When it comes to digital transformation, new technologies, digital tools, and technical infrastructure often take centre stage. However, sustainable digital transformation also depends on having people who can understand these technologies, use them effectively, and apply them according to their own needs. For this reason, education and training have become important building blocks of digital transformation.
However, effective digitalization training is not simply about developing comprehensive content. Delivering the right content to the right target audience, through the right method and at the right time, plays an important role in maximizing the benefits of training.
A One-Size-Fits-All Approach to Digitalization Is Not Possible
Digital transformation does not mean the same thing for every business or professional. For an SME, becoming familiar with basic digital transformation tools may be a priority, while for a researcher, the more pressing need may be to implement advanced manufacturing technologies or understand how a new technology can be integrated into research processes. Similarly, the expectations of an early-career engineer may differ significantly from those of a professional with many years of industry experience.
For this reason, digitalization training should be designed by taking into account the knowledge levels, needs, and fields of activity of different target groups.
The training sessions, webinars, seminars, and practical activities carried out within the scope of EDIH MIDAS provide an important example of this diversity. Covering topics ranging from digital transformation and European Union funding opportunities to the use of digital technologies in SMEs’ technical processes, additive manufacturing, materials science, advanced manufacturing technologies, and various digital competences, these activities enable content to be developed for different target groups.
How Can We Reach the Right Target Audience and Increase Participation in Training Programmes?
Reaching the right target audience is not a communication activity that begins after a training programme has been prepared; it is a process that should be considered from the very first stage of training design.
At this point, short needs assessments can be useful. Surveys or interviews conducted before training can help identify the areas in which the target audience needs support, their existing level of knowledge, and their preferred training formats. In this way, training programmes can be designed to respond to a genuine need rather than being based solely on a general topic.
Diversifying communication channels according to the target audience can also help increase participation. Focusing solely on SMEs is no longer sufficient to strengthen competitiveness. Vocational schools, universities, and academics should also be included in the design of training programmes. Bringing different actors together can increase the impact of digitalization efforts. While sectoral organizations, chambers, organized industrial zones, and business networks can be effective channels for reaching SMEs, universities and research centres can provide valuable access to researchers, while university communities and career centres can help reach students and young engineers.
In addition to face-to-face programmes, delivering training activities remotely through social networks and other digital channels can further increase accessibility and participation. The Digital Transformation Academy, planned within the scope of EDIH MIDAS, represents an approach that can make a difference in this regard.
From Knowledge to Application
One of the factors that strengthens the impact of digitalization training is supporting theoretical knowledge with practical application. Particularly in technical fields, simply learning what a technology is may not be enough. Seeing how a technology is used, examining real-world applications, and relating newly acquired knowledge to one’s own field of work can strengthen the applicability of learning.
This approach enables a shift from “knowledge transfer” to “actionable knowledge” in digitalization training. Supporting training programmes with workshops, technical demonstrations, or technology testing activities can also contribute to the continuity of the learning process.
From Training to a Learning Journey
Rather than viewing training as a standalone event, it can be considered the starting point of a longer-term learning journey. A basic digital transformation training can be followed by a practical workshop, while technical training can be complemented by consultancy or activities such as Test Before Invest.
In this way, participants not only acquire new knowledge but also have the opportunity to explore how they can apply that knowledge to their business, research, or professional development.
Collaboration among project partners and different stakeholders is also important in this process. Involving universities, research centres, industry organizations, SMEs, and experts in training activities can bring together different needs and perspectives. Making use of the diverse expertise and communication networks of project partners can also help training programmes reach a broader range of target groups.
From Feedback to Continuous Improvement
As digital technologies continue to evolve, training needs also change. Therefore, increasing the impact of digitalization training is not simply about organizing more training programmes. It requires understanding needs correctly, shaping content according to the target audience, incorporating practical applications into the process, and reflecting feedback in future activities. At the same time, keeping training content up to date and supporting a lifelong learning approach are essential.
Ultimately, the real impact of education and training in digital transformation should be assessed not only by how many people participate, but also by how effectively the knowledge gained can be put into practice. Reaching the right people with the right knowledge through the right approach is one of the key elements in strengthening the human-centred dimension of digitalization.
