Ageing Education: The need to prepare individuals for a longer and more meaningful working life

Posted on October 8, 2026 by Lisa Krolak

Dayang Kartini Abang Ibrahim is a Senior Lecturer at the Faculty of Cognitive Sciences & Human Development at the University Malaysia Sarawak (UNIMAS). Between April and December 2026, she is a Visiting Researcher at the UNESCO Institute for Lifelong Learning (UIL) in Hamburg. She shares her insights on lifelong learning, workforce ageing, and ageing readiness, with a particular focus on how organisations can prepare individuals across their career life cycle through continuous learning, holistic development through multiple forms of literacies, and sustainable human development practices.

For decades, discussions about ageing have largely focused on retirement. The assumption has often been simple: people work, retire, and then gradually step away from contribution and productivity. Yet demographic realities are beginning to challenge this way of thinking. Across the world, societies are ageing, workforces are becoming older, and organisations are increasingly dependent on experienced employees who hold valuable knowledge, skills, and networks. Ageing education is conceptually adapted from life-course and lifelong learning perspectives (Elder, 1998; UNESCO, 2022) and refers to continuous learning that equips individuals with the knowledge and skills to understand, prepare for and adapt to ageing throughout life. In this context, one critical question often receives less attention: what happens when the workforce itself grows older?

The question is particularly relevant in my home country. Malaysia has already crossed the threshold of an ageing society, people aged 65 and above accounted for 8 percent of the population in 2025 according to the national Current Population Estimates. Nevertheless, most organizations still approach learning and development through a short-term lens. Individuals are trained to perform current tasks, meet performance targets, or adapt to immediate operational demands. Retirement preparation, if it exists at all, is often introduced only near the end of a career. This raises an important concern: are organisations preparing people only for jobs, or are they preparing them for long-term contributions across their life stages?

In Malaysia, the Employees Provident Fund (EPF), the country’s retirement savings fund, promotes long-term saving and financial planning. MYMidCareer40, an initiative under MYFutureJobs, supports jobseekers aged 40 and above through career transitions. These initiatives reflect growing awareness of the need to prepare people for longer lives and changing careers. However, they focus mainly on financial security or mid-career support. A key gap remains: a holistic approach to ageing readiness that begins when individuals first enter the workforce.

Most current workforce development approaches remain heavily centred on technical competencies, short term productivity and immediate organizational outcome. As a result, organisations may lack systematic developmental mechanisms that prepare individuals progressively for sustainable and ageing readiness across different career stages. Furthermore, individuals experience different life circumstances, responsibilities, career trajectories, health conditions, financial situations and personal aspirations throughout their lives. These differences will shape their learning needs and opportunities at the different stage of life. Organisations must move beyond a ‘one size fits all’ approach to individuals’ development. They need to encourage their workforce to develop multiple literacies, including digital, financial, health, social emotional and learning literacies to enable them maintaining the human connections, empathy and a sense of purpose. By building these literacies within a supportive learning ecosystem, organisation can help individuals remain resilient, engaged and productive throughout their working lives.

Importantly, ageing education is not only about employability or technical skills. It may also depend on broader dimensions of human development. This approach moves beyond traditional training models. Instead of isolated courses or one-time interventions, organisations may need structured readiness systems that allow employees to continuously assess, develop, and navigate their long-term growth. In many ways, the ageing education functions like a developmental compass, helping employees understand where they are, what challenges they may face, and what forms of support may be needed across different life and career transitions.

The issue is becoming increasingly important as organisations face challenges related to ageing workforces, knowledge loss, succession planning, and changing workforce expectations. Many organisations already recognise the importance of talent development, but fewer have systems designed specifically to support sustainable and meaningful longer working lives. In my view, Malaysia can begin by embedding ageing education within existing human resource development (HRD) structures rather than creating a separate system. For example, organisations could offer financial, health and digital literacy in early career; reskilling and caregiving support during mid-career; and mentoring, knowledge transfer and flexible work arrangements in later career. This would complement initiatives such as EPF and MYMidCareer40 while preparing Malaysians not only for retirement, but for longer, healthier and more meaningful working lives.

Of course, many questions remain open. Can organisations realistically integrate such a broad system into existing structures? How can learning systems balance organisational goals with individuals’ broader life needs? What role should governments, universities, and communities play alongside with the organisations? And what role might digital learning and AI take to reshape preparation for ageing in the future?

Perhaps the future challenge is no longer whether organisations can support ageing individuals, but whether organisations are prepared to guide individuals systematically towards healthier, more sustainable, and more meaningful longer working lives.

Learning through movement: Physical education and lifelong learning in European learning cities

Posted on July 20, 2026 by Lisa Krolak

Made Júnior Miranda, Professor of Physical Education at the State University of Goiás (UEG), Brazil, reflects on his experience as a visiting researcher at the UNESCO Institute for Lifelong Learning (UIL) in January 2026. Drawing on his work with UIL’s UNESCO Global Network of Learning Cities (GNLC) team, he explains how physical education, sport and urban spaces can support lifelong learning across the lifespan.

I have dedicated my research to understanding human development through cultural-historical activity theory (CHAT), inspired by researchers such as Lev S. Vygotsky, Aleksei N. Leontiev and Vasil V. Davydov. This theoretical framework understands human development not as a linear accumulation of knowledge, but as a social, historical and cultural process that unfolds through human interaction across the lifespan. This understanding aligns closely with the principles that guide the work of UIL and its concept of learning cities, which mobilize resources across sectors to promote inclusive and continuous learning opportunities for all.

