Online education Archives | Digital Watch Observatory

UNESCO, TESDA and HP Foundation expand digital and AI skills training in the Philippines

UNESCO, the Technical Education and Skills Development Authority (TESDA), and the HP Foundation are expanding access to free digital skills and AI courses in the Philippines through the UNESCO Global Skills Academy. The initiative will make HP LIFE courses available through the TESDA Online Program, the country’s national eLearning platform.

TESDA said the collaboration will provide learners with access to free digital and entrepreneurship training aligned with evolving industry needs. The courses are intended to help learners develop practical digital skills and competencies that are increasingly in demand across the digital economy.

HP LIFE is a free business and digital skills training programme run by the HP Foundation. Its courses introduce learners to key AI concepts, responsible AI use, and practical applications of AI in business and everyday work, alongside topics such as entrepreneurship, marketing and finance.

The collaboration is facilitated via the UNESCO Global Skills Academy, which works with international organisations, governments, and industry partners to expand access to quality skills development opportunities. The academy aims to help 10 million young people and adults worldwide develop skills that improve employability by 2029.

TESDA said the partnership will help expand access to high-quality and industry-relevant training for learners across the Philippines. The initiative is expected to strengthen digital, entrepreneurial and AI-related skills that can enhance employment opportunities and livelihoods.

Why does it matter?

Digital skills and AI literacy are increasingly important for participation in modern economies, yet access to high-quality training remains uneven in many parts of the world. Expanding access to free online learning opportunities can help individuals develop skills that improve employability, entrepreneurship and participation in the digital economy.

The initiative also reflects a broader trend of collaboration between international organisations, governments and the private sector to address digital skills gaps. As AI becomes more widely used across industries, programmes that combine digital literacy, AI awareness and practical workforce skills are becoming an increasingly important component of national development and workforce strategies.

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European Commission study simplifies SELFIE tool for school digital capacity monitoring

The Joint Research Centre (JRC) of the European Commission has published a study proposing shorter versions of the Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies (SELFIE) tool to support the monitoring of schools’ digital capacity.

The study suggests that shorter instruments could help schools and policymakers use data for digital education planning when time and organisational constraints make the full SELFIE tool more difficult to implement. SELFIE is a scientifically validated tool for measuring schools’ digital capacity. According to the study, the tool had been used by more than 5.5 million users across 80 countries by September 2023.

Researchers developed two shortened versions of the SELFIE tool: a midi-SELFIE with 16 items and a mini-SELFIE with 8 items. The shorter instruments were developed using existing datasets and psychometric analyses based on Item Response Theory models.

The researchers evaluated the shortened tools across three use cases. The first examined changes in digital capacity over time in selected schools; the second examined regional differences in Port u gal; and the third used a representative sample from Spain to explore links between digital capacity and teachers’ use of digital technology during lessons.

The full SELFIE tool and the two shortened versions produced broadly comparable results across the cases examined. The researchers said the midi and mini versions could therefore serve as reliable alternatives for specific uses where the full instrument is too long.

The study suggests that shorter SELFIE tools could support school-level monitoring, digital education planning, and policy monitoring. The findings may be useful for education systems seeking evidence-based approaches to improving teaching and learning while reducing the administrative burden on schools.

Why does it matter?

As governments invest in digital education, there is a growing demand for reliable tools that can measure schools’ digital readiness and inform policy decisions. However, lengthy assessment processes can create practical challenges for schools and education authorities, limiting participation and data collection.

The study suggests that shorter versions of the SELFIE tool can provide comparable insights while reducing the time required for implementation. If adopted more widely, these streamlined assessments could support evidence-based digital education policies, help monitor progress in digital transformation, and make data collection more accessible for schools.

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UNESCO expands gender-responsive digital education training in Tanzania

UNESCO has completed the second cohort of its Teacher Educator Training on Gender-Responsive Pedagogy for Inclusive Digital Education in Tanzania.

The initiative, delivered in partnership with Beijing Normal University (BNU) and Tanzania’s Ministry of Education, Science and Technology, trained 30 teacher educators from the University of Dodoma (UDOM) and Mkwawa University College of Education (MUCE).

The programme forms part of the UNESCO–BNU project ‘Closing the Digital Divide: Ensuring Gender-Transformative Digital Skills Education for Women and Girls‘. Participants received practical training in gender-responsive pedagogy, inclusive digital learning and strategies to encourage greater participation by girls in ICT and STEM fields.

