Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/324657 
Erscheinungsjahr: 
2025
Schriftenreihe/Nr.: 
Kiel Working Paper No. 2298
Verlag: 
Kiel Institute for the World Economy (IfW Kiel), Kiel
Zusammenfassung: 
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.
Schlagwörter: 
vocational education and training
digital skills
green skills
projectbased learning
dropout prevention
gender differences
field experiment
JEL: 
I21
J24
Q59
Dokumentart: 
Working Paper

Datei(en):
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