My training in physical education, together with my experience as a teacher and researcher, has allowed me to observe how embodied practices, sport and physical activity can become meaningful learning experiences when deliberately organized. During my stay in Hamburg, Germany, a member of the UNESCO GNLC, this insight deepened. There, lifelong learning is not merely a guiding concept but a principle reflected in public policy, the use of urban spaces and everyday cultural practices.

This lifelong learning approach recognizes that people develop knowledge and competences in multiple contexts: at school, at work, in the community, in cultural spaces and through physical and sporting practices. This broader perspective expands the notion of education beyond formal settings and emphasizes experiences that foster personal, social and cultural development throughout life. During my time at UIL, this perspective was further enriched by my work with the GNLC team and by learning about several promising practices in selected European learning cities.

For example, in the municipality of Fundão, Portugal, the Memo Move project illustrates how lifelong learning can integrate movement, cognition and social participation, especially among older adults. The initiative is grounded in the understanding that human development neither ends in youth nor is confined to formal education. By promoting physical activities linked to cognitive stimulation and community engagement, the project creates non-formal learning opportunities that support autonomy, social inclusion and well-being, while using urban spaces as educational environments.

In Reșița, Romania, the strategy of becoming a learning city is closely linked to the transformation of urban space. The integration of sports infrastructure, green spaces and leisure facilities turns the territory into a mediator of social practices. Walking, running and cycling become part of everyday life as culturally valued activities associated with health, social involvement and continuous learning. In this context, urban space ceases to be a mere backdrop and becomes an active element in processes of human development.

In Valmiera, Latvia, sport plays a central role in community life. The city hosts a wide network of sports organizations, schools and clubs, offering more than 30 sports disciplines and regularly hosting events such as marathons and local competitions. In this setting, sport is not seen only as performance or competition but as a cultural practice that fosters learning, socialization, identity formation and intergenerational participation. This experience shows how non-formal practices can complement and enhance formal education goals, promoting health, social interaction and community cohesion.

These examples point to a significant convergence between cultural-historical activity theory and the holistic vision of lifelong learning advocated by UIL. In all cases, lifelong learning is understood as a social, situated and continuous process involving body, cognition, culture and participation. Learning cities demonstrate that urban policies can create the conditions for learning to become part of daily life, contributing to more inclusive, resilient and sustainable cities.

For countries such as Brazil, my home country, these experiences raise fundamental questions. One central challenge is how to shape urban environments as effective spaces for lifelong learning that also provide diverse opportunities for physical education and sport – not only for the privileged, but for all citizens. Addressing this challenge requires connecting resources and institutions, from schools, cultural centres and libraries to public spaces, leisure areas and sports facilities, so that they function as active components of an inclusive and continuous educational ecosystem. In such a system, learning is not reduced to physical fitness or competition, but instead supports broader lifelong learning outcomes, such as social interaction and inclusion, personal development and better mental well-being.

The challenge is not that sport is reserved for the wealthy, but that access to many opportunities remains unequal. Low-income families often face financial constraints, long working hours and limited leisure time, while many sporting opportunities are offered through private gyms, clubs and coaching services that cost money. Although public policies continue to play an essential role, they often lack the capacity to ensure equitable access. Inequalities are further reinforced by the uneven distribution of facilities, transportation costs, equipment expenses and regional disparities.

Schools remain one of the most important spaces for ensuring access, particularly for children. However, in many contexts, reduced curriculum time for physical education and cuts to school sports programmes risk weakening one of the few universal opportunities for young people to develop active lifestyles. Promoting lifelong learning through physical education therefore requires not only strong schools, but also communities and public policies that make participation accessible throughout life.

I hope these reflections will enrich the debate and foster new connections between research, practice and public policy in the field of physical education, helping Brazilian and other cities to develop into dynamic learning environments for all.

Learning cities as civic ecosystems: Culture, creativity and the conditions for lifelong learning

Posted on June 19, 2026 by Lisa Krolak

Professor Rhiannon Jones, Chair of the UK Learning Cities Network and Head of Civic and Communities at the University of Derby, outlines how learning cities should be understood as civic ecosystems where learning happens everywhere – in culture, communities and everyday civic life – enabling more inclusive and meaningful lifelong learning beyond formal education.

Across the UK and internationally, interest in learning cities continues to grow. Yet discussions about lifelong learning often remain tethered to formal education systems, institutions, qualifications, pathways and participation rates. While these matter, they only tell part of the story. Insights from a recent UK Learning Cities Network webinar on Civic, Culture and Lifelong Learning point to a broader understanding: learning cities as civic ecosystems, where learning is embedded in culture, community life and democratic participation rather than confined to classrooms.

For many people, learning does not begin or end in school. It unfolds through everyday participation in neighbourhoods, cultural spaces, community organizations and civic processes. These forms of learning build confidence, capability, voice and belonging, often creating the conditions for people to reconnect with learning on their own terms.

When learning cities are viewed as ecosystems, learning is recognized as something that can happen everywhere. It occurs in libraries, theatres, museums and cultural venues; through volunteering, mutual aid and grassroots organizing; and within civic practices such as citizens’ assemblies, festivals, participatory budgeting and public consultation. These forms of learning are often overlooked because they rarely lead to formal qualifications. Yet they are essential in helping people develop skills, relationships and civic agency grounded in lived experience.

