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The rapid and dynamic development of ICT is radically reshaping human communication, knowledge sharing and interpersonal interaction, transforming education. Simultaneously creating new opportunities, such as bridging formal and informal education, providing immediate support, and automating tasks, technology has become a key pillar of teaching and learning, especially following the COVID-19 pandemic. To maximize the benefits of digital learning, UNESCO is focusing on enabling connectivity, equity, quality, inclusion and accessibility at all levels of education, through its multidimensional strategies and multi-stakeholder cooperation.

Collaborative efforts, both at regional and international levels, have facilitated the sharing of best practices, resources and innovative strategies in e-Learning. This cooperative spirit has not only improved access to quality education but also contributed to enhancing digital literacy and competencies.

UNESCO's contributions to the widespread use of e-Learning have been crucial in addressing these challenges. Through capacity development efforts in the area of Open Educational Resources (OER) and digital competences, 91Â鶹¹ú²ú¾«Æ·×ÔÅÄ played a pivotal role in enhancing the capacity of teachers in utilizing ICT for e-Learning. The Recommendation on OER, adopted by UNESCO’s General Conference at its 40th session on 25 November 2019, is the first international normative instrument to embrace the field of openly licensed educational materials and technologies in education. Furthermore, to bridge the digital divide and enhance digital competencies, UNESCO is implementing the UNESCO ICT Competency Framework for Teachers (ICT CFT) Harnessing OER project using the ICT CFT. This initiative facilitates teacher and instructor training to build digital competencies in both initial and in-service teacher education, concurrently developing tailored training materials based on OER.

Activities include digital competency development initiatives on accessing, understanding, sharing and creating information using digital technologies, specifically for teaching and learning purposes focusing on policy advice and capacity development. Ensuring inclusiveness in terms of accessibility and gender equality are key aspects of these initiatives. Furthermore, ensuring that access meets both the needs and material circumstances of learners – including those related to the digital divide - is a priority.

These programmes are supported by established multistakeholder mechanisms like the OER Dynamic Coalition and the ICT CFT champion network. the OER Dynamic Coalition aims to support networking and sharing of information to create synergies around the 5 areas of action of the recommendation: (i) building capacity of stakeholders to create, access, re-use, adapt and redistribute OER; (ii) developing supportive policy; (iii) encouraging inclusive and equitable quality OER; (iv) nurturing the creation of sustainability models for OER, and (v) facilitating international cooperation.

The ICT CFT champion network is a group of participating countries and institutions which have contributed to the ICT CFT/OER Hub providing a valuable arena for sharing best practices.

UNESCO continues to foster inclusive knowledge societies, through an open collaboration among all stakeholders. UNESCO is committed to helping countries create and strengthen national platforms and establishing international norms and standards through the sharing of best practices.