The purpose of the research was to develop knowledge of social impact evaluation of youth digital projects in Scotland.  


To understand the process of evaluation, it was necessary to examine the perspectives of both digital youth workers and digital youth projects participants.  Both groups provided insights into their experiences of social impact evaluation of digital youth projects and proposed future evaluation solutions.

The analysis of young people’s active participation in digital culture co-creation can be noted across various academic disciplines. However, while an increasing amount of information is provided on how to engage young people in digital projects, there remains limited information on how to evaluate their experiences of the process.


Currently, there is a knowledge gap in the way young people view their experiences of digital youth project facilitation and its evaluation. It is also evident that further research is required to understand youth workers (or digital youth projects facilitators) and their experiences of social impact evaluation.

To address the research, gap the following research questions were examined:


RQ1. What is the current understanding of the social impact of youth digital culture co-creation?


RQ2. What are the approaches used to evaluate the social impact of digital youth culture co-creation in Scotland?


RQ3. What are the experiences and perceptions of social impact evaluation among digital youth culture co-creation projects participants and projects facilitators in Scotland?


RQ4. To what extent could digital youth practitioner-led and youth-led social impact evaluation recommendations alter current evaluation practices?


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Dr Alicja Pawluczuk

Alicja’s research, art and community education practice focuses on digital inclusion and education, gender digital divide and feminism. She is a founding director of the digital inclusion and digital storytelling collective Digital Beez. Through the use of participatory, critical and multidisciplinary approaches, she aims to examine the power dynamics associated with the digital and data divides.

Alicja’s digital inclusion practice is rooted in the areas of democratic education and community development. She has extensive experience in digital inclusion community projects design, facilitation, and evaluation. Both her community engagement practice and her research are characterised by the use of experimental and interactive methodologies. Over the last 10 years, her work has been responding and changing in accordance with the contexts of digitalization of society. Alicja has a track record of peer-reviewed publications and cross-disciplinary public engagement activities. Both her research and practice are characterised with the use of experimental and creative methods. She has managed and contributed to digital literacy and digital inclusion and learning projects with the United Nations, the Council of Europe, and Erasmus.

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