Culture and civic practice are not add-ons to lifelong learning; they are foundational. This perspective is especially important for adults and communities least well served by traditional education systems. Cultural activity provides accessible, participatory routes into learning, while civic engagement offers real-world contexts where learning is applied and owned. In Belfast, a UNESCO Learning City, initiatives such as the Bank of Ideas illustrate this approach. By inviting residents to contribute ideas for the city’s future, the process becomes a learning experience, developing skills in dialogue, collaboration, imagination and democratic participation.

Similarly, Derby’s UNESCO Learning City agenda includes the Derby Promise and Dream Fest, demonstrating how cultural activity can be embedded in civic learning infrastructures. These initiatives bring creative opportunities to children and young people, including performances and exposure to careers in the arts. Learning emerges through experience, storytelling and participation rather than instruction alone.

Across these examples, creativity plays a distinctive role, not simply as an outcome of learning, but as a method. When embedded intentionally, creativity enables experimentation, supports collaboration across sectors and builds shared ownership among civic, cultural and educational partners. Designing Dialogue CIC, through the Social Higher Education Depot (S.H.E.D.), co-designs place-based projects using arts-based methods to connect communities and civic partners, fostering agency and creativity. Likewise, the University of Derby’s CivicLAB and the Civic Hub create environments for collaborative thinking about place and change, shaping strategy and public engagement through active learning approaches.

The Centre for Cultural Ecologies in Art, Design and Architecture (CEADA) at the University of Huddersfield further exemplifies this ecosystem approach. Focusing on Kirklees, a UNESCO Learning City in West Yorkshire, CEADA explores how cultural ecologies shape place through community engagement, public pedagogy and creative methods. Its work emphasizes that culture and lifelong learning function as infrastructure rather than optional extras: they shape how people live, connect and learn.

Learning cities can challenge hierarchical ideas of expertise by valuing lived experience, emotion and imagination alongside formal knowledge. Learning flourishes where civic and cultural infrastructures are recognized as essential assets, where partnerships span sectors, and where creativity sits at the heart of inclusive systems.

These insights align with UNESCO’s learning cities framework. Rather than prescribing models, UK Learning Cities offer transferable lessons. Cities globally are encouraged to broaden their understanding of where learning happens, to value civic and cultural practice as vital infrastructures, and to support lifelong learning as something people live, not simply access.

The opportunity now is to reimagine learning as a shared civic practice, one that recognizes, resources and champions the spaces where people learn every day.

Higher education in prison: Rethinking justice, rehabilitation and opportunity

Posted on May 4, 2026 by Lisa Krolak

Magdalena Fellner is Senior Researcher at the International Center for Higher Education Research at the University of Kassel. Between March and December 2026, she is a Visiting Researcher at the UNESCO Institute for Lifelong Learning (UIL) in Hamburg.

Although education is recognized as a fundamental human right under international conventions such as the Universal Declaration of Human Rights (UDHR), opportunities, particularly at the post-secondary level, remain scarce in practice. In many countries, only a very small proportion of incarcerated individuals participate in formal higher education programmes, despite the fact that a substantially larger share meets the eligibility criteria for such study. If we are serious about equity, this must change.

Yet, when I tell people that I conduct research on prison–university programmes for people deprived of their liberty, the reaction is often one of surprise, with some expressing doubt about whether such opportunities should exist or whether punishment alone should take precedence. Such responses reveal a persistent misconception: that prisons exist primarily for punishment, and that punishment alone leads to rehabilitation.

This view stands in clear contrast to international human rights frameworks. The International Covenant for Civil and Political Rights (ICCPR) emphasizes that the essential aim of imprisonment is reformation and social rehabilitation. Similarly, the Nelson Mandela Rules underline that imprisonment should reduce reoffending and support reintegration. Given that most people in detention will eventually be released, reintegration is not a peripheral concern, but a central objective.

So why does the idea of education in prison still provoke scepticism? Part of the answer lies in deeply ingrained narratives that divide the world into ‘good’ and ‘bad’, leaving little room for change. A deficit-oriented perspective reduces people to their offences, obscuring both context and the potential for change. Yet research consistently shows that socialization, environment and life experiences shape behaviour in profound ways.

In many contexts, individuals from disadvantaged backgrounds encounter exclusionary mechanisms long before any contact with the criminal justice system. Rather than receiving support, they are often pushed out. Lacking resources and influence, marginalised groups face a higher likelihood of imprisonment, harsher punishments and longer sentences than those in more privileged positions. Patterns of overrepresentation of minorities in prisons around the world illustrate how unequal access to resources translates into unequal outcomes within the justice system.

Research consistently demonstrates that participation in higher education in prison is associated with significantly lower rates of reoffending. However, its impact extends much further. Education can transform how individuals see themselves and others, foster meaningful relationships and improve quality of life – even for those serving long sentences. For some, it is a life-changing experience; for others, it fulfils a deep intellectual need. Moreover, individuals who study while in prison often go on to contribute positively to their communities after release, helping to prevent others from following similar paths.

Expanding access to higher education in prisons is not only an educational issue, but also a matter of social and reparatory justice. Implementation often fails due to political resistance and practical barriers, such as limited digital infrastructure, strict security regulations restricting internet access, additional workloads for prison staff, and a lack of stable institutional partnerships between prisons and universities. However, where such efforts are made, the results are promising.

