How to Plan & Deliver Digital Skills Trainings Download a checklist that helps you organize your training process step by step 👇🏽 Download Checklist Training Models 1. Theme-Based Training Build around a theme and market broadly to an unfamiliar audience. The theme addresses a development challenge affecting many (e.g. how to look for job positions or writing a CV) 2. Skills-based Training Build around the skill level of potential learners who might be interested in learning basic digital skills. It is easy to communicate with learners about the goals of the training sessions. 3. Target Group-Based Training Deliver to an already familiar group (e.g., a hobby group or ongoing course participants). Theme selected based on the specific development needs of the group. If you have a specific group of learners in mind, you can conduct a pre-interview to gather more information related to their digital skills level and needs. Schedule and Timing Things to consider: learners’ cultural backgrounds and life situations when planning training. Conflict-event check Identify if local events, festivals, or gatherings clash with class times. Cultural and life context Understand learners’ backgrounds, routines, and priorities. Holiday and prayer time Check religious periods (e.g. Ramadan), public holidays, school breaks, and prayer hours. Learner schedule alignment Match training times to when learners are free (e.g. avoid school hours if they attend integration courses). Childcare and care duties consideration Assess if learners care for small children or dependents, and consider offering childcare or flexible timing. Remove Barriers to Participation Childcare support If the potential group of learners includes parents of small children, consider arranging a babysitter or children’s activities, or the possibility of attending with children during the course to reduce barriers to attendance. Transport cost assistance If getting to the venue requires public transport, consider whether the organiser can cover the costs and clearly communicate this to learners. Training-group fit Training is easier to organise and follow when learners share similar daily rhythms (times when they are free) or have comparable starting levels of skills or language. Digital access check: Ask learners whether they have smartphones and/or computers; make venue and equipment choices based on whether learners need devices or rental support. Language of the Training Plain & supportive wording Depending on the learners' language skills, use simple and clear language, and provide help with translations or explanations as needed. Trainer language match If more than one trainer teaches, make sure they speak the learners’ languages well to help learning run smoothly. Focus stays on main goals While helping learners with language is important, the main training objectives should still remain the priority. Use extra help tools Be flexible — allow translators, learners helping each other, or language-support tools, so everyone can understand and follow the training. Group Size and Facilitation Small groups build confidence Small groups provide a safe and supportive space for sharing thoughts and learning from one another. If the group is large, it can be divided into smaller subgroups to keep the atmosphere personal and comfortable. Repetition supports digital learning To gain basic digital skills, learners need repetition. A single session is usually not enough for those who are new to the digital environment. Adapt to learners’ life situations Continuous participation can be difficult depending on each learner’s circumstances. Consider how often and how long sessions should be, such as a single full-day training or several shorter ones. Choose suitable teaching methods Lighter and more flexible teaching methods often work best for special groups, especially when teaching basic digital skills. Support motivation through involvement Learners are usually more motivated when they can take part in shaping the course content and activities. Balance teaching styles A more teacher-led approach can suit some groups better, while others may prefer minimal lecturing and more interaction or practice. Use assistants and peer support Make use of small groups, assistant teachers, or peer helpers when possible. An assistant teacher can offer extra help by showing learners step-by-step alongside them. Equipment, Venue and Location Choose a convenient, safe setting Select a location that your learners find easily accessible and that feels familiar. A place where they feel safe makes attendance simpler. New venues can spark interest Sometimes, using a new or different space can increase engagement. You know your group best: decide whether familiarity or novelty works better. Ensure access to devices & internet Since the focus is on digital skills, choose a venue that has internet access. Consider also whether you’ll use computers provided by the venue, have learners bring their own, or rent equipment. Not everyone has their own device Don’t assume all learners own a computer or a smartphone. Make backup plans for those without electronic devices so that everyone can participate. Check the language settings of rented devices Before the training, double-check which languages the rented devices are available in. This will help you prepare materials and instructions that match the language of your training. Recruitment of Learners Clear & compelling invitation Start with a strong course description, essential details, and a clear statement of why participation is valuable. Preferred communication channels Use the media and platforms learners already use. Reach them via multiple channels and repeat the message to increase the likelihood of engagement. Use partner networks Work with organizations already connected to your potential learners. This helps you reach more people and builds credibility. Personal invitation works best Invitations from trusted individuals or organizations increase interest. In communities, messages via familiar platforms (like WhatsApp or Facebook groups) are often more effective. Printed & digital flyers Posters and flyers still attract attention. Design materials for both online and offline use, and prepare multiple file formats (e.g., PDF, JPEG) for easy sharing. ✅ Check the downloadable material (button at the top of this page) for tips on communication before, during, and after your training sessions. Registration Easy & clear registration Make it simple for learners to sign up. Clearly show the registration deadline and the steps they need to follow. Specify compulsory information List what details learners must provide (e.g. name, contact information, language level, device access). Multiple sign-up options Offer more than one way to register, such as by phone, online form, or in person. Phone registration = deeper insight Using phone calls for registration can help you learn more about learners (e.g. their device use, language level, and learning goals), making planning easier. Example template on Microsoft Forms (Available in English and Finnish) 📃 Communication Tips Before Training Explain practical arrangements clearly Tell learners how to get to the venue, what equipment and facilities are available, and any other practical details (e.g. directions, parking, entrance, signs). First-meeting overview If it's the first session, share what to expect : how many people will attend, what the theme is, what the general goals are, and a detailed schedule (including breaks and meals). What happens in the first session Clearly explain what will happen during the first session so learners are not surprised and can come