences, challenges and solutions
• case study analysis – participants analyse real-life situations related to digital inclusion and identify possible approaches
• brainstorming – participants generate ideas related to barriers, solutions and use of digital tools
• small group work – participants collaborate in groups to complete tasks and design activities
• plenary sharing – participants present their ideas and learn from others in the group
• interactive digital engagement – use of digital tools (e.g. Mentimeter, Padlet) to increase participation and collect feedback
• facilitated discussion – the trainer guides conversations to ensure focus and inclusion of all participants
• experiential learning – participants learn through direct experience and reflection on activities
  

  Adaptation Possibilities

This module can be adapted depending on the context, group size and available resources. The following adaptations are possible:

• shorter training format – the module can be reduced to 2–3 hours by selecting key activities (e.g. introduction, one practical tool activity and reflection), while keeping the main learning objectives
• online delivery – all activities can be delivered online using digital tools (e.g. Mentimeter, Padlet, breakout rooms), replacing physical materials such as flipcharts and sticky notes with online alternatives
• blended format – the module can combine face-to-face and online elements, with some activities (e.g. tool exploration or follow-up tasks) completed online
• different group sizes – activities can be adapted for smaller or larger groups by adjusting group work (pairs, small groups or plenary discussions) and timing
• low-resource settings – if access to devices or internet is limited, the trainer can use fewer digital tools, focus on demonstration instead of practice, or work with shared devices in small groups
• different levels of digital skills – activities can be simplified or expanded depending on participants’ experience, providing more guidance for beginners or more autonomy for advanced groups
• time flexibility – individual activities can be shortened or extended depending on the group’s pace and level of engagement
  

  Online / Digital Component

 

The module will be supported by a set of digital materials and tasks available on the learning platform, allowing participants to access content before, during and after the training. The following components will be included:

• presentation slides – slides used during the training sessions, covering key concepts such as digital inclusion, digital divide and practical use of digital tools 
• trainer guide (digital version) – a structured guide supporting facilitators in delivering the module step by step 
• activity descriptions and worksheets – detailed instructions for all activities (e.g. barriers mapping, tool exploration, activity design), allowing participants to revisit and reuse them 
• tool guides and links – curated list of digital tools presented during the training (e.g. interactive tools, collaboration tools, AI tools, online learning platforms), including short explanations and direct access links 
• access to online learning resources – links to platforms such as HP LIFE and other relevant resources for further learning and skills development 
• practice tasks / assignments – optional follow-up tasks encouraging participants to test digital tools or implement a small activity in their own context 
• reflection tasks – short guided questions or prompts encouraging participants to reflect on how they apply digital inclusion principles in their work 
• templates for activity design – simple templates to support participants in creating their own inclusive youth activities using digital tools 
• feedback forms – digital forms (e.g. Google Forms) used to collect participants’ feedback on the trainin

  Evaluation / Reflection

Participants will reflect on their learning throughout the module and at the end of the training through a combination of individual and group-based methods. Reflection is integrated into different stages of the training, including:

• short discussions after activities (e.g. barriers mapping, tool exploration, activity design) 
• guided reflection questions encouraging participants to connect learning to their own practice 
• sharing experiences and insights in plenary sessions 

At the end of the training, participants will take part in a structured reflection activity, where they are invited to identify:

• one key learning point 
• one idea they plan to apply in their work 
• one tool or approach they found most useful 

This reflection may be facilitated through an interactive digital tool (e.g. Mentimeter or similar) or through open discussion.

In addition, participants will complete a feedback form (e.g. Google Forms), providing input on the relevance, usefulness and quality of the training. This will support continuous improvement of the module.

Links with Other Modules 

This module connects naturally with other modules from the PACE Training Framework, especially those focused on inclusion, participation and youth engagement. It builds on the general understanding of inclusion by adding a digital perspective, helping participants see how access to technology, digital skills and confidence can influence young people’s participation in activities.

The module is also relevant for topics such as trauma-informed youth work, as digital tools can support safer and more flexible ways of working with young people, especially in sensitive or challenging contexts.

In relation to civic engagement, digital tools can help young people express their views, stay informed and take part in community life, making participation more accessible.

It also complements modules on employability and entrepreneurship, where digital competences and online resources are increasingly important for learning and accessing opportunities.

At the same time, this module prepares participants for the Train-the-Trainer component, as it provides practical tools, methods and examples that can be easily transferred and adapted when working with other youth workers and organisations.

Overall, this module supports participants in applying inclusive approaches across different areas of youth work, by using simple and practical digital tools.