King's College London

The I-GIVE Digital Inclusion Labs, developed through the I-LEAD Centre at King’s Business School, brought together university students, schools, and industry partners to deliver digital skills workshops to Year 12 and 13 BTEC students across London.

The project engaged nearly 200 students across four partner institutions, including Christ the King Sixth Form, Royal Greenwich Trust School, Swanlea School, and London Leadership and Skills (LLS). Through a series of interactive workshops, participants explored topics such as artificial intelligence (AI), online safety, digital literacy, and pathways into higher education and employment.

A distinctive feature of the programme was its near-peer-led approach. Workshops were co-designed and delivered by King’s students, enabling participants to learn from near-peers with relatable experiences and insights.

Student mentors underwent training supported by Adobe, which introduced them to industry-relevant digital tools and AI applications. This helped ensure that workshop content reflected current digital practices while enabling mentors to build confidence in delivering sessions.

The impact of the programme extended beyond the classroom. Many mentors reflected on their experience and shared their achievements on LinkedIn, demonstrating the development of professional skills and confidence, as well as engagement with wider networks.

The programme reached BTEC students across a range of subject areas, including business, engineering, arts and media, and sport. The initiative also demonstrated a strong commitment to inclusivity, engaging students across different genders and including those with and without declared disabilities. This reflects the project’s broader aim of widening access to digital skills and supporting learners from diverse backgrounds.

The programme was supported by a practice-based evaluation, drawing on student feedback, teacher insights, and structured observations. Evaluation findings indicated that interactive and participatory activities were particularly effective in engaging students, with hands-on tasks and group discussions generating the highest levels of participation. Findings also highlighted the effectiveness of peer-led, experiential learning approaches in promoting engagement and digital confidence among vocational learners. However, the evaluation also identified opportunities for further development, including increasing hands-on interaction with digital tools and further tailoring content to specific disciplines.

The project culminated in a showcase event, where staff and student mentors presented the Digital Inclusion Labs model to a wider audience. The event brought together key stakeholders, including participating teachers, university staff, and industry partners such as Adobe, providing an opportunity to share insights from the programme and reflect on its impact.

During the showcase, student mentors demonstrated the workshop approach and shared their experiences of delivering sessions, while staff highlighted the pedagogical framework underpinning the initiative. Feedback from stakeholders was positive, with teachers emphasising the relevance of the content for BTEC students and the effectiveness of the peer-led model in enhancing engagement. Industry representatives also recognised the value of the project in developing practical digital and employability skills aligned with current professional practices.

The showcase not only reinforced the outcomes of the programme but also supported knowledge exchange and discussion around the scalability of the model, highlighting its potential for wider adoption in different educational contexts.

The I-GIVE Digital Inclusion Labs project offers a scalable model for combining digital inclusion, student learning, and civic engagement. By placing students at the centre of both delivery and evaluation, the initiative demonstrates how higher education can play a meaningful role in supporting communities while enhancing student learning and employability.