prepared. Bring-your-own items Tell learners what they need to bring: laptop or mobile device (if needed), notebook and pen, etc. Prepare availability of digital tools Ask learners ahead of time to find out their email address and password (if they already have one) before the first session so they can start using digital tools right away. How to Keep Communication Flowing After and Between Trainings Communication & Ongoing connection Send follow-up messages to those who were unable to attend the session. Be aware that the registration and the actual participant numbers might be different, even if you make sure to reach them beforehand, as learners’ life situations change. Continuous support Clearly communicate upcoming training dates, contact persons, and offer individual guidance to maintain motivation and connection. Engagement & Feedback Use pair discussions to explore learners’ expectations and reflect together as a group. Regularly check if new learning needs or skills emerge and adjust the course content accordingly. How to Set Up Practical Matters 👩🏽🏫 Top of page Practical Matters Needs & Skills Assessment Leaning Objectives Training Content Facilitate Trainings Feedback & Evaluation Supporting Learners How to Assess Needs and Skills ⚖️ Why and What For Understanding learners' contexts Make sure the digital skills you teach are relevant to learners’ everyday lives. For example, teach them how to use email, online services, or digital tools to support their work or personal tasks. When digital skills are tightly linked to daily needs, learning becomes deeper and more meaningful. Depending on learners’ level and motivation, focus on what is most useful to them — for example, buying a public transport ticket via app, using Google Maps, or logging into public services — rather than starting immediately with job-search tools. Understanding available equipment Find out what devices learners already have and what software they can use. For example, check whether they have access to computers and Microsoft Office, or whether they use free alternatives like Gmail, Outlook, or other web tools. Use that information to plan your training effectively. Methods Preferably before the first meeting, assess learners' digital skills and gather information about their access to devices, internet, and software. This helps you understand their starting point and adjust accordingly. Keep in mind that learners already possess some life skills, so it is beneficial to recognize those existing skills in order to identify areas for skill development. Methods: Through registration with an online form or a phone call Short survey Individual interview Group interview Separate phone call Combining with the first meeting Consulting trusted and active community members who know the learners and can help assess their digital needs and barriers. Tools and Surveys 1. Survey and question format Skill assessment template from the Model for All (Finnish) Skill assessment template on Microsoft Forms (English, Finnish) Use the same set of questions for self-evaluation before or at the beginning of the training and again after the training, in order to track learning progress and experiences over time. 2. Conversation tool by the Nordic Network for Lifelong Learning for individual interviews: The tool aims to identify specific barriers that are preventing citizens from using IT solutions. The conversation tool helps citizens explain and understand what feels challenging in the digital world. The tool serves as a starting point for further discussions about the type of assistance required and the next steps. The conversation tool consists of five different thematic sets of questions and is based on research findings. You can use one, several, or all themes in your work. Language options: English Swedish Danish Finnish Norwegian Icelandic Faroese 3. Group discussion Use the discussion questions from the training material to gain a deeper understanding of learners’ situations and their skill levels in using various types of devices and services. Navigate to: Trainings > Getting Started with Devices > Where Are Digital Skills Needed? How to Plan Learning Objectives 🎯 Thematic and Learner-Centred Objectives 1. Start with the theme’s objectives and resources Each theme in the training program includes: clear learning objectives how to coordinate the training existing materials and tips for trainers These serve as the foundational structure to help trainers design sessions effectively. The learning objectives, however, should be adapted to your group. For example, if some learners are new to computers, it may be more important to focus on basic skills before moving on to more advanced tasks. The toolbox allows you to adjust the focus depending on learners’ starting points and progress. 2. Use objectives as a guiding framework While planning the training, keep the listed objectives in mind. However, in a learner-centred approach, flexibility is key: be ready to adjust lesson plans based on the group’s level, needs, or pace some topics may require more time than originally scheduled include learners’ feedback and wishes regarding content or exercises throughout the course Setting and Reaching Personal Learning Goals 1. Incorporate learners' personal learning goals Introduce the theme, relevant services, contact points, and information sources. This helps learners connect the theme to their own life situations. Guide learners to define their own learning goals. Encourage them to think about what digital skill or ability they want to improve. The trainer or educator helps identify both the group’s shared focus and each learner’s individual goal. 2. Make personal goals concrete and actionable Each learner’s goal should be: discussed with the trainer refined to match the time and training structure written down clearly presented to the group (optional), who can offer support or suggestions The personal goal should include: a rough expected outcome the actions or steps needed to achieve it 3. Adapt according to training length In short training programs, it’s sufficient for the learner to describe their goal verbally and begin working on it immediately. In longer programs, goals may include intermediate milestones (e.g. compiling a list of people to contact, creating a digital CV, etc.). How to Choose Training Content 🔎 Training Materials Structure The DigiUp Toolbox includes six categories of training materials. You can choose content from these categories based on the learners’ needs and interests. If it feels difficult to select individual materials, you can explore the training packages, which offer ready-made learning paths that may suit your group. Each training material page includes: Learning objectives How to coordinate the tasks Materials needed Existing materials and tips for trainers, such as video links links to useful external resources demonstration tips for trainers How To Use The Materials Where to find the materials Go to the home page and scroll down to “Training materials,” or use the top menu called "Trainings", or use the search bar to find specific content. Using the training materials The materials can be used as provided or adapted to better suit your group’s needs. The methods emphasise active participation, interaction, and shared reflection. Duration and flexibility The suggested duration is based on the “Life Skills Model for All” and insights from the Toolbox piloting program. However, this is only a general guideline — actual session lengths may vary depending on the learners and their needs. Adapting to learners' levels and interests You can choose different tasks within each theme