At the Bard Prison Initiative in the United States, for instance, participants perform at levels comparable to, or even exceeding, those of students at traditional universities. In Germany and Austria, projects such as elis (E-Learning in Prisons) demonstrate how digital solutions and cross-institutional collaboration can increase access even in restrictive environments.

Advocating for higher education in prisons ultimately requires rethinking justice itself. Education is not a panacea; it cannot compensate for the broader structural conditions that contribute to crime. But it is a crucial part of a more humane and effective approach to incarceration. These reflections invite us to reconsider society’s responsibilities towards those who are incarcerated. Higher education in prison, then, has the potential to offer profound learning opportunities, not only to individuals, but to society as a whole.

Reading beyond numbers: Literacy education and assessment in the Republic of Korea

Posted on March 11, 2026 by Lisa Krolak

UIL Visiting Researcher Soyoun Park, Professor in the College of Liberal Arts at Anyang University, Republic of Korea, shares insights from her experience developing, implementing and evaluating the Korean Adult Literacy Survey (KALS) as part of a small research team since 2013.

The Republic of Korea is frequently introduced as a high-literacy country, supported by strong international assessment results, near-universal school enrolment and rapid digital adoption. These indicators are important, yet they tell only part of the story. Literacy is not experienced equally across the population, nor is it shaped by schooling alone.

The real story of literacy lies beyond the numbers. It is shaped by history, inequality, ageing and the evolving meaning of what it means to be literate in everyday life. In an ageing society marked by historical disruption and socioeconomic inequality, literacy reflects lived experience, social participation and access to learning opportunities across the life course. Understanding literacy in the Republic of Korea therefore requires moving beyond performance rankings. It requires attention to who benefits from educational success, who remains excluded and how literacy functions in everyday civic, social and digital life.

The Republic of Korea’s literacy landscape is deeply rooted in its modern history. Many older adults lived through Japanese colonial rule, the Korean War and rapid industrialization, often with limited or interrupted access to formal education. These experiences continue to shape literacy levels among today’s older population.

At the same time, the Republic of Korea has entered a super-aged society, with more than 20 per cent of its population aged 65 or older. This demographic shift intersects with urban concentration, digital transformation and expanding cultural content. As a result, literacy policy must simultaneously address historical educational deprivation and new demands for digital and social participation.

In response to these challenges, the Republic of Korea has developed an integrated adult literacy system that links education, assessment and governance. Since 2006, national programmes have supported adults with low educational attainment through tailored curricula in basic literacy and, more recently, digital literacy. By 2023, approximately 720,000 adults had participated in these programmes, reflecting sustained public investment in literacy as a social responsibility and recognizing it as a human right.

Assessment plays a particularly distinctive role. Adult learners can obtain formal academic recognition equivalent to primary or lower secondary education through portfolio-based evaluation. This approach values learning accumulated through formal, non-formal and informal contexts and reinforces the idea that literacy development continues throughout life rather than ending with schooling. A portfolio-based approach also acknowledges that some adults may prefer not to sit an exam, as it may remind them of past negative experiences.

The Republic of Korea’s commitment to evidence-based policy is reflected in its national adult literacy surveys. The Korean Adult Literacy Survey (KALS), conducted every three years since 2014, relies on direct performance-based assessment rather than self-reported skills. This approach allows for a more precise understanding of literacy levels and how they change over time.

Survey results show gradual improvement in overall literacy levels between 2014 and 2023, alongside a declining proportion of adults at the lowest levels. However, persistent disparities remain. Older adults – particularly those over 70 with low household income – continue to face the greatest risk of low literacy.

Despite their age, they need literacy skills, for example to navigate an increasingly digital society. Beyond demographic factors, social participation, life satisfaction and political interest are strongly associated with literacy outcomes, highlighting literacy’s role in social inclusion and civic engagement.

Looking ahead, the Republic of Korea’s literacy agenda requires a shift in perspective. Rather than focusing solely on headline indicators, there is a need to interpret literacy data more deeply, compare findings across national and international frameworks such as the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC), and broaden the concept of literacy itself. This means asking how literacy relates to lived experience, how different assessment systems illuminate different dimensions of competence, and how emerging forms of digital and social participation reshape what it means to be literate.

The Republic of Korea’s experience demonstrates that numbers are essential starting points, but not endpoints. Literacy gains meaning only when quantitative evidence is read alongside historical context, social inequality and life-course perspectives. Reading beyond the numbers allows literacy to be understood not merely as a measurable outcome, but as a foundation for dignity, participation and lifelong learning.

Upholding the right to education in a transforming world: Reflections from the outgoing Chair of UIL’s Governing Board

Posted on January 7, 2026 by Lisa Krolak

As his term as Chair of the UIL Governing Board comes to a close, Daniel Baril reflects on the strategic priorities, achievements and enduring challenges that have shaped his tenure.

Last 1 January marked the end of my term as Chair of the Governing Board of the UNESCO Institute for Lifelong Learning (UIL). It was an honour to chair an institute that holds a unique place within the UNESCO system.

Since its founding in 1952, UIL has provided recognized intellectual leadership to UNESCO Member States and to the international adult education community. It helps shape both reflection and action on lifelong learning, while carrying a vital responsibility: defending and advancing the right to adult education. Serving as Chair of its Governing Board, therefore, comes with both an opportunity – and a duty – to keep this mandate alive in today’s context.

