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The event, which gathered over 700 participants from 114 countries, highlighted innovative strategies, practical solutions and inspiring stories that demonstrate how digital technologies, even in challenging environments, can support quality education and empower learners.

“Digital technology is becoming increasingly prevalent in all areas of our lives, reshaping not only how we live – but also how we learn. It holds much promise: advances in connectivity, portability, open educational resources and artificial intelligence are creating more possibilities to reach marginalized learners”, said UNESCO Director-General Ms Audrey Azoulay in her .

However, she also highlighted the persistent digital divide. Today, 2.6 billion people – 32% of the global population – still lack internet access, with 1.8 billion of them living in rural areas. In education, 60% of primary schools, half of lower secondary and a third of upper secondary schools globally are not currently connected to the internet.

UNESCO is leading global efforts to make digital learning accessible for all through initiatives such as the AI competency frameworks for teachers and students and the ICT Competency Framework for Teachers. These frameworks provide clear guidance for governments and educators seeking to integrate technology effectively and inclusively into education systems.

In low-resource contexts, teachers and students are finding creative ways to leverage available technologies. In Namibia, teachers at a newly established primary school are using a single computer and a projector to enhance lessons. “Now I can create digital content, developing PowerPoints, downloading pictures or short videos that are clearer than in the textbooks, and integrate them into my lessons”, said Ms Ester Namupa, a teacher from rural Namibia.

In Kenya, SMS-based learning programmes are helping students in areas with limited internet access. And in Malawi, efforts are underway to consolidate teaching and learning resources developed by donor-funded programmes into a single government-hosted platform, ensuring better access for students and teachers. These examples show how local solutions are key to overcoming challenges. As Ms Verna Lalbeharie, Executive Director of EdTech Hub, explained, “Our work is deeply rooted in understanding that digital learning is not a one-size-fits-all solution”.

“Digital learning is not just about technology”, said H.E. Huda Al Hashimi, Deputy Minister of Cabinet Affairs for Strategic Affairs of the United Arab Emirates. “It’s about the quiet revolutions happening in classrooms, refugee camps and remote villages where students and teachers are turning limitations into opportunities”. The United Arab Emirates proposed the International Day for Digital Learning, which was endorsed by UNESCO's General Conference in 2023, reflecting a global commitment to equitable digital learning.

H.E. Ms Raïssa Malu, Minister of State for National Education and New Citizenship from the Democratic Republic of the Congo, echoed this commitment: “Our goal is clear: to fully mobilize digital resources to strengthen inclusion and educational equity so that every Congolese child, girl or boy, regardless of their circumstances, has access to quality education.”

Teachers play a pivotal role in the success of digital learning. The Digital School initiative in the United Arab Emirates has trained over 10,000 educators globally, equipping them with the skills to integrate technology into their teaching. “Educator empowerment is absolutely crucial to what we want to do. We can’t achieve what we want to achieve in terms of true impact for our learners without confident and skilled educators”, said Mr Barry Kruger, Advisor to the Digital School.

Students, too, are taking charge of their learning. In Brazil, the News Agencies in Schools project allows students to create podcasts, videos and other media to address local issues. Mr Iuri Rubim, Director General of the Instituto Anísio Teixeira, shared an inspiring example from the Pataxó indigenous village in the state of Bahia, where an indigenous teacher and her students produced a film that was showcased at a national movie festival in Rio de Janeiro. “The history, identity and struggles of this community really crossed borders”, Mr Rubim said, highlighting the power of technology to amplify marginalized voices.

UNESCO's message is clear: digital learning must be a tool for inclusion, not for widening divides. To achieve this, policy-makers must prioritize equitable access, invest in teacher training and support locally driven innovations. 

“We can only move forward by working together, embracing diverse ways of knowing and standing firm in our commitment to reduce educational inequalities”, said Ms Shafika Isaacs, Chief of UNESCO’s Section for Technology and AI in Education.

Through continued collaboration and investment, digital learning can become a force for positive change, ensuring that every learner, regardless of their background, has the opportunity to thrive in the digital age.