according to the learners’ digital skills and interests. The training can focus on one theme, a selection of themes, or cover all themes comprehensively. Adjusting as you go Feel free to adapt the content as the training progresses. Let the learners’ pace and growing interest in specific topics guide you in shaping each session. Video Materials The video links included in the training materials are supporting resources for both preparation and training delivery. You can choose to: Show the full video during the training Show only selected parts of a video Use the video as inspiration for how to explain or demonstrate a topic Subtitles and playback speed Videos include subtitles, which can help learners understand, especially those with limited proficiency in the language. If learners need subtitles in another language, you can use automatic subtitle translation, which is available on most video platforms. You can also play the videos at a slower playback speed to make it easier to follow the content. Tips How to speed up or slow down YouTube videos (YouTube Help) How to Change Subtitle Language on YouTube Independent viewing preparation If learners are expected to watch videos on their own, remind them in advance to bring headphones or earphones. This ensures they can concentrate without disturbing others. How To Use Open Badges In Trainings What Are Open Badges? Badges provide a means for learners to demonstrate the skills they have acquired. Upon completion of the training, learners can earn badges to showcase their digital competencies, which may be helpful when applying for jobs or advancing in their careers. These badges can also be an inspiring way to acknowledge personal growth in the digital world. How to use them in training Badges can be incorporated into existing training sessions or offered as standalone activities to enhance digital skills. Check the training packages for planning sessions where learners can work toward earning badges. Each badge takes approximately 1–1.5 hours to complete, progressing from simple to more advanced tasks. Explanation to Learners Begin by explaining what digital badges are, how they function, and their importance for employment and education. Setting Up Accounts Allocate time for participants to create Open Badge Passport accounts and learn how to handle badges. Local Adaptation Guidelines The badge content was originally developed in Finland by TIEKE – Finnish Information Society Development Centre, and may include references to Finnish systems or practices. If used outside Finland, the content may need to be adapted to fit local contexts. For support with localization, please contact us. Training Packages The training plans are designed to outline the potential content of a two- to three-hour session, depending on the theme, skill level, and use of open badges. Check out training packages Using AI to Support Training Preparation Training groups often include learners with different digital skill levels, learning speeds, and confidence. Trainers can adapt sessions by offering simpler tasks to beginners, extra challenges to more advanced learners, adjusting questions, slowing the pace when needed, and providing individual support. AI tools can help trainers plan and adapt training more efficiently, especially for mixed-level groups. AI can be used to: Create assessment questions to help choose the right module Adapt activities for beginner, intermediate, and advanced learners Create or adjust homework tasks Create short quizzes to check understanding Draft simple slide texts and suggest suitable images Example AI Prompt for Trainers Adjust the parts in brackets to match your training context. I am preparing a digital skills training on [topic]. The group has [number] learners. The training language is [language], and learners are non-native speakers. This topic is part of a [X-hour session] and will last [XX minutes]. Use the following content from the DigiUp Toolbox as the main reference and follow its terminology and learning goals. Do not introduce new topics or skills that are not included in the material. [Paste or link the relevant training materials] Task [choose options from the list below]: A. Assessment questions Create 5–7 simple questions to help decide whether learners should start at beginner or intermediate level. B. Adapted activities Adapt the main activity into three versions: beginner, intermediate, and advanced. C. Homework tasks Create or adjust homework tasks for beginner and intermediate learners. D. Short quiz Create a short quiz (multiple-choice or true/false) to check understanding. Include correct answers and short explanations. E. Slide texts Draft simple slide texts with short bullet points (one main idea per slide) How to Deliver & Facilitate T rainings 👩🏽💻 Beginning of The Training Sessions Communicate clearly about learning objectives At the start, ensure that everyone understands the theme and the objectives. The trainer supports group formation by example, emphasizing that everyone is equally valuable and learns and contributes based on their own unique circumstances. Tips 💡 Sharing one's own experience with digital skills, keeping the threshold low to ask questions in a peer-support mindset, rather than a trainer being the teacher, and then students are learners. Create Safe Space Rules: Ensure learners feel comfortable by being sensitive to their cultural and emotional backgrounds. Consider factors such as gender and family responsibilities. Time for repetition and accepting errors and mistakes. Emphasize introductions and open discussions. Promote equality—no comparisons, individual learning goals only. Encourage sharing and peer learning. Confidentiality must be stated clearly. Space to make mistakes and ask questions with a learning mindset. Ideas for Icebreakers Icebreaker with a ball and an introduction round. Expressing current feelings using emotion cards such as Dixit card. Pair interviews and introduce your partner to the rest of the group. Designing and Facilitating Inclusive Learning Pacing and vocabulary Take time to explain key vocabulary and repeat important terms. Repetition reinforces learning and supports understanding, especially for beginners. Proceed at a calm and steady pace. Focus on the essentials instead of trying to cover too many aspects of a theme at once. Building group connection At the start of the training, create space for everyone to get to know one another. The group serves as both a source of peer support and a co-learning environment. Allow plenty of time for a relaxed round of introductions. Give each participant equal time to share about themselves and their goals for the course. Choosing suitable software and platforms Many learners may not have access to paid software. Choose free and accessible alternatives such as Gmail or Outlook, which offer built-in word processing and spreadsheet tools. Using accessible tools ensures everyone can follow along and practice outside the training as well. Adapting lesson plans While the lesson plans are based on the Toolbox structure, remain flexible in your approach. Adjust the content and pace according to the group’s progress and interests. Encourage learners to suggest topics or activities they find useful. If your original plan doesn’t work, go with the flow. Do what’s possible with the time and resources available. Use the learning objectives to guide which exercises or tasks deserve more time, and adapt the plan accordingly. Adapting Training Materials to Extend the Training Content You can adjust the training materials to fit your session and your learners’ needs. For example, you can: Add extra practice