How new technologies help to build an inclusive society and educate children: DarwinLand and Lenovo talked about the project “Barrier-free dream town”

Head of Lenovo commercial devices in Ukraine Mykola Antonyuk noted that supporting the “Barrier-free dream town” initiative is a continuation of Lenovo’s values. The company pays a lot of attention to the topics of education, development of the creative community, entrepreneurship and socially important projects. Lenovo is convinced that new technologies will improve the welfare of society and give impetus to the development of barrier-free development.

Why did Lenovo decide to support the initiative? How does this align with the company’s values?

Mykola Antonyuk: As a responsible business, Lenovo in Ukraine supports socially important projects of various directions: these are projects for educators, and support for entrepreneurs, the Ukrainian creative community, etc.

Educational initiatives are one of our priority directions, because learning is closely related to technology: they can improve it, speed it up, make it easier and more interesting. And we strive to make smart technologies accessible to everyone and they can really change the future for the better. In addition, we support and share DarwinLand’s strategy to make education modern, interactive and adapted to our realities. The “Barrier-free dream town” program combines all these components.

Why is it important to talk about inclusiveness today? Why should children be taught its principles?

Mykola Antonyuk: The issue of accessibility has always been important. However, we all understand that this issue is becoming even more acute for Ukrainians now. As of September 2023, in Ukraine was 40 thousand people who lost limbs. And this is only one of the categories that require “barrier-free” in society at all its levels: from employment to the organization of space. We believe that technologies, in particular, can help in solving modern challenges.

And to build a new future with equal opportunities, to live in it, to set norms and principles will be the generation that is still children. That is why it is important to establish an understanding of inclusiveness early on, presenting a complex topic in an understandable way.

Why should children be taught practical design, modeling and art literacy skills?

Mykola Antonyuk: In addition to the school curriculum, it is important and interesting for students to get acquainted with the latest technologies that have a perspective on the market. This helps you decide on your future career earlier, broaden your horizons, and acquire the required tools and practical skills (as well as financial literacy). Design and modeling are one of these fields.

We at Lenovo actively follow the development of Ukrainian creators: this is an incredibly talented community behind world-famous films, games, products, advertising, etc. If we can help children move in this direction now, we want to do it! And, judging by the final works of the participants of the marathon, the community of Ukrainian artists will soon be replenished with new stars.

DarwinLand operations director Oksana Khodorog noted that thanks to the “Barrier-free City of Dreams” initiative, hundreds of children understood what inclusiveness is and how new technologies help to build it. Gamification of the educational process, professional teachers, and a comprehensive approach helped children learn the basics of 3D modeling, financial literacy, and the principles of barrier-free learning.

How did the idea to launch the “Barrier-free dream town” project come about? What motivated you to organize the initiative?

Oksana Khodorog: The idea to start a social project originated with us quite a long time ago. Today, the topic of inclusiveness is gaining momentum. Three years of the war have not passed, and unfortunately, many of our students are faced with this question. Also on YouTube was a very popular project by military officer Oleksandr Teren “Leg Dump or All Inclusive”, which clearly demonstrated that our everyday life and worldview (both children and adults) are not ready for the realities in which we live and in which we will have to live for many more years.

That is why we decided to focus on the topic of barrier-free. DarwinLand was very careful with this because the subject matter is very sensitive and it had to be made interesting and interactive for children. In addition, it was important to convey that technology can help solve accessibility problems. We also focused on how to properly treat people with disabilities, how to call a spade a spade so it doesn’t offend anyone, how to show that people should be equal in their abilities.

What impressed you the most during the project?

Oksana Khodorog: We were very pleasantly surprised at how aware the children were about the topic of barrier-free accessibility. They experienced and perceived the project very closely.

The first day of our marathon was especially emotional. We offered the children to virtually sit in a wheelchair, in which they can move around the virtual city and experience first-hand all the difficulties that people with impaired motor function can face. As a result, all the children realized that there are many problems in our environment that we don’t even think about.

Who could take part in the “Barrier-free dream town” project? How was the recruitment of participants organized? Was there a division by age categories?

Oksana Khodorog: When we started the “Barrier-Free City of Dreams” marathon, we wanted as many children as possible to take part in it. Therefore, we did not set an age limit and did not set additional rules. As a result, about 600 children joined the project. These are Ukrainian children from all corners of Ukraine and the world. And our online marathon allowed them to feel at home.

It was very important to make the tasks interesting, dynamic and easy enough that everyone could handle them. It is clear that you cannot get any professional skills in three days of the marathon. But this was not the goal of the project – we wanted every child to understand what inclusiveness is and to learn about different skills and how to work with them.

