A holistic approach, which includes knowledge, skills, and attitudes, is one aspect of delivering HRE. While transferring knowledge through HRE online was found to be doable, both in this study and subsequent workshops where trainers and educators debated results, it was noted that transferring skills and attitudes was much more difficult in the digital space. For example, while they were mostly successful in transferring skills for recognizing human rights violations and self-organizing online, they were only partially successful in transferring skills for working cooperatively, thinking critically, and listening actively.
In terms of attitudes, trainers and educators were successful in developing a sense of responsibility for one’s own actions and curiosity by delivering online HRE, but less successful in developing empathy, a sense of human dignity, and justice.
In terms of topics, educators and trainers found it the most difficult to deliver activities related to Culture and Sport, Disability and Disabilism, Migration, and Religion and Belief to online spaces. They found it easiest to deliver online NF programs on Gender, General Human Rights, and Media.
Interestingly, given that one of the primary goals of HRE is to inspire participants to take action after completing an HRE program, it is worth noting that the majority of respondents rated themselves as moderately effective in inspiring participants to take action. The best results were noted when it came to inspiring participants to take action during the program itself, and the least effective when it came to engaging participants around transformational strategies.