exercises if learners need more repetition Give optional homework to support learning between sessions Create a simple PowerPoint presentation if it helps structure the training Practical Needs and Accessibility During Sessions Devices and tools Training may involve different types of devices and operating systems. Offer flexibility by allowing learners to work with various tools and platforms. Encourage them to help one another and be ready to adapt in real time to their needs. Including breaks Schedule regular breaks to help maintain energy and focus, especially important in demanding or mixed-ability groups. Breaks also give space for informal support and processing of new information. Session structure Design each session to include a balance of: Instruction (e.g., step-by-step demonstrations), Group work, and Hands-on practice. Begin by demonstrating a task clearly. Then allow learners to practice independently or in pairs, encouraging collaboration and shared learning. Language and accessibility considerations Ensure the language used is clear and appropriate for all learners. Use plain language, visual aids, and step-by-step demonstrations to support those with limited proficiency. Use automatic translation apps and encourage learners to support each other with their language skills. When using video materials, enable automatic subtitles or translations in relevant languages. Be aware that learners may have their devices set to languages you don’t understand. Also note that some participants may have limited or no reading and writing skills. Adapt your approach accordingly by incorporating spoken instructions, demonstrations, and visual support. Between and After Training Sessions Build Peer Support During the training, learners are encouraged to offer peer support and teach each other through group and pair discussions. At the end of the training, the trainer can reinforce group spirit by sharing collective feedback, taking a group photo, recording a short video, etc. Set Up a Communication Tool: Select a tool for staying in touch with learners and sharing materials (e.g., a WhatsApp group). Instead of manually adding people, encourage learners to join using a QR code. WhatsApp’s camera scans the code, and no separate reader is needed. Create a group and go to 'invite via link' in the settings. After generating the link, you can share it with a QR code for easy joining. Continuous Support If the training is organized over a different time period, it is important to make sure learners are not left alone. Thus, clearly communicating about the next training session, contact person, and possibly providing individual guidance time is a way to keep the motivation and connection with the learners. It is also good to remember that learners' life situations can affect their participation. Engagement and Feedback Pair discussion on expectations: Talk in pairs about hopes for the training content. Go through the answers together and note them. Define personal goals: What would the learner like to learn in this course? Write it down and revisit halfway and at the end of the course. As the course progresses, ask if any skills needed have emerged in the group that could be included. How to Collect Feedback & Evaluate 🤔 Sample Evaluation & Feedback Questions List the 3 most important things you learned (alone or in pairs) What was good about the training? What new things did you learn? What was useful for you? What do you want to learn next? What would you have liked more of? What did you not like? Self-assessment (Oral or Written) Self-assessment can be done through writing or discussion, depending on language proficiency. The goal is to observe the learner’s experience and identify the knowledge and skills gained. The facilitator can take notes. The facilitator may support reflection with guiding questions and share their observations. Guided Group Evaluation & Feedback Discussion Materials needed: Sticky notes and flipboard Total duration: about 30 min Divide participants into smaller groups of 2–3. Provide discussion prompts, such as: “What did I learn during the training?” Groups may write on flipcharts or post-it notes. Discuss in small groups for 10–15 minutes. Share thoughts with a full-group discussion. For example, each small group presents its notes to everyone. Focus can be on personal learning and growth (“What did I learn, what do I want to learn next?”) The trainer can ask each group to write them in a sticky note and put them on the flip board to document their learning and for organizing next training sessions. Self-assessment tree Materials needed: Papers and pens A tree metaphor for visualizing what learners have learnt: Roots = Basic knowledge Leaves = Key insights and discoveries Created from written reflections and shared discussions. Learning journal or portfolio Materials needed: Paper/ notes or digital documents. Ongoing during the training Learners document what they learn over time. Prompts may include: What did I learn? What does this knowledge mean to me? How can I use what I learned? What remains unclear? What do I want to learn more about? Facilitators can provide structured questions or encourage participants to take free-form notes. At the end, learners may share their journals with the group or the trainer. Feedback survey templates Feedback survey on a PDF or Word document (Finnish), the Life Skills Model for All Feedback survey on Microsoft Forms (English, Finnish) Certificate Templates Certificate for training participants - Template on Canva Certificate for trainers - Template on Canva Review the templates and adjust them as needed to suit your needs. How to Support Learners in a Digital World 🤝 Ways to Learn Digital Skills Learning digital skills can take place in different formats, such as: Individual support Group guidance Training sessions Online courses In a familiar context, you may have asked a family member or friend for help using a smartphone or computer, or they may have asked you for support with something digital. It's important to remember that learning digital skills can happen in both informal and formal settings. Digital Support Begins with Openness and Experience Anyone can offer support wherever help with learning digital skills is needed, if people have: Some digital skills – they don’t need to be an expert Personal experience with challenges using digital services or devices A willingness to help others as a peer The ability to support others in using digital tools and equipment The capacity to engage with and understand different kinds of learners Digital Courage: Building Confidence in a Digital World What digital courage means Digital courage is the everyday willingness to explore and try out new or updated digital devices, tools, and services. It’s about becoming more comfortable and confident using them—even when things feel a little unfamiliar or uncertain. Why digital courage matters Digital courage helps people gently step into new digital worlds, even when they feel unsure at first. In a fast-changing digital environment, it gives us the confidence to try, learn, and grow, especially important for those who may have had frustrating or discouraging experiences in the past. With digital courage, each small step becomes a doorway to greater independence and ease in everyday life. The role of trainers and digital supporters As a trainer or supporter, encouragement can make all the difference. By offering a warm, welcoming space where it’s okay to make mistakes and ask questions, we help learners feel safe and supported. More than just teaching skills, we are helping to build trust, spark curiosity, and strengthen