My term, which began in January 2020, unfolded amid a period of rapid transformation in the education landscape. Throughout it, I sought – within my means – to promote two perspectives that I considered strategic.

The first concerns the profound evolution of lifelong learning realities. Ways of learning are diversifying under the combined influence of digital technologies and artificial intelligence. At the same time, learning design now offers a broad spectrum of modalities – face-to-face, online, hybrid and blended – and an expanding range of formats, from microlearning to full-length programmes. Practices are also evolving: self-directed learning, peer learning, learning communities, recognition of prior learning, and more. In this context, I considered it essential that UIL embrace these developments as broadly as possible to remain closely aligned with lived realities and with the futures of adult learning.

The second perspective lies at the heart of UIL’s historic mission: the defence of the right to education. A striking paradox defines our era. On the one hand, we now have an unprecedented array of educational resources, pedagogical approaches and technological capacities that could, in principle, meet everyone’s learning needs. On the other hand, dramatic inequalities persist – whether in access, quality, continuity of learning pathways or recognition of learning. I therefore made it a point, whenever the opportunity arose, to reaffirm a simple requirement: educational resources should serve to strengthen the effective conditions for exercising the right to education – not the other way around.

Certain milestones stood out as defining moments of this term. The Seventh International Conference on Adult Education (CONFINTEA VII), held in 2022, was one of them. Through my participation in the conference’s organizing committee and my role as Chair of the drafting committee for its final declaration, I was able to support a broad vision of adult learning and education – one that expands the educational capacity that people can mobilize to make the right to adult education real. In this same spirit, the emphasis placed on financing in the Marrakech Framework for Action, as well as the open approach to expanding the domains of learning, clearly reflect these concerns.

At the end of these years, I take one thing above all: serving as Chair and spokesperson for UIL’s leadership in promoting an ambitious understanding of lifelong learning – rooted in the implementation of the right to education – was an honour.

But chairing UIL also means grasping how fragile the resources are that sustain such an essential mission. A competent and committed team cannot support Member States in implementing lifelong learning policies without adequate financial means. I leave this term with a clear sense of a persistent tension: that of a fundamental mission, carried forward with conviction, confronted with limited resources that too often impose difficult trade-offs.

The evolving right to education in the age of generative AI

Posted on December 19, 2025 by Lisa Krolak

In his October 2025 address at the Shanghai Open University 2025 International Conference on Digital Lifelong Learning, Daniel Baril, Chair of the UNESCO Institute for Lifelong Learning Governing Board, explored how generative artificial intelligence (AI) and digital technology are fundamentally transforming education – and why this necessitates an updated framework for the right to education. This blog summarizes his remarks.

What has changed

Generative AI has moved rapidly from the periphery to the centre of educational practice in just two years. While public education systems continue to pilot these technologies cautiously, well-funded private edtech companies and AI vendors are advancing quickly, creating pressures around speed, personalization and scale that challenge public institutions.

Two critical developments merit attention. First, AI-assisted self-regulated learning is becoming widespread among adults. Recent research shows that approximately 10 per cent of adults globally use ChatGPT, with 49 per cent of interactions focused on learning activities, including tutoring, creative development, health and cooking. This represents a significant shift towards self-directed learning enabled by generative AI.

Second, a ‘replacement phenomenon’ is emerging, as general-purpose AI platforms absorb functions previously performed by specialized edtech companies. Major AI firms – Anthropic, OpenAI and Google – have launched educational services, blurring the boundaries between AI platforms and edtech. This convergence threatens to reshape market dynamics and governance structures, potentially disrupting both traditional education systems and the edtech sector itself.

The trajectory is moving from episodic, provider-led instruction to blended, conversational, multimodal learning environments accessible anytime, anywhere –offering unprecedented opportunities to realize the ideals of lifelong learning.

Emerging learning technologies

Three transformative technologies are reshaping education:

Intelligent virtual assistants now function as always-on tutors and coaches, providing immediate access to knowledge, scaffolded help, and adaptive support across topics and languages.
Modern learning management systems now incorporate AI to automate content curation, infer learners’ skills, adapt learning pathways and deliver personalized feedback at scale.
AI-generated immersive content enables the creation of lessons, assessments and augmented/virtual reality simulations from simple prompts – lowering production barriers and enabling safe, repeatable practice experiences.

Together, these technologies expand access, enable real-time personalization and support authentic learning at scale. However, they also shift the cognitive and social dimensions of learning, placing greater emphasis on metacognition and AI literacy, as learners increasingly ‘converse with knowledge’. In this context, educators are moving towards coaching and facilitation roles while safeguarding inclusion and educational integrity.

In this rapidly shifting landscape, generative AI has come to the forefront of learning, reshaping how adults direct their own learning and how emerging technologies redefine teaching, personalization and the broader edtech ecosystem. These transformations invite a renewed reflection on how best to effectively deliver the right to education.

A right to education for the generative AI age

UNESCO’s 2021 initiative to evolve the right to education responds to the realities of the twenty-first century. Digitalization has expanded access to learning while exposing vulnerabilities in connectivity, accessibility, data protection and linguistic diversity. The initiative aims to extend the right to education across all ages and learning settings, operationalize the traditional ‘4 As’ (availability, accessibility, acceptability, adaptability) in digital contexts, and introduce accountability as a fifth principle.