According to UNESCO, the training focused on helping educators identify and address barriers that may discourage girls from pursuing digital skills development and careers in technology. Through workshops, peer learning, case studies, and practical exercises, participants explored approaches to creating more inclusive and equitable learning environments.

With the completion of the second cohort, the initiative has now trained 60 teacher educators from four Tanzanian higher education institutions: UDOM, MUCE, the Dar es Salaam University College of Education (DUCE), and the Open University of Tanzania (OUT).

UNESCO expects the trained educators to pass on the knowledge and skills acquired through the programme to future teachers, creating a multiplier effect across Tanzania’s education system.

The project is now entering a new phase focused on strengthening Girls in ICT Clubs in 20 secondary schools across Tanzania. Planned activities include mentorship programmes, innovation bootcamps, ICT training and engagement with female role models aimed at encouraging girls’ participation in technology and STEM disciplines.

Why does it matter?

Digital skills are increasingly essential for participation in education, employment, and the wider economy. However, gender gaps in access to technology and STEM opportunities continue to limit the participation of women and girls in many parts of the world.

By equipping teacher educators with gender-responsive teaching approaches and supporting girls’ engagement with ICT and STEM, the UNESCO–BNU initiative seeks to address barriers at multiple levels of the education system. The programme also highlights the role of education and capacity development in promoting digital inclusion and expanding opportunities for future generations.

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UK launches AI skills and jobs initiative for young people

The UK government has announced a new package for young people entering the labour market as AI continues to reshape entry-level roles and career pathways. The package includes an Early Careers Jobs Alliance, AI bootcamps, and expanded technology training for students from disadvantaged schools, with AI bootcamps serving as a central route into paid apprenticeships for young people at risk of unemployment.

The Early Careers Jobs Alliance will bring together government, employers, trade unions and young people to examine how AI is changing entry-level employment and career development. Backed by £20 million in funding, the initiative will initially focus on the Digital and Technologies sector before expanding across all eight Industrial Strategy sectors, including advanced manufacturing, clean energy, defence, financial services, and life sciences.

The alliance will analyse how entry-level work is evolving, develop guidance for businesses on redesigning roles while preserving career pathways, and identify examples of good practice. An initial report is expected in autumn.

Through the TechFirst programme, at least 400,000 students from some of the UK’s most disadvantaged schools will receive support in AI and digital skills through training sessions, competitions, extracurricular activities and engagement with industry. The AI bootcamps are intended to provide a more direct route into work for young people at risk of leaving education or training.

The UK government will also pilot free AI bootcamps in Lancashire and Greater Manchester this summer for young people at risk of leaving school after GCSEs and entering unemployment. Participants who successfully complete the bootcamp will be guaranteed a paid AI apprenticeship with local employers, with a broader rollout across England planned if the pilot proves successful.

A separate pilot linked to the North East AI Growth Zone will launch in early 2027 for young people aged 18 to 24 who are not in education or employment. Participants will receive at least 6 months of hands-on AI training with companies including Accenture, Microsoft, and Sage.

Why does it matter?

AI is beginning to transform many entry-level and administrative roles, raising concerns about how young people will gain work experience and build careers in an increasingly automated economy.

The UK’s approach combines workforce planning, skills development and employer engagement to help ensure that AI adoption creates new opportunities rather than limiting access to employment. The initiative also reflects growing efforts by governments to align education and training systems with the changing demands of the labour market.

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India targets dark patterns with fines for PhysicsWallah and McAfee

India’s Central Consumer Protection Authority has fined PhysicsWallah and McAfee Software India for using dark patterns that the regulator said misled consumers and influenced their choices on digital platforms.

PhysicsWallah was fined ₹5 lakh, while McAfee was fined ₹1 lakh. Both companies were directed to remove the practices from their platforms and ensure that users can make informed choices without pressure or manipulation.

The action was taken under the Consumer Protection Act 2019, the Consumer Protection (E-Commerce) Rules 2020, and the Guidelines for Prevention and Regulation of Dark Patterns 2023.

In the PhysicsWallah case, the regulator found that a ₹10 donation to the PW Foundation was automatically selected during checkout and added to the total payable amount without the consumer’s explicit consent. Users were also shown emotional messages related to children’s education, healthcare, and marriages that encouraged them to keep the donation selected.

