Pilot Implementation of the EPII Project in the Netherlands
The pilot was intentionally designed to reach diverse audiences: regular secondary school parents, primary school parents with an immigrant or language-support background, and individual experts who could offer more specialized feedback. Across all groups, participants reported clear improvements in their understanding of online safety, AI-generated content, fake news, and protecting children’s data. Pre- and post-survey comparisons consistently showed upward shifts in confidence levels, complemented by rich qualitative feedback. Parents expressed that they now better understand how to explain misinformation to their children, how to evaluate the safety of apps, and how to protect personal information—both their own and their children’s.
Interactive elements such as simple games, quizzes, and infographics proved highly effective. Many participants appreciated how these tools made it easier to discuss difficult topics with children, especially those in younger age groups. The ability to check sources, recognize fake news, and understand AI were frequently mentioned as valuable outcomes. Participants also reported increased awareness about online privacy, with several stating they would now be more cautious about sharing photos or data online.
Despite these positive outcomes, the pilots also revealed several technical challenges. Many participants struggled with MOODLE’s login process, unclear navigation, or difficulty locating the modules. Buttons such as “enter course” were often overlooked due to their placement or size. These findings highlight a clear need for improved usability in future iterations.
Facilitators observed steady progress throughout the pilot despite its online format. While direct observation was limited, survey results and participant comments demonstrated meaningful learning gains. Facilitators remained responsive to questions and technical issues, ensuring participants felt supported.
Looking ahead, Pro Work—based in the municipality of Schouwen-Duiveland—will continue collaborating with the schools involved. A follow-up pilot is already being discussed with Pieter Zeeman Lyceum for January 2026, aligned with an upcoming school market event. Additionally, the Dutch EPII modules are planned for integration into a new society app currently being developed by the municipality, set for launch in December 2025. This integration will broaden access to the modules and ensure long-term sustainability of the project’s outcomes.
Participants also expressed interest in extended or follow-up courses, more interactive elements, and additional content—particularly regarding AI. Based on this feedback, future editions may incorporate more group-based activities, case examples, and hybrid formats that combine online and in-person learning.
Overall, the Dutch pilots demonstrated strong engagement, clear learning progress, and valuable insights for future development. The combination of school-based and individual participation created a rich testing environment, and the feedback gathered will directly inform the refinement and expansion of the EPII modules in the Netherlands.