Making use of what is available

Teachers use what is already available to them, such as messenger apps like WhatsApp and Telegram. Although these tools were not designed for educational purposes, they have proven ideal because of availability and low bandwidth requirements.

• Few countries monitor key aspects of SDG 16 on peace, justice and strong institutions, with many critical insights coming from non-official data.
• Disaggregate access to justice indicators by education attainment and learning achievement to make the reduction of inequality a key driver of policy.
• Develop a definition of legal literacy and/or capability for use in assessments of the effectiveness of formal and non-formal legal education programmes.

Making use of AI to localise materials

"The technical skills were important; the greater change was in how teachers began to see their role: as designers of learning that includes every learner."

Online content and tools can help teachers to localise learning materials and the availability of generative AI tools on smartphones has further enabled this process. Geoffrey Makau Mutungi from Kenya makes use of ChatGPT to produce poems and narratives that are contextualised with familiar names, places and topics and address relevant social issues like drug abuse and teenage pregnancy. He notes that his students are more engaged with the content and better able to reflect on community challenges.

This was found to be a common practice in the British Council’s case studies on how teachers use technology. Teachers described using their smartphones and encouraging students to use their own to offer flipped learning before and after class. Smartphones also provide an opportunity for students to continue learning and practising on their own outside the classroom.