The CCPA also found that courses advertised as free could only be accessed after users shared personal information such as a mobile number and email address. The regulator said the content remained the same across user accounts, indicating that mandatory data collection was not necessary to access the courses.

The authority identified basket sneaking, confirm shaming, and forced action in the PhysicsWallah case. It also said the practices raised serious consumer protection concerns because many users on the platform are students, including minors.

In the McAfee case, the CCPA found that users deciding whether to renew subscriptions were shown options such as ‘Renew Now’ and ‘Accept Risk’. The authority said the wording portrayed non-renewal as a risky decision and created pressure on consumers to continue their subscriptions.

The regulator identified confirmation shaming, interface interference, trick questions, and forced action in McAfee’s renewal process, saying consumers should be able to make subscription decisions freely and without fear-based messaging or misleading design.

The CCPA said the orders form part of its continued action against dark patterns in digital marketplaces. It reiterated that consumer consent must be explicit, informed, and free from manipulative design practices.

Why does it matter?

The penalties show that dark pattern rules in India are moving from guidance to enforcement. By targeting pre-selected donations, emotionally loaded opt-out messages, forced data sharing, and fear-based subscription renewal design, the CCPA is signalling that manipulative interface design can be treated as a consumer protection violation, not just a poor user experience.

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Ireland launches fund for fact-checking and anti-disinformation training

Ireland’s media regulator, Coimisiún na Meán, has launched a funding call to support training in fact-checking, prebunking and debunking for journalists and media professionals during 2026.

The programme is aimed at graduate, early-career and mid-career professionals working in news and current affairs. Eligible activities include training courses, mentorship programmes, internships and collaborative projects designed to strengthen fact-checking and verification skills.

The fund forms part of the regulator’s Media Skills and Development Programme and supports objectives outlined in Ireland’s National Counter Disinformation Strategy. Applications are open to academic institutions, accredited bodies and representative organisations, including partnerships involving media organisations.

Minister for Culture, Communications and Sport Patrick O’Donovan said the initiative would help strengthen professional skills and support high-quality journalism. Applications are open until 2 July 2026, with all funded activities to be delivered in Ireland during 2026.

Why does it matter?

Fact-checking, verification and disinformation response skills are becoming increasingly important as journalists navigate rapidly evolving information environments shaped by social media, generative AI and coordinated influence campaigns.

By investing in professional training, Ireland aims to strengthen media resilience, support evidence-based reporting and enhance the capacity of news organisations to identify and counter misleading or false information.

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UNESCO launches online child safety training

UNESCO and India’s National Council of Educational Research and Training have launched a national training programme to help teachers, educators, and education professionals identify, prevent, and respond to online violence affecting children.

The five-day programme is delivered live from 1 to 5 June 2026 in English, followed by a Hindi edition from 8 to 12 June. It is broadcast on NCERT’s official YouTube channel and the PM e-VIDYA platform, as well as on DTH TV Channels 6–12. Certification is available through the DIKSHA platform.

The initiative aims to strengthen teacher capacity as children spend more time on social media, gaming platforms, and online learning tools. UNESCO said India has more than one billion internet subscribers, with young people among the country’s most active digital users.

The programme covers cyberbullying, online grooming, image-based abuse, exploitation, exposure to harmful content, hate speech, and misinformation. It also addresses the impact of online violence on children’s mental health, well-being, learning outcomes, and participation in education.

Sessions bring together expertise from education, child protection, mental health, law enforcement, and digital governance. Contributors include experts from UNESCO, AIIMS, the Ministry of Home Affairs, NITI Aayog, Delhi Police, and Dublin City University.

UNESCO reported that cybercrime cases against children in India rose from 232 in 2018 to 1,823 in 2022, almost an eight-fold increase. Between 2021 and 2022 alone, reported cases increased by 32%.

The programme aligns with India’s National Education Policy 2020 and the National Curriculum Framework for School Education 2023, both of which emphasise digital citizenship, learner safety, digital literacy, and ethical use of technology.

Why does it matter?

The training shows how child online safety is becoming part of education policy, not only cybercrime enforcement. By equipping teachers to recognise online harms and respond through referral pathways, UNESCO and NCERT are treating schools as part of the frontline response to cyberbullying, grooming, image-based abuse, misinformation, and other risks affecting children’s learning and well-being.