belief in one’s own ability to learn and succeed in the digital world. Source: Digital Skills Report 2022, Digital and Population Data Services Agency Building Peer Support Peer – Peerness A peer is someone who shares a similar life situation or has comparable experiences. Peerness means sharing both the experience and the sense of mutual understanding with one another. Support With the right support, people are empowered to learn and succeed in doing things independently. Aim of peer support Peer support helps individuals recognize and build on their own strengths and resources. The goal is to encourage and guide others toward active and participatory roles in their communities or activities. Respecting Privacy and Personal Data As a digital support or trainer, you may come across sensitive personal information while guiding learners. Here’s how to handle these situations responsibly: Always maintain confidentiality Support learners discreetly and respectfully, especially when personal data is visible. Never share or discuss private information or documents with anyone else. Always keep private information confidential. This responsibility continues even after the support or training session ends. Let the learner stay in control Learners must always perform strong electronic identification themselves, using methods such as: Online banking credentials Mobile certificates Certificate cards If accessing personal data is necessary to provide support, continue only with the learner’s clear permission. Know your role and limit You are there to help with how to use digital services, not to interpret or influence the content (e.g. benefit applications or financial decisions). If the learner needs advice beyond technical guidance, refer them to the official service provider. People’s Learning Styles People Learn in Different Ways Everyone has their own learning style, often involving a mix of methods. To support different learners effectively, it’s important to use a variety of teaching approaches and exercises. One useful model to consider is VARK, which describes four common learning styles: Visual: learning through images, diagrams, colours, and spatial understanding Auditory: learning through listening, discussions, and spoken explanations Reading/Writing: learning through reading texts and writing notes or summaries Kinesthetic: learning through doing, movement, and hands-on experiences Source: VOCABULARY – Digi Teachers In practice, most people benefit from a multimodal approach, combining different styles to enhance understanding and retention. Reflection Think About Your Own Learning Experience What helps you learn best? Which learning styles or tools work for you? What doesn’t work well for you? How to Boost Learning How can we create a learning environment that supports all learners? What kind of environment works best to support others in their learning journey? Communication in Guidance Effective guidance, especially in digital skills training, relies not only on what we say but also on how we interact with others, both verbally and nonverbally. Nonverbal communication (Communication without words) Nonverbal cues strongly affect how people receive support. Pay attention to: Facial expressions and gestures: Are they friendly, calm, and open? Eye contact and body language: Show presence and attentiveness without overwhelming. Volume and tone of voice: Keep it calm, warm, and respectful. Liveliness and speed of speech: Speak clearly and slowly enough to be understood. Physical distance: Respect personal space; adjust based on cultural and personal comfort. Verbal communication Use plain language when appropriate: Avoid jargon and overly technical terms. Make use of pauses and supportive words: Give time for processing and reflection. Verify accuracy: Double-check that the information you provide is correct. Practice active listening: Be present and reflect on what others say in order to understand the messages clearly. Active Listening Give time Let the learner explain their situation in their own words. Don’t rush—giving time shows that their concerns matter. Be on their side Show that you’re solving the problem together, not from a higher position. Use encouraging body language and a calm presence. Show support through nonverbal signs Think about what kind of gestures, tone, and posture show you are listening and supportive. Avoid signaling frustration or impatience. Keep listening, even when you think you know the answer Listen until the learner feels heard and understood. Even if you know the solution, pause briefly before responding. This helps prevent the person from feeling interrupted or dismissed.

Contact us Who is the toolbox for? The DigiUp Toolbox supports those who guide adult migrant women in building confidence with digital skills. It provides practical, adaptable materials that make learning accessible and relevant to everyday life, from searching for jobs to using digital tools at work. By focusing on learning together, the toolbox helps create supportive environments where both trainers and learners feel empowered to grow. Why we focus on strengthening digital skills Beyond the workplace, basic digital skills are essential for everyday life—from buying public transportation tickets and booking appointments to applying for housing or study places—because many essential services are now primarily available online. Promoting digital inclusion is therefore not just a matter of efficiency but also a question of equity, social participation, and empowerment for all. Join our mission of promoting digital inclusion Development of the Toolbox Project The project is funded by the Nordic Council of Ministers for the period of March 2025 to March 2026. It focuses on enhancing the digital skills of migrant women to support their access to employment and improve social inclusion across the Nordic and Baltic regions. By equipping trainers, educators and community members with a co-created, multilingual toolbox, the project strengthens their capacity to deliver effective, inclusive digital skills training. Piloted in Denmark, Estonia, Finland and Norway, the toolbox is designed to be scalable and sustainable, supporting long-term integration and empowerment of migrant women. The toolbox's framework and materials are developed based on the Life Skills Model for All (Kaikkien-mallit, available in Finnish ), which emphasizes learner-centeredness and ensures that learning connects directly to real-life situations. Understanding learners' needs, backgrounds, and interests is at the heart of successful training. Additionally, the toolbox promotes shared learning, where everyone contributes their knowledge and skills. Parts of the trainers guide and training materials have been proofread and refined with the support of ChatGPT. Toolbox Project Worker Yuri Kitaba Expert | DigiUp Programme +358 (0)50 375 1203 yuri.kitaba@moniheli.fi Our Partners City of Vantaa The Employment Office of the City of Vantaa provide guidance on job-seeking and information on vacancies and training. They bring their expertise in supporting migrants in employment to the project. Job Seeking and Employment | Vantaa Wecode Platform The WeCode platform serves foreign nationals who have moved to Finland to adapt to the IT sector, develop themselves, make new friendships and thus integrate better into Finland. WeCode Platform The Neighbourhood Mothers programme run by Nicehearts ry is a peer support volunteer activity for women who have moved to Finland and organizes group activities, helps women and contributes to Finnish society. Neighbourhood Mothers ReDI School of Digital Integration is a non-profit