DigiGirls 4 Equal Future

All the partners at the time of the design started from what was published in the EU Commission Report, that is, that Europe has only 56% of the population with basic digital skills and just 9.8 m...

All the partners at the time of the design started from what was published in the EU Commission Report, that is, that Europe has only 56% of the population with basic digital skills and just 9.8 million ICT specialists. We believed that it is necessary to intervene using a method and a system and we set this as our objective, because we are convinced that the digital skills gap risks widening existing inequalities. With the rapid evolution of technology, people without adequate digital skills could have difficulties in obtaining a job or could be forced to accept lower-paid jobs, as well as having difficulties in exercising their social rights and citizenship in general. Given the Digital Education Plan promoted by the EU, we tried to teach students how to use digital platforms to implement their digital skills in formal education, also to improve the digital skills of students and teachers and provide digital infrastructures/resources for learning. Another objective was to promote digital inclusion, also to improve the digital skills of vulnerable groups.

Through the activation of three paths (socio-relational, linguistic-cognitive and emotional-affective), we introduced gender education to school, which does not mean canceling differences, but discussing them together to build an equal world. The experiences carried out promoted dialectical exchanges with peers (males and females) and allowed us to structure experiences that find in the impressions of messages ample sources of knowledge. This availability to the relationship leverages the body as a place of pleasure and displeasure, without neglecting the values ​​of affectivity and emotion. Playful experiences based on stimuli, impressions and information were proposed, methodologies that aim to recover the spontaneity of the body experienced as a subject of experience. The intent was to create a relationship of authenticity, a construction process that sees a tonic-emotional register of trust and security in the other inscribed in the play area. We have laid the foundations to allow everyone to live a life fully without constraints, in which the inside and outside of each individual can tune into the needs of growth and promotion of their full well-being.

At the end of the project, the participants acquired new digital skills and embarked on an egalitarian educational path. They acquired the ability to recognize acts of bullying and cyberbullying and to defend themselves from them. They learned what mobbing is, especially against women, and what laws protect victims. All the products created during the activities were collected in a blog. All partners can now offer equal opportunities to girls in digital education and have raised awareness by spreading it in their environment, in the nation and in online studies. They learned to investigate the fact that despite the equality of women in professions such as teaching, women do not find much space in the fields of administration and management. The students learned to recognize gender discrimination in social media, and to prevent it. The project team together with all school staff can thus create generations that can work as digital experts breaking down prejudices about women in education and in leadership positions in education Teachers have learned to support female students and guide them in the fight for themselves and on issues such as inequality, gender mobbing, to which they may be exposed.