Current policy debates focus on enshrining learning continuity, recognizing and validating all forms of learning, treating connectivity and digital devices as guaranteed common goods, embedding digital safeguards, ensuring digital literacy, clarifying rights around adult reskilling, regulating digital provision and protecting vulnerable populations.

The COVID-19 pandemic accelerated digital transformation dramatically. By October 2020, 1.6 billion learners had been displaced and 90 per cent of countries had adopted some form of online instruction. This pivot revealed deep inequalities in access to devices and connectivity, particularly in sub-Saharan Africa, rural areas and among marginalized populations.

Generative AI amplifies the urgency of these challenges. As AI firms increasingly take on the role of education service providers, questions arise about privatization, standards, accountability and the public interest. Safeguarding the right to education demands policy frameworks that promote equity, quality, protection and learner autonomy.

Conclusion

Realizing the promise of AI in education requires intentional design and public governance. Without these, risks include opacity, exclusion and default privatization. To counter this, we must advocate for public AI infrastructure – public algorithms, datasets and learning platforms – to ensure inclusive, equitable and quality learning opportunities throughout life.

The goal is ‘co-intelligence’, combining the best of artificial intelligence capabilities with the best of human intelligence, guided by a rights-based public mission to achieve UNESCO’s vision of lifelong learning for all, as set out in Sustainable Development Goal 4.

Exploring the value of recognition of prior learning: My learning journey at the UNESCO Institute for Lifelong Learning

Posted on October 8, 2025 by Lisa Krolak

Dr May Lim works as an Associate Professor at the Singapore Institute of Technology, serving as an Assistant Provost for Applied Learning. She is also an occupational therapist by profession.

As a visiting researcher at the UNESCO Institute for Lifelong Learning (UIL) earlier this year, I had the privilege of delving into the intricate world of recognition of prior learning (RPL), also known as recognition, validation, and accreditation (RVA) of non-formal and informal learning.

Understanding RPL

In the context of higher education, RPL acknowledges and gives credit for the skills and knowledge individuals acquire through diverse learning experiences, such as work and training programmes. By bridging the gap between informal learning and formal education, RPL saves time and money, boosts self-efficacy and motivation, and promotes skills-based hiring for better job prospects and career advancement.

Learning from UIL: RVA of non-formal and informal learning

My experience at UIL was eye-opening, offering the opportunity to learn from its extensive work on RVA. This work is particularly relevant for migrants and refugees, who often face significant barriers to accessing formal education and employment.

RVA processes at UIL emphasize the importance of connecting personal learning experiences to qualification and occupational standards. This approach ensures that individuals’ skills are not only recognized but also aligned with industry requirements, making them more competitive in the job market. As Dr Rudd Duvekot, UNESCO Research Fellow, emphasized, it is important to integrate the learner’s voice into both the worlds of learning and work.

Insights from the Icelandic Network for RPL

One of the most enlightening aspects of my journey was learning from the Icelandic network for RPL. Their collaborative approach across universities, guided by the European Guidelines for Validating Non-formal and Informal Learning, was particularly inspiring. The network is dedicated to ensuring that the value of the assessment process lies not only in the outcome but also in the learning that occurs throughout.

The Icelandic network emphasizes three key aspects of learning in the RPL process:

Learning what one knows: Developing awareness of prior learning through reflecting on past experiences and recognizing the skills and knowledge acquired.
Learning what is required in the validation process: Understanding the requirements and standards of the validation process, enabling effective preparation for assessment.
Learning how to present one’s knowledge and skills: Developing the ability to articulate and present competencies, thereby building confidence and skills to showcase one’s abilities.

Tapping into UIL’s network: Learning cites

During my visit to Cork, Ireland, a UNESCO Learning City, I had the privilege of learning from Dr Ciara Staunton, Project Director of the National Recognition of Prior Learning in Higher Education Project. She shared valuable insights into Ireland’s national RPL network and its innovative, coordinated approach to professional development.

I was particularly impressed by their free six-week online course tailored for tertiary education staff. This course not only builds practical understanding of RPL but also awards a ‘digital badge’ upon completion – promoting accessible, validated learning and fostering cross-sector engagement.

In Lausanne, Switzerland, also a UNESCO Learning City, I learned about the robust validation of acquired experience (VAE) system. This enables adults to obtain professional qualifications by compiling a comprehensive portfolio documenting their skills in alignment with the targeted profession’s qualification profile. The portfolio is then rigorously evaluated by a panel of experts. The process – currently available for about 10 professions – offers a structured and supportive pathway for adults to have their prior learning formally recognized and certified. By facilitating formal recognition of workplace skills, the VAE system not only opens up new employment opportunities but also creates clear pathways for career advancement and lifelong learning.

The win-win impact of RVA

The impact of RVA on individuals and families is profound. For migrants and refugees, having their skills recognized can be life-changing. It opens opportunities for education and employment, leading to improved economic stability and quality of life. This, in turn, has a positive ripple effect on families and communities.

From an economic perspective, RVA also benefits industries and countries. By recognizing and utilizing the skills of migrants and refugees, industries can address skills shortages and enhance productivity. This contributes to economic growth and development, creating a win-win situation for both individuals and society.

Reflections on the value of assessment

I realized that the real empowerment in RVA lies not just in validating skills but in the learning process itself. This process encourages individuals to reflect on their competencies, enhancing self-awareness and confidence. By focusing on continuous learning and self-efficacy, RVA fosters a growth mindset, motivating learners to articulate their skills effectively and aiding in career advancement and personal development.

