Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/324657 
Year of Publication: 
2025
Series/Report no.: 
Kiel Working Paper No. 2298
Publisher: 
Kiel Institute for the World Economy (IfW Kiel), Kiel
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.
Subjects: 
vocational education and training
digital skills
green skills
projectbased learning
dropout prevention
gender differences
field experiment
JEL: 
I21
J24
Q59
Document Type: 
Working Paper

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