This paper presents the design, implementation and outcomes of a national summer digital skills training program designed to build foundational and creative technology capabilities among Nigerian school teachers and students. The program engaged 707 teachers from 28 states and 806 students from 36 states across Nigeria, offering practical, project-based learning in web development, mobile app development, Python programming, microlearning strategies, and the use of digital teaching tools. Structured over four weeks, the program was delivered using hybrid modalities, combining synchronous sessions (real time real live classes) via webinar platforms and asynchronous interactions (self-paced learning activities) through learning management systems. Teachers were guided through structured digital teaching methodologies and introduced to tools and collaboration platforms for curriculum delivery and student engagement collaboration platforms, to enable them build and deliver microlearning experiences. Students participated in track-based learning streams. They received instruction aligned with their age and interest in one of three digital learning tracks; mobile app development (ages 8–12), web development (ages 13–18), or Python programming (ages 13–18). Each participant completed a project with real-world application, culminating in a showcase of their work. Project-based outputs were used to reinforce learning. To assess impact, a mixed-method evaluation using a pre- and post-survey design was conducted with a 10% sample of participants (79 teachers and 74 students). The evaluation tracked shifts in confidence, skill acquisition, and digital tool adoption. Results showed a marked increase in learners’ digital confidence and technical capabilities. Among students, confidence in their ability to build a webpage rose from 35% to 68%, and those who reported an inability to build a website dropped from 22% to 0%. Students who felt confident in using Python increased from 23% to 65%. Among teachers, confidence in mobile app development grew from 50% to 93%, and their ability to modify app behavior improved from 36% to 84%. More than 80% of teacher participants had no prior exposure to app or web development before the training, signaling the program’s role in bridging critical digital literacy gaps. The findings highlight the power of focused, time-bound digital skill interventions to transform participants from passive learners to active creators, supporting both education delivery and youth innovation readiness in developing contexts. The program implementation also demonstrates the feasibility and impact of nationwide digital upskilling initiatives, particularly in resource-constrained settings, and provides scalable insights for replicating similar educational interventions across the continent.