The unfulfilled potential of technology and AI in RPL

The potential of technology and AI in RPL is vast yet largely untapped. At the Singapore Institute of Technology (SIT), we have been piloting AI tools designed to make the RPL process more efficient and scalable:

AI tools that help individuals identify their competencies, understand their sources and determine acceptable evidence through reflective questions.
Tools that enable individuals to practise articulating their knowledge with a natural-looking avatar, supporting those who are not fluent or confident speakers.
AI tools that help evaluators identify key points in portfolios or determine common learning outcomes for mapping to industry training.

While technology can enhance confidence and preparedness for the RPL process, human guidance remains indispensable for making accurate assessment.

Conclusion

My time at UIL was truly enriching, offering valuable insights. I learned that RVA not only transforms lives but also fosters economic and social development. Advocacy for effective processes is crucial for recognizing the skills of marginalized communities. Ultimately, building a more inclusive and equitable education system empowers individuals and drives meaningful societal progress.

Climate champions: How young people are nurturing lifelong learning for climate action

Posted on July 17, 2025 by Lisa Krolak

Young people are playing a crucial role in promoting lifelong learning for climate action, writes UNESCO Institute for Lifelong Learning (UIL) greening communities consultant Katie Jones. Their importance as change agents in various initiatives should be recognized and shows how critical it is that they are fully engaged in efforts to build sustainable communities.

As a young woman who has been championing the role of Education for Sustainable Development (ESD) in addressing the climate crisis at both the policy and practice level, I am convinced of the transformative power of inclusive learning opportunities for promoting climate action. I am pleased to have been witness to countless initiatives that clearly demonstrate how young people, in particular, are well-placed to act as powerful agents of change, fostering climate learning in a range of spaces – from classrooms to local festivals. We are, and will continue to be, disproportionately affected by the consequences of the climate crisis, inheriting a host of sustainability challenges in our communities. From increasingly extreme weather events to health hazards associated with climate change, we will face a wide variety of difficulties for years to come – at a time when we are witnessing the largest youth generation in history, according to the UN.

Lifelong learning (LLL) is increasingly viewed as a key component of our global mission to tackle the climate crisis and build regenerative communities. This was highlighted at the United Nations (UN) Climate Change Conference (COP 29) last year through the Baku Initiative on Human Development for Climate Resilience – a global commitment aimed at advancing human development and strengthening climate resilience through education and learning. The initiative notes that ‘education is a key enabler for innovative solutions to climate change by ensuring that people are empowered with the knowledge, skills, values and attitudes needed to act as agents of change’ (p. 2). In local communities worldwide, we as young change agents are both promoting and benefiting from inclusive LLL opportunities that foster climate action.

As the UN notes, we are ‘valuable contributors to climate action’. Our creativity, drive and passion for addressing global challenges as lifelong learners are ensuring that we, the youth, are at the forefront of many efforts to fight climate change. This is reflected in our engagement in awareness-raising campaigns, local decision-making structures and non-formal learning programmes.

Across the globe, structures are in place to support us in our efforts as agents of change working towards a greener society. Examples include the UNESCO Youth Climate Action Network, the World Organization of the Scout Movement’s emphasis on protecting the environment and the Youth and United Nations Global Alliance (YUNGA).

In addition to these, inspiring initiatives have been established to equip specific sub-groups of youth to act as changemakers in their communities. For example, the United Nations Framework Convention on Climate Change (UNFCCC) and partners, including UIL, organized a summer camp to equip young educators to confidently teach climate change education in the context of COP 29. Meanwhile, members of the UNESCO Global Network of Learning Cities (GNLC) are advancing tailored efforts to work with us young people to promote LLL for climate action.

Ahead of the Sixth International Conference on Learning Cities (ICLC 6), hosted in Jubail, Kingdom of Saudi Arabia, in December 2024, UIL organized a youth forum. This brought together young changemakers and local government officials from across the globe to explore topics related to LLL for climate action. I was very pleased to have taken part in this event, during which a series of recommendations were made on working with youth to advance awareness-raising campaigns, address climate anxiety and develop inclusive decision-making processes. I was particularly struck by the energy, enthusiasm and commitment of the young representatives participating, as well as by the concrete actions they were already taking in cities worldwide to promote climate action among individuals of all ages. Potential ways forward shared by participants were both creative and innovative, but also rooted in local realities, while demonstrating a clear awareness of key challenges we continue to face.

Recommendations from the youth forum were reflected in the ICLC 6 outcome document, the Jubail Commitment to Climate Action in Learning Cities. This calls for young people to be given ‘spaces and funding for youth-led projects, networks and climate advocacy initiatives’ (p. 3). I firmly believe that such spaces have great scope to help in addressing issues like climate anxiety, by providing arenas for solidarity, exchanging on common concerns and co-creating constructive, action-oriented solutions. It is also worth mentioning that the Jubail Commitment recommends fostering learning opportunities that harness new technologies and align with the communication styles of younger generations – something that is key to engaging with diverse youth groups in communities worldwide.

While working with youth as change agents presents many opportunities, there are also risks. One is the risk of tokenism, whereby collaborating with younger generations is treated as a ‘tick box to be checked’ (p. 7). As a young person myself, I find tokenistic approaches not only frustrating, but also potentially demotivating, in some instances. Consistently involving us young people in decision-making processes, giving us the tools to set up our own climate learning programmes and truly recognizing our value as changemakers are key to avoiding this. We have a lot to bring to the table – including creative, innovative strategies that integrate digital technologies to pragmatic solutions to make climate action more inclusive. In this sense, establishing youth climate councils or youth forums can also be fruitful.