tech school providing migrants and marginalized locals free and equitable access to digital education. ReDI School Denmark Tallinn Migration Centre is offering comprehensive support and various kinds of activities for Tallinn residents with migration backgrounds. Tallinn Migration Centre MiR is a network of parents and guardians of children and young people from diverse ethnic and cultural backgrounds. Their aim is to support ethnic minority families through providing guidance and counselling in the areas of school, family life and Norwegian society. Homepage MiR Reference Group The Lifelong Learning Foundation sr. (the Kvs Foundation) is a non-affiliated organisation with a focus on lifelong learning and the concept of Sivistys. They share expertise from developing the Life Skills Model for All, especially digital skills trainer models as well as pilot training on basic digital skills with women with migrant backgrounds. Website Sivis Study Centre is a nationwide institution for liberal adult education in Finland. They share expertise from developing the Life Skills Model for All, especially digital skills trainer models. Website Helsinki Finnish Adult Education Centre (Helsingin työväenopisto) Helsinki Adult Education Centre is the city’s own educational institution and cultural venue for adults. They offer a variety of courses, including digital skills courses. Website Omalle Uralle Project, Finnish Refugee Council provides tailored information and support to help women with migrant backgrounds find their direction in Finland. The project helps participants identify the right services and build their own career paths through guidance, training, and practical support. Project website Trust-M Project aims to understand how trust, inclusion and equality are present in current digital public sector services from a migrant perspective. It will create alternatives for novel digital public sector services that could upkeep trust and respect human rights. Trust-M project website Digidel is a website for instructors in basic digital skills. You can find free resources for use in teaching situations, as well as tips for instructors in Norwegian as well as in multiple languages. It is operated by the Directorate for Higher Education and Skills (HK-dir). Digidel Nordic Network for Lifelong Learning (NLL) supports Nordic cooperation in policy development and implementation regarding lifelong learning and competence development. NLL is a collaborative platform for adult education providers and policy makers. Website

Coming spring 2026

Practical work-life digital skills training for migrant women. Step-by-step guides on digital skills. Help migrant women access work-life by providing digital skills training. 💡Practical Resources to Help Trainers Plan and Deliver Trainings with Ease Is this for me? See Trainings Teach Digital Skills with Confidence How to use this site? Your Guide to Teaching Digital Skills Easy-to-use tools and tips to help trainers plan sessions, engage learners, and adapt to different needs. Explore each section for practical resources. Practical Matters Assessing Learners' Needs and Skills Defining Learning Objectives Choosing Training Content Delivering & Facilitating Trainings Collecting Feedback & Evaluation Supporting Learners in a Digital World Multicultural Guidance Skills Training Materials Explore hands-on and easy-to-apply materials for digital skill training. Use them as they are or adapted to your group’s needs . Check out the themes, use the keyword search to find what you need, or start from training packages if you are not sure where to start. Keyword Search See training packages Getting started with Technology See trainings Online Safety & Digital Rights See trainings Getting Started with Devices See trainings Job Search Skills See trainings Public E-services See trainings See trainings Digital Tools for the Workplace In collaboration with our partners. Our mission is to empower migrant women to strengthen digital skills and foster social inclusion. Read more about us Our Story The project is funded by the Nordic Council of Ministers for the period of March 2025 to March 2026. It focuses on enhancing the digital skills of migrant women to support their access to employment and improve social inclusion across the Nordic and Baltic regions. By equipping trainers, educators and community members with a co-created, multilingual toolbox, the project strengthens their capacity to deliver effective, inclusive digital skills training. Read more about us How to Create Digital Skills Trainings Read the step-by-step guide DigiUp Toolbox Privacy Policy Our Office Kalliolan Setlementtitalo Sturenkatu 11 00510 Helsinki Contact Us +358 (50) - 375 -1203 Office hours: Mon–Fri 9–17 yuri.kitaba(at)moniheli.fi © by Moniheli ry

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What is Artificial Intelligence (AI)? est. 45 min 💡 After this training: The learner is able to understand the basics of AI. The learner can identify where AI is used in daily life. 👀 How to coordinate this training: 1. Watch the video together or independently 2. Discussion with supporting questions in a group or pair Starter Questions: Which of the AI examples in the video have you used before? Can you find 3 apps on your phone that probably use AI? Were you surprised that AI is used in so many places? Do you feel more curious or more nervous about AI after this video? Can you think of a task in your daily life that AI might help with? Questions for Deeper Engagement: Would you trust AI to help you make a big decision? Why or why not? What is one way AI might make life easier for you? Is there a type of AI use that you find uncomfortable or strange? Check tips for facilitating the discussions. Demonstrate examples or ask learners to test out tools in a group Check the list of examples you can try to demonstrate, or give these as a task for each group. Materials needed: 💻 Computer 📲 Mobile phone ✨ Digital skills training about AI basics video language 🇬🇧 Tips for discussions: Where Do We See AI in Everyday Life? 📱 Examples: Your phone suggests words as you type You get movie or music recommendations You talk to Siri, Google Assistant You use Google Maps or Waze You translate languages on the web Instagram or TikTok shows you what you like You unlock your phone with face recognition Demonstration examples 💬 Use ChatGPT or Gemini (Text AI) Task: “What are three cheap and healthy recipes I can cook this week?” → Observe the reply. Was it helpful? Would you ask more? I’m going to a job interview. Can you help me prepare?” → Observe the reply. Was it helpful? Would you ask more? 2. Try a Text-to-Image Tool Use any tools you are familiar with or tools like Pixlr AI Generator or Bing Image Creator. Task: Type: “A woman working on a laptop in a cozy café in winter.” → Discuss: Does it match your imagination? What else would you try? Ask learners to suggest a few words and see what kind of image would be generated. → Discuss: Does it match your imagination? Describe what you see in the current moment and type that description. → Discuss: Does it match your imagination? What else would you try? Example outputs from ChatGPT 3. Use Voice Input with Google Assistant or Siri Task: Say: “Remind me to drink water in 10 minutes” → Discuss: Was this easier than typing? Say: "Can you set a timer for 30 seconds?" → Discuss: Was this easier than typing? What else would you ask? Resources and tips for deeper engagements video language 🇬🇧 Benefits: Saves time (e.g., writing help, navigation, voice-to-text) Improves accessibility (e.g., screen readers, translation) Helps in education, healthcare, and work Risks and Concerns: Loss of privacy or data misuse: When you use an AI-powered app like a face filter, a language translation app, or a smart assistant, it may collect your voice, photos, or location without you fully realizing it. That data could be stored for a long time, shared with other companies, or even sold. Bias in AI decisions (e.g., hiring, facial recognition): AI can treat people unfairly if it's trained on biased data. For example, an AI used to screen job applications may reject qualified candidates just because their name or background doesn’t match what the system thinks a good candidate looks like. Misinformation (e.g., fake images or voices): AI can create fake content that looks or sounds very real, like a video of a celebrity or a politician saying something they never said, or a fake voice message that sounds like a family member. These can be used to confuse, manipulate, or scam people. 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions

