What is driving the global learning crisis? | Experts’ Opinions

Quality, inclusive education has been at the core of international development narratives for many years. However, despite the efforts, investments and reforms, the latest results of student assessments show alarming tendencies. One in five 15-year-old students in countries members of the Organization for Economic Cooperation and Development (OECD) lacks basic proficiency in mathematics, reading, and science, according to OECD’s Program for International Student Assessment (PISA). The overall PISA performance of OECD countries declined, with the lowest average levels of performance ever observed. At the same time, the results in non-OECD countries show a declining trajectory across science, mathematics and reading as well.

The results should sound an alarm for governments and policymakers. Besides closing learning gaps, they must now make sure education systems keep pace with a fast-changing world.

We’ve asked four development professionals with backgrounds in digital learning, program management, and communication to share their views. Read their insights in the following article.

DevelopmentAid: What are the main factors contributing to declining student performance, particularly in developing countries?

“In an increasingly technology-dependent world, two emerging challenges can help understand declining academic performance in developing countries: digital distractions and artificial intelligence (AI) misuse in the educational space. Technological learning tools in the classroom have helped to both broaden access to information and make its transmission easier. Yet, their negative impacts seem to partially outweigh the benefits. Digital distractions such as social media and other non-academic activities in the classroom make it harder for students to concentrate and distract from necessary activities during their study time. As a result, it is difficult for learners to stay engaged and progress academically. The emerging risk of artificial intelligence in the academic setting is that of using AI for creation rather than for assistance in learning. Growing dependence on AI at the workplace leads to the erosion of foundational skills. Consequently, critical thinking and problem-solving skills which are essential for lifelong academic growth, are outsourced and underdeveloped.”

“There are many reasons for the decline in academic performance, particularly in developing countries. These include social inequalities, insufficient resources allocated to education, a crisis in the teaching profession, and a lack of adequately equipped teaching materials. However, one rarely mentioned factor—as it is difficult to measure—is the loss of teachers’ authority in both highly developed and developing countries. The countries at the top of the rankings, such as China and Japan, are those in which teachers still exercise authority in the classroom, supported by parents. This loss of authority, meanwhile, encourages indiscipline and a lack of concentration, which disrupt the learning process.”

“Declining student performance in developing countries is driven by poverty, unequal access to early childhood education, teacher shortages, outdated curricula, and inadequate learning materials. The gap is particularly severe in rural areas, where some communities lack even basic communication infrastructure, reliable electricity, or internet access. As a result, children have limited opportunities to develop digital skills, access modern technologies, or participate in STEM education (science, technology, engineering, mathematics). Many schools also lack equipped laboratories and classrooms designed for inclusive education, leaving behind children with disabilities and special educational needs. Minority-language learners and children from low-income families often begin school with additional developmental and language gaps.”

“Factors contributing to the decline in student performance in developing countries include addiction to social media, a lack of proficiency in non-violent child-rearing (which is the new approach for families and teachers alike), graduate unemployment, corruption in competitive examinations, and impunity regarding the misappropriation of public funds. The combined effect of these factors leads to a drop in student performance.”

 

 

DevelopmentAid: What measures should governments and international development partners prioritize to reverse declining learning outcomes and ensure equitable access to quality education, particularly for children from disadvantaged and vulnerable communities?

“Improving learning outcomes and ensuring equitable access to quality education will take practical and sustainable strategies developed collaboratively by governments and development partners. Establishing digital-use policies in schools is a starting point. Limiting access to non-academic applications and establishing device-free periods can contribute to increasing focus. Assisting teachers by investing in tools to help guide responsible digital use is also important. Governments can integrate ethical AI practices into the curriculum. Students should be trained to use AI as a supportive tool rather than a shortcut and teachers should learn how to support this principle. Learning assessments can be strengthened to reward comprehension, reasoning, and problem-solving so students rely less on AI-generated homework. Development partners can support initiatives by funding digital learning opportunities for teachers and students and offer technical assistance to develop tools that reinforce these skills throughout the school experience. Their involvement is critical to ensure students’ and teachers’ benefit, particularly in resource-dense communities. The partnership should concentrate on reaching children who are lagging behind and most at risk of being left behind. This includes directing resources to schools with limited technology and expanding teacher training programs that help educators manage digital tools effectively in low-resource environments.”

“Many measures should be prioritized. Firstly, the teaching profession should be promoted to make it an attractive and first-choice career, in order to draw in competent, well-trained and qualified recruits. Secondly, a gradual restoration of teachers’ authority would also make the profession more attractive and lead to better-behaved, more focused and more motivated students, thereby ensuring more effective learning. Concerning well-trained teachers, emphasis must be placed on their day-to-day support by qualified supervisors such as tutors or headteachers, rather than having repetitive inspections. Another issue concerns the use of AI and smartphones in the classroom. Their use must be restricted in order to protect students from digital distractions that lower their academic standards. Finally, adequate resources must also be allocated to education, and, above all, their use must be properly monitored, as an increase in spending per student does not guarantee improved results.”

“Governments and development partners should prioritize early childhood development, foundational literacy and numeracy, teacher training, and practical classroom support. Rural schools need targeted investment in basic infrastructure, internet connectivity, STEM laboratories, accessible classrooms, assistive technologies, and multilingual learning resources. Funding should be distributed according to need rather than equally across schools. Regular formative assessments can identify learning gaps early and guide individual support. Families and local communities should also be actively involved. Education reforms must be based on local evidence, measurable learning outcomes, and long-term accountability to ensure that a child’s location, income, language, or disability does not determine the quality of education they receive.”

“Traditional education is reaching its limits, as students lose interest in the face of the allure of digital tools. Now, we are living in the era of “Homo digitalis”. The education system must be reinvented to adapt to this new age by adopting a digital approach. It is better to capitalize on students’ attachment to digital tools by offering educational digital packages, featuring educational tablets, that include:

• explanatory video files on mathematics, accompanied by examples of professional application.
• digital book files, accompanied by animated visuals to illustrate the stories, making reading more dynamic and engaging.

Traditional physical textbooks need to be digitized, incorporating animated visuals to illustrate lessons across various subjects. Educational tablets should replace traditional physical textbooks. Teachers will provide lesson files to the students.”

See also: What happens when countries spend more on debt than on education? | Experts’ Opinions

The 2025 PISA results are further proof that the education sector needs constant investment and interventions to meet today’s (or even tomorrow’s) demands. Job opportunities in this sector require a strong set of skills, from technical expertise to critical thinking and the ability to design or redesign policies. For professionals looking for a job in this field, DevelopmentAid offers a useful tool – the Individual Professional Membership. It allows members to check more than 300 open positions in education in a single place, as well as tenders and grants for individuals. Candidates can also stay up to date with the latest news, salary trends, and get in touch with thousands of organizations working in the field.