It is also important to avoid placing the entire burden of fostering LLL for climate action on us young people, which could potentially stoke climate anxiety. Intergenerational learning opportunities that engage older learners, younger learners and everyone in between can help to distribute responsibility more fairly.

Finally, in some communities, certain sub-groups of youth may face barriers to accessing climate learning opportunities. Empowering young people from diverse backgrounds to drive LLL for climate action is not just beneficial – it is essential. By implementing targeted outreach strategies, interactive workshops and dynamic learning programmes, we can transform this vision into reality.

Partnering with us as catalysts for change can help to ensure that LLL for climate action is deeply embedded in society. There is a need to act now – the sooner we can all work together effectively through a systemic approach, the sooner our individual actions will add up to drive forward cohesive climate action. By acting swiftly, we increase our chances of saving our oceans, forests, biodiversity, and the ecosystems that depend on them. Equipping us with the knowledge and skills to lead the way will not only strengthen our competencies but also lay the foundation for more sustainable, resilient communities in which we can all work collaboratively to build a regenerative future together.

Museums as lifelong learning spaces supporting connection and dialogue

Posted on June 17, 2025 by Lisa Krolak

Hironobu Shindo (The University of Tokyo Graduate School of Education) reflects on his experiences visiting around 100 museums in Europe during his time as a visiting researcher at UIL. Here, he shares insights into the role of museums in fostering citizenship education and lifelong learning.

I’m a Japanese researcher on lifelong learning and museum studies. In 2024–2025, I had my first long-term experience abroad as a visiting researcher at the UNESCO Institute for Lifelong Learning (UIL) in Hamburg, Germany. The city’s openness, rooted in its history as a port, provided a warm and engaging environment for exploration – both academically and culturally.

My research examined how lifelong learning and museums can contribute to a more engaged and democratic society. I view cultural activities like museum visits as essential elements of lifelong learning.

Japan adopted UNESCO’s ideas of lifelong learning early on, but their application became highly influenced by the country’s era of rapid economic growth, leading to a focus on market-oriented leisure activities. Consequently, lifelong learning is often seen more as a leisure activity than an essential social infrastructure. This has led to lower levels of public support compared to school education, for example, as well as limited participation among the busy younger generation and reduced emphasis on social and political issues.

What drew me to UIL was its ongoing commitment to humanistic values, such as human rights and democracy. While reading Maren Elfert’s book on UNESCO’s history of lifelong learning, I recognized the importance of reconnecting lifelong learning with its original ideals.

A key concern in Japan is the limited space for political discussion in public educational spaces, including museums. Attempts to address controversial topics often face backlash. A notable example is the 2019 Aichi Triennale, where an exhibit featuring a statue of a ‘comfort woman’ triggered online hate and led to the exhibition’s closure. Such incidents reflect a societal resistance to engage in politically charged discussions, which is problematic in a democratic society. At the same time, Japan struggles with low voter turnout and online misinformation, posing urgent challenges for citizenship education.

Germany, by contrast, places greater emphasis on political education – a priority shaped by its history. I wanted to learn how this is reflected in its museums and educational institutions. I began by reviewing literature at UIL and visiting museums across Germany and other parts of Europe.

One crucial insight came from Making Lifelong Learning a Reality: A Handbook, published by UIL, which argues that lifelong learning should serve as a participatory trigger rather than a lofty, idealized concept. It also underlines the important role cultural institutions play in this process. These ideas reaffirmed my belief that lifelong learning must extend into civic and cultural engagement.

Another philosophical perspective that stood out to me was Bildung, often understood as self-formation through cultural and intellectual experiences. At The Future of Bildung in the Nordics conference in Sweden in March 2025, I learned how countries interpret this idea differently. Professor Christoph Wulf at The Free University of Berlin described Bildung as ‘recreation’ – an ongoing process of self-renewal shaped by both internal reflection and external interactions – an idea closely tied to cultural learning.

During my stay, I visited around 100 museums in 20 cities. This helped me realize that museums are more than spaces for passive observation – but they can (and should) act as hubs for connection and dialogue.

At a special exhibition in the BallinStadt museum in Hamburg, historical events like the fall of the Berlin Wall were depicted using Playmobil toys. These familiar objects made complex histories accessible and personally relatable, especially to younger visitors. Migration museums in Bremerhaven and Paris encouraged visitors to think critically about migration as both a historical and contemporary issue, often through open-ended questions or designated debate spaces.

At the Neuengamme Concentration Camp Memorial in Hamburg, one exhibition focused not just on the Second World War, but also on post-war right-wing violence in Germany. This showed how museums can address difficult political histories in ways that inform and engage.

In many museums, I noticed little connection to the local community. However, at the MARKK museum in Hamburg, I participated in a community cooking event last summer which left a strong impression on me. Through these experiences, I came to see museums as platforms for connecting past and present, objects and people, and individuals to broader social debates. To fully realize the potential of museums – and lifelong learning as a whole – they must be seen as active contributors to democratic life. As education becomes increasingly market-driven and individualized in our digital society, lifelong learning through museums should act as a space for open and critical dialogue.

ONLY CONNECT

A blog from the UNESCO Institute for Lifelong Learning

Category Archives: Education 2030