In general, DarwinLand has many other free educational projects in the framework x in which children can try themselves in different directions within 3-4 days.

How was the learning process organized?

Oksana Khodorog: Children went to the marathon page, registered – the registration procedure was quite simple. Then the participants entered the chatbot and were in the learning space for three days. They had separate chats with teachers who supported them, answered questions and helped with assignments.

From the first day of the marathon, the children received various tasks. This is a short recorded video lesson and homework.

During the three days of the project, the children were given lessons and tasks aimed at different directions. The first day was 3D modeling, the second day was graphic design, and the third day was devoted to financial literacy.

I really liked that the children actively communicated with each other. After our courses, they often find friends and continue communication.

Which tasks did the participants like the most?

Oksana Khodorog: Depending on the age, one thing was easier for someone, another for someone, but each child tried himself in different activities.

Younger children easily painted the city or wheelchairs. They understood that optimization requires funds and how they can be earned. Older children did a great job with 3D modeling. After all, this direction can be used in various fields – from medicine, technical specialties to architecture, engineering and other fields.

But everyone’s favorite task was to design the town, taking into account the principles of barrier-free accessibility. This is a creative task and children are driven by it.

Surprisingly, many children are interested in opportunities to earn money from an early age, so all the tasks that were related to money also aroused great interest.

How did you popularize the project?

Oksana Khodorog: In this project, we very carefully and diligently chose partners who share our values ​​and who adhere to the same principles in their activities.

We popularized information about the project through our channels, social networks, as well as through our partners.

It is interesting that during and after the marathon, the children themselves shared the results of the project, talked about their skills and published their works on social networks.

Were there contests, raffles, discussions within the project?

Oksana Khodorog: On the last day of the marathon, children played with tablets and headphones. We are very grateful to our partner Lenovo, which prepared useful and interesting gifts. With technology, participants will continue to be able to practice new skills, including design. Besides the benefits, children will always be children. No matter how serious the topics are, prizes are always a good motivation for them.

Are similar initiatives or continuation of the program planned in the future?

Oksana Khodorog: We are currently thinking about the topic of the next project, which would also have a social orientation and be interesting and exciting for children.

How to properly structure training in order to better convey such a difficult topic to the younger generation?

Oksana Khodorog: Competent selection of teachers is important here. Children need to understand what needs to be done so that each person feels comfortable. That everyone should have equal opportunities.

It was very important to convey that compliance with the principles of barrier-free access is a mandatory component for building an equal future for all.

How exactly do children and teenagers see accessibility today?

Oksana Khodorog: The children are very aware of the topic of inclusivity! Most of them are serious about it. Unfortunately, the war affected childhood and made children more mature.

Children understand that accessibility is not an option, but a necessity. They do not hide from this problem, they are not ashamed to look. Children assess the situation absolutely realistically and know that we must give everyone the same opportunities. They understand that people need our help and understanding.

On the first day of the marathon, when the children sat in a virtual wheelchair and tried to move around the city, they realized that those things that we usually do not pay attention to, that is, the height of the handrail, steps, etc., turn out to be quite important in other circumstances.

And it was after the first day that they realized that it was necessary to make the environment comfortable so that everyone could move around comfortably. All this was reflected in 3D models of this environment.

But children remain children. Therefore, in addition to all the arrangements, they also painted everything in bright colors and decorated it.

How educated are children and adolescents in financial literacy?

Oksana Khodorog: Children today are very educated. Many of them understand how to use cards, payments, loans, what are deposits. They know everything! But, for example, they may not understand how to pay a receipt or services.

Therefore, our course was directed not only to user things, but also to everyday life. How to use financial services, how to earn, how to save, how to pay for your education, etc.

But there is still room for growth. Because when it comes to what to do next with the earned money, where to invest it and how to earn on it, or how to save it and not lose it, there is a lot to work with.

I think that after the project, the children understood that inclusiveness and social initiatives require funds. Participants of the marathon learned that different channels can be used to finance needs, from state and municipal to philanthropic funds. And it is very important to talk about this from childhood.

Do you think it is necessary to introduce similar courses in Ukrainian secondary schools?

Oksana Khodorog: I am sure that it should be done. Schools will have to learn and explain to children the importance of the topic of inclusion. And also teach children with disabilities to live with it, work, make friends, etc. All children should be integrated into the general children’s space and not feel isolated.

Collaborations with private schools in this direction are made easier and faster. Unfortunately, with public education, it is a little more difficult.