UNESCO

Online Learning and Education System Productivity

Addresses global teacher shortages

UNESCO estimates a shortfall of 44 million teachers by 2030, calling for urgent system-level reforms.1

Improves teacher productivity

Online CPD is cost-effective, flexible, and scalable, especially in low-resource and emergency settings.2

Matches students and teachers more effectively

Online platforms enable expert teachers to reach underserved and remote learners.3

Reduces cost and increases access

Open Educational Resources (OERs) and blended formats reduce delivery costs while expanding reach.4

Improves outcomes in constrained settings

Adaptive and game-based learning tools enhance engagement and lift learning outcomes for low-performing students.5

Improves system decision-making

Digital tools like TMIS and dashboards enable real-time resource allocation and planning.6

Online Learning Enhances Equity and Outcomes

Expands flexibility for adults and regional learners

Online learning supports working adults, rural students, and caregivers through flexible, asynchronous delivery.7

Supports a profession under pressure

The teaching profession is under strain from poor working conditions and high attrition.8

Improves equity of access

Technology helps reach hard-to-access and disadvantaged groups, including girls, displaced youth, and the rural poor.9

Improves learning via tailored instruction

Adaptive platforms provide personalised learning and identify student support needs.10

Uses inclusive and assistive technologies

EdTech supports learners with disabilities, linguistic diversity, and cultural barriers.11

Enabling Lifelong and Flexible Learning

Enables modular, self-paced learning

Micro-credentials support flexible, stackable learning pathways for adults and professionals.12

Supports personalised and flexible pathways

Students value self-paced, life-aligned learning that increases motivation and retention.13

Recognises informal and non-traditional learning

UNESCO endorses stackable credentials and hybrid certification models.14

  1. Global Report on Teachers 2024, p. 34[1]↩
  2. GEM Report 2023, p. 172; Youth Report 2024, p. 45[2]↩
  3. GEM 2023, p. 73; Youth 2024, p. 26[3]↩
  4. GEM 2023, pp. 30–31, 48–49; Youth 2024, p. 27; Teachers 2024, p. 103[4]↩
  5. GEM 2023, pp. 66–67; Youth 2024, pp. 27–28; Teachers 2024, p. 103[5]↩
  6. GEM 2023, Foreword & p. 27; Teachers 2024, p. 120; Youth 2024, p. 30[6]↩
  7. GEM 2023, p. 35; Youth Report 2024, p. 26[7]↩
  8. Teachers 2024, pp. 28–30[8]↩
  9. GEM 2023, pp. 30–31[9]↩
  10. GEM 2023, p. 164[10]↩
  11. GEM 2023, pp. 36–38; Youth 2024, p. 32; Teachers 2024, p. 103[11]↩
  12. NEED TO ADD: 52[12]↩
  13. Youth 2024, pp. 26–28[13]↩
  14. GEM 2023, p. 244; Youth 2024, pp. 26, 40[14]↩