Messaging apps (e.g. WhatsApp) est. 45 min 💡 After this training: The learner gains the courage to use e-services and applications. 👀 How to coordinate this training: 1. Discussion in a group Discussion: Do you use WhatsApp a lot? What kind of communication do you use WhatsApp for? Do you like using instant messaging services? Do you use an instant messaging service other than WhatsApp? Extra discussion regarding privacy and safety Who can see your WhatsApp profile photo and last seen? Do you know how to change that? What would you do if you got a message from a stranger? Would you reply or block them? Do you know how to block or report someone on WhatsApp? Why might this be useful? Is it safe to share your address or bank details on WhatsApp? What kind of information should you not share? Have you heard of "scam" or "fake" messages? What should you do if a message looks suspicious? Materials needed: 💻 Computer 📲 Mobile phone 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions ✨ Digital skills training about messaging apps Video language 🇬🇧 Video 🇫🇮 Ota Whatsapp tehokäyttöön (Yle Digitreenit) Demonstration Tips 💡 Show how to: Open a chat and send a text message Record and send a voice note Share a photo or video from the gallery Create a group and explain its purpose Make a voice or video call Adjust privacy settings (e.g. last seen, profile photo) Use a second phone or demo account to simulate two-way communication, if possible Encourage learners to try sending each other a message or photo

☑️Review Exercise: Device settings and features est. 90 min 💡 After this training: The learner can identify and select the appropriate device (e.g. computer, tablet, phone). The learner can use the most common digital devices, their basic functions and adjust settings. The learner will be able to check whetherthey are connected to a wireless or wired network. 👀 How to coordinate this training: 1. Opening the computer Reserve time to open the devices and familiarize with them. Step by step, get familiar with the devices Let's go through the following in a guided and step-by-step manner: Opening your computer or mobile device. Let's get acquainted with the different storage locations and folders on the device. Let's check if the machine is connected to the network and to which network. Connect the computer to the network. Open a web browser and get acquainted with the different browser options. If relevant, open the email from your own device. Let's agree on where the exercises can be saved. Let's compare the functions of a computer and a mobile device. Lock your computer or mobile device. Shutting down your computer or mobile device. Materials needed: 💻 Computer 📲 Mobile phone ✨ Digital skills training about various devices Trainer Tips 💡 1. Opening your computer or mobile device Tip: Show the power button on both a laptop/desktop and a mobile device. Let participants try themselves, even if it takes a few attempts. Encourage: “It’s okay if it doesn’t work on the first try—this is how we learn.” Variation: If devices differ, ask participants to describe where their own power button is. 2. Getting acquainted with storage locations and folders Tip: Use analogies—compare folders to physical file cabinets and documents to papers inside them. Visuals: Demonstrate how icons (like “Documents” or “Pictures”) help organize information. Practice: Ask learners to create a new folder and name it. 3. Checking if the machine is connected to the network Tip: Show how to find the Wi-Fi icon (usually top-right on mobiles, bottom-right on computers). Support: Walk slowly through what different icons mean (connected, disconnected, limited). Engage: Have participants check their own devices and tell you what they see. 4. Connecting the computer to the network Tip: Demonstrate connecting to Wi-Fi, then ask participants to try step by step. Reminder: Mention that passwords are often case-sensitive. Encouragement: Normalize mistakes—if someone mistypes, remind them everyone does this. 5. Opening a web browser and exploring options Tip: Show the main browsers (Chrome, Firefox, Edge, Safari). Ask which one they have. Exercise: Open a simple website (e.g., a news page or weather page) to make it relatable. Discuss: Show how browser tabs let you do multiple things at once. 6. Opening email from their device Tip: Guide participants to the email app or browser-based email. Support: Remind them it’s okay if they forget their password—walk through reset if needed. Encourage independence: Let them open their inbox and find one recent email. 7. Agreeing on where exercises can be saved Tip: Offer 2–3 clear options (desktop, documents folder, or a dedicated “Training” folder). Activity: Ask participants to choose one and practice saving a simple file there. Reinforcement: Remind them that consistency makes finding files easier. 8. Comparing functions of a computer and a mobile device Tip: Use a chart (big screen vs small screen, mouse vs touchscreen, multitasking, portability). Interactive: Ask participants to share what they prefer about each. Bridge: Highlight similarities (both can browse, send email, connect to Wi-Fi). 9. Locking your computer or mobile device Tip: Demonstrate both quick methods (Windows: Win + L, Mac: Control + Command + Q, mobiles: side button). Explain: Locking is like closing the front door—it keeps your information safe. Practice: Have participants try locking and unlocking. 10. Shutting down the computer or mobile device Tip: Differentiate between sleep, restart, and shut down. Use simple language. Show: On mobiles, press and hold power button; on computers, use the start menu/Apple menu. Closing ritual: End the session by having everyone shut down their devices together. Notes ❗ It is perfectly okay to skip some steps or adapt the sequence depending on the learners’ pace. Focus on building confidence and moving at a speed that matches their learning style. 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions

Converting Documents into Digital Format est. 45min 💡 After this training: The learner will gain the skills to use a mobile device. 👀 How to coordinate this training: 1. Go through various ways and demonstrate Many online services require sending attachments. Let’s go through different ways to create an attachment. By taking pictures of the documents on the phone Scanning the documents by using a printer or a phone, such as Google Drive , Microsoft Lens , iPhone's Notes App . 2. Exercise Take a photo of a document using your phone: Materials needed: 📲 Mobile phone 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions ✨ Digital skills training about converting documents into digital formats Video language 🇬🇧 Video language 🇬🇧 Demonstration tips 💡 A. Taking Pictures of Documents Show how to open the phone camera. Demonstration Tips: Place the document on a flat surface. Ensure good lighting (natural or turn on room lights). Use the flashlight/flash option if needed. Hold the phone steady and take the photo from above. If the document looks crooked, try different angles or distances. B. Scanning with Apps Introduce scanning apps like Google Drive (Android), Microsoft Lens (Android/iPhone), or Notes App (iPhone). Live demo: Open the app. Select the "Scan" option. Position the document. Capture, crop, and save as PDF or image. Explain how to find the saved file afterwards. Digital Badge