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UNESCO promotes media literacy as response to online hate speech

UNESCO has announced a new issue brief examining how Media and Information Literacy (MIL) can help address the spread of hate speech, disinformation and other harmful content across digital platforms. The publication will be officially presented on 18 June, the International Day for Countering Hate Speech.

UNESCO argues that addressing online hate speech requires measures that extend beyond content moderation and regulation. According to UNESCO, strengthening critical thinking, ethical awareness and digital skills can help individuals better navigate information environments, assess online content and engage responsibly in digital spaces while respecting human rights and freedom of expression.

The brief presents Media and Information Literacy as a long-term educational approach to strengthening information integrity and building more resilient societies. UNESCO officials emphasise that sustainable solutions depend on combining governance measures with investments in education, digital citizenship and informed engagement with information.

The publication forms part of UNESCO’s wider efforts to promote information integrity and responsible digital governance. A related webinar will examine how digital platforms, AI and generative technologies can amplify harmful narratives and social polarisation, as well as strategies for fostering safer and more inclusive online environments.

Why does it matter?

The spread of hate speech, disinformation and other harmful content remains a major challenge for governments, platforms and civil society. While regulatory and moderation measures often focus on limiting harmful content, UNESCO argues that long-term resilience also depends on strengthening citizens’ ability to critically assess information and engage responsibly online.

The initiative reflects growing international interest in combining platform governance with education, digital literacy and information integrity efforts as societies adapt to the influence of AI-powered content creation and increasingly complex online information environments.

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UNICEF event to examine AI learning outcomes

A gLocal Evaluation Week 2026 session will examine how to measure the impact of AI on learning outcomes for children and adolescents.

The event, titled ‘Measuring AI impact on learning outcomes’, is scheduled for 2 June and will focus on evidence gaps around AI use in education, particularly in Latin America and the Caribbean.

The session will discuss how AI is entering classrooms through personalised learning, tutoring, and teaching tools. UNICEF says some applications show promising results, but many AI tools used across the region lack rigorous impact-focused evaluation measures needed to assess whether they improve learning outcomes and can be scaled effectively.

The discussion will bring together government, research, and evaluation experts to assess existing evidence, identify promising results, and examine gaps in measuring AI’s contribution to learning outcomes at scale.

Participants will also consider unintended effects, including bias and the exclusion of marginalised groups. UNICEF says policymakers still face uncertainty over what works, for whom, and under what conditions when deciding whether to invest in AI tools for education.

Speakers listed for the session include Fiorella Haim of Ceibal, Martín Elías De Simone of the World Bank, Juliette Norrmen-Smith of UNICEF’s Office of Innovation, María Paz Monge of J-PAL-LAC, and Michael Craft of UNICEF. The event will include simultaneous Spanish-English interpretation.

Why does it matter?

The session highlights a key challenge in AI and education: adoption is moving faster than evidence. As AI tools enter classrooms, policymakers need stronger evaluation methods to determine whether they improve learning outcomes, work for different groups of children, and risk reinforcing bias or exclusion.

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UNESCO expands ICT skills training to accelerate digital education in Tanzania

UNESCO, with support from the Republic of Korea and the Government of Tanzania, has trained 52 teachers in Dodoma to improve the use of digital technologies in classroom teaching and learning.

The four-day programme focused on implementing Tanzania’s 2025 ICT Competency Standards for Teachers through digital learning modules developed by the Tanzania Institute of Education. Teachers specialising in ICT, physics, mathematics and chemistry received practical instruction on digital teaching tools, online assessment techniques, educational technologies and open educational resources.

Participants highlighted the value of learning platforms and tools such as video recording applications, interactive quiz systems and collaborative digital learning environments. The programme aimed to help teachers use technology more effectively to improve classroom engagement, teaching quality and student learning outcomes.

Why does it matter?

Digital skills are becoming increasingly important across education systems worldwide. By equipping educators with practical ICT competencies, Tanzania is strengthening its ability to deliver modern, technology-enabled education.

The UNESCO initiative also supports broader efforts to reduce digital divides and build national capacity in education, particularly as countries increasingly integrate technology into teaching, learning and workforce development strategies.

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