By Sebastien Carrier, Ph.D. | Program Director
As the fall semester begins, we are delighted to share that our Digital Literacy Program continues to grow in 2025, empowering disadvantaged students across China with essential 21st-century skills.
From January to September 2025, the program reached an impressive total of 1,650 students across eight provinces — Jiangsu, Henan, Gansu, Guangdong, Yunnan, Tianjin, Anhui, and Shanghai. During this period, we recruited and trained 209 dedicated volunteers, who collectively delivered over 900 online and offline digital literacy lessons — a clear testament to the reach, quality, and impact of our work.
As the new semester unfolds, we are excited to welcome more than 1,000 new students into the program, continuing to expand our impact and inspire learning across China.
Over the past few years, we have made significant strides in developing a broad, innovative curriculum designed to equip students for the challenges of the digital age. Our courses now cover a wide range of critical areas, including STEM, coding (Scratch 3.0, Scratch Jr., Code.org), C++, Java, LEGO Spike, graphical programming, 3D printing, computer basics (Microsoft Office, internet safety, online research), and artificial intelligence (AI).
In 2025, we have not only refined existing courses but also introduced new AI and online coding modules, tailored to engage both younger learners and more advanced students. This expanded curriculum empowers students to deepen their understanding of programming concepts, enhance creativity, strengthen problem-solving skills, and cultivate adaptability — essential competencies for their future academic and career paths.
These accomplishments are made possible by the tireless dedication and generosityof our volunteers, donors, and supporters. Your continued commitment enables us to expand access to transformative educational opportunities for under-served children across China, fostering both their digital skills and their confidence to navigate an increasingly complex world.
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