On 10 June, the European Alliance for Apprenticeships (EAfA) held the webinar ‘Going digital − simulations and gaming in apprenticeships’. The webinar fell under priority one of the renewed EAfA, in particular the action Encouraging new pledges to incorporate the acquisition of skills for the green transition and the development of robust digital competences in apprenticeships.

The webinar included the following guests:

• Alessandro Brolpito, Senior Specialist in Digital Skills and Learning at the European Training Foundation.
• Andrew McCoshan, Senior Expert in VET and Director of Plexus Research & Consulting.
• Petri Ahoniemi, Head of the Educational sector of Industry and Transport at KPEDU (Central Ostrobothnia Vocational College, Kokkola, Finland). 
• Simon Broek, Senior researcher at Ockham IPS working on VET and apprenticeships in Europe.
• Tim Schreiber, Policy Officer in the unit in charge of vocational education and training (VET) and apprenticeships, Directorate General for Employment, Social Affairs and Inclusion at the European Commission. Tim mainly focuses on innovation in VET, higher VET and skills for the green transition.
• Unai Ziarsolo, Mechanical Engineer and a Senior Project Manager at the VET centre CIFP Miguel ALTUNA.

In 2019, 44% of the EU population (aged 16−74) lacked basic digital skills and 15% had no skills at all or had not used the internet in the three months prior to the survey. However, digital skills are becoming more necessary, both in the labour market and society. To address this issue, in March 2021 the EU adopted the European Social Pillar Action Plan where Member States set the target of equipping 80% of their adult population with basic digital skills by 2030. Acquisition of basic digital skills is also supported through numerous initiatives at the EU level, including the European skills agenda, the Digital Education Action Plan (2021-2027), and the European Education Area. VET institutions also play an important role in equipping people with digital skills and competences, particularly through work-based learning.

Taking the above into consideration, the webinar kicked off by discussing where simulations and gaming sit in the digital apprenticeship landscape. Speakers argued that simulations and gaming enable different ways of teaching and learning, including social/collaborative learning, project-based learning, learning by doing, learning related to real-world issues, and learner-centred teaching. Together they all help to develop the skills needed in the modern workplace.

The webinar presented some of the advantages of using simulations and games in apprenticeships, such as visualising abstract content, personalisation, faster feedback for learners, and lower costs (once the simulation/game is developed).

However, a number of challenges were also identified, for example:

• overcoming the high development costs;
• health issues in virtual reality, augmented reality and artificial intelligence;
• learners may miss the feeling of real experience.

During the discussion, webinar participants reached the following conclusions:

• integration of digital technologies in teaching and learning requires significant educational innovation and implies a process of planning for pedagogical, technological, and organisational change;
• school managers must ensure a strategic approach and an open and fertile environment;
• educators need to feel confident and competent in using and designing appropriate learning experiences for their learners;
• students need to be actively involved.

The webinar also presented the SELFIE tool − a free method for schools and institutions (including VET) to assess and improve their capacity to integrate simulations and games in their teaching methods.

The webinar attracted more than 140 registrations from over 30 countries around the world. Participants included education and training providers, regional authorities, company and business organisations, non-profit organisations, social partners, and others.