Different web browsers and search engines est. 60 min 💡 After this training: The learner is able to search for information online (search terms, search engines). The learner is able to search for different forms of information (text, image, video). The learner is able to assess the reliability of digital content. 👀 How to coordinate this training: Watch the video together or independently Discussion as a whole group or in a small group Let's discuss together What search engine alternatives are there? Which search engine do you use? Do you use different ones on your phone and your computer? What kind of experiences have you had using them? What does privacy mean? How do I protect my privacy? Demonstration and exercise Select the search term. Enter the search term into different search engines and get acquainted with the results. Let's try text and image search. Let's go through the results and the learners' observations together. You can use demonstration tips. Additional exercise Identify internet browsers on WordWall . Choose four answers out of 6 options. 🇫🇮 Tunnista Internet-selain (World Wall) Mater i als needed: 💻 Computer 📲 Mobile phone ✨ Digital skills training about searching for information on the internet video language 🇬🇧 video language 🇬🇧 Presentation Slides and Notes for Presentation 🇬🇧 Learn to use the internet (Digidel). The website is in Norwegian, make sure to use the automatic translation to change the website language. This is one of the introductory courses for those with tablets and smartphones. They must be able to connect to the internet and use it to follow some of the courses listed on the website. Please note that some contexts are based in Norway, but you can use slides and notes to get some tips on demonstrating and explaining this topic. Video 🇫🇮 Tiedonhaku internetistä: tekijänoikeudet ja luotettavuus (Osuvat Taidot) Link 🇫🇮 Viisi vinkkiä tehokkaampiin Google-hakuihin (Yle digitreenit) Plain language material 🇫🇮 Tervetuloa digitaloon! Click "Siiryy taloon" -> Choose item 7 -> Presentation materials and games are available Plain language material 🇫🇮 Tiedonhaku ja selain (SelkoDigi - opiskelumateriaalit) Vocabulary Game on Wordwall 🇫🇮 Tiedon haku - mitä sanat tartkoittavat? (SelkoDigi - opiskelumateriaalit) Demonstration tips: How to Do a Search on the Web 🔎 Step 1. Open the Browser Click on the browser icon (e.g., Chrome, Firefox, Edge, or Safari). You might explain:“This is a web browser — the tool we use to open websites and access the internet.” Step 2. Show the Top Bar Point to the long bar at the top (address/search bar). You might explain:“This is where we type what we want to find. It works like a search box.” Step 3. Understand a Typical Website Layout Show a simple website (e.g., your organisation's website, a news site, Wikipedia). Point out: Header (top part, often has the website name/logo and main menu) Navigation menu (buttons or links to different sections, usually at the top or side) Main content (the middle area with the main text, pictures, or video) Footer (bottom part with extra links, contact info, or copyright) You might explain: “Most websites are organized like this, so once you learn the pattern, it’s easier to find things.” Step 4. Type a Search Slowly type a simple example like: how to write a CV . Press Enter on the keyboard. You might explain:“I’m just typing what I want to look for, like a question or topic.” Step 5. View Search Results Point to the list of links that appear. You might explain:“These are results from a search engine. Each link takes you to a website with more information.” Step 6. Open a Result Click on one of the blue links (avoid ads at the top). You might explain:“Clicking a link opens a full page with the information we searched for.” Step 7. Go Back to Results Click the back arrow (←) at the top left of the browser. You might explain:“If we want to try a different link, we use this arrow to go back.” Step 8. Do an Image Search After a normal search, point to the menu under the search bar (e.g., “All – Images – Videos – News”). You might explain:“Sometimes we want to see pictures instead of reading text. By clicking ‘Images,’ the search engine shows us photos related to what we searched.” Click “Images” and show the picture results. Hover or tap on a picture to see a larger version. Click on the image to visit the website where it came from. You might explain: “Image search is useful for recognizing things, getting ideas, or checking what something looks like. But remember — pictures come from websites, so always check the source before trusting them.” You can find more information and training materials about copyright: What is Copyright? | ToolBox Step 9. Optional: Voice Search Point out the microphone icon if available. You might explain:“On some devices, you can speak your search instead of typing it.” Step 10. Try a Group Search Ask: “What should we search for together?” Use their idea to repeat the steps — also try an image search. Briefly show alternative search engines: Google, Bing, DuckDuckGo, Yahoo, etc. Digital Badge 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions

New applications for everyday life est. 60 min 💡 After this training: The learner gains the courage to use e-services and applications. 👀 How to coordinate this training: 1. Discussion in a small group Let's discuss together: Tell us which applications you use regularly on your phone. Have you found a new application that has been really helpful? Each learner presents their favourite application to the group: Application name What do I use it for? Why do I like it? 2. Additional task You can present your favourite applications by using PowerPoint. You can add pictures or screenshots of the application to the presentation. For example: QR reader, PDF reader, online grocery stores, travel tickets, parcel pickup applications, etc. Materials needed: 📲 Mobile phone 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions

Google Translate est. 30 min 💡 After this training: The learner will know how to use automatic translation apps. 👀 How to coordinate this training: 1. Explain and demonstrate or watch the video Basic functions of the application: To translate a text into another language For example, to translate a Finnish text into your native language Google Translate can be downloaded to your phone from the App Store or Google Play. You can also use Google Translate with a web browser. 2. Discussion Discuss the following topics together: Have you used the application before? Do you use other applications for translations? How does translation work? Go through the features of translating via text, audio, websites and camera functions. 3. Exercise Download the app if learners do not have one. They can also use any translation application that learners have. Materials needed: 💻 Computer 📲 Mobile phone 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions ✨ Digital skills training about Google Translate Video language 🇫🇮 Video language 🇬🇧