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How to Plan & Deliver
Digital Skills Trainings
Download a checklist that helps you organize your training process step by step 👇🏽
How to Set Up Practical Matters 👩🏽🏫
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.
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.
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.
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.
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.
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.
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.
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) 📃
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.
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 Assess Needs and Skills ⚖️
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.
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.
1. Survey and question format
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:
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 🎯
1. Start with the theme’s objectives and resources Each theme in the training program includes:
clear learning objectives
how to coordinate the training
materials and demonstration tips
These serve as the foundational structure to help trainers design sessions effectively.
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
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 🔎
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.
Subtitles and playback speed Videos include subtitles, which can help learners understand, especially those with limited proficiency in the language. You can also play the videos at a slower playback speed to make it easier to follow the content.
Tips
Independent viewing prep 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.
Trainer coordination When more than one trainer is involved, coordinate responsibilities in advance. Decide who will take the lead for each theme to ensure smooth delivery and avoid overlap.
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.
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.
How to Deliver & Facilitate Trainings 👩🏽💻
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.
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.
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.
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 🤔
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 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.
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.
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.
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 on a PDF or Word document (Finnish), the Life Skills Model for All
Feedback survey on Microsoft Forms (English, Finnish)
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 🤝
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.
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
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
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.
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 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?
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.
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.
The aim of the instructions is to promote equality. The purpose is to strengthen the digital support provider's ability to operate in a multicultural environment. The instructions help the digital support provider improve their language and cultural awareness.
Please note that the instruction is under update and the new version will be available during autumn 2025.
Choosing Training Content
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.
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.
1. Survey and question format
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:
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?