[ { "year": 2024, "page": 1, "text": " HUNDRED.ORG\nOC TOBER 2023\nHundrED \nGlobal \nCollection \n2024\n" }, { "year": 2024, "page": 2, "text": "" }, { "year": 2024, "page": 3, "text": "Introduction\t\n\b\n4\nTrends in the 2024 Global Collection\t\n\b\n18\nHall of Fame\t\n\b\n34\nGlobal Collection 2024\t \b\n44\nEndnotes\t\n\b\n99\nReferences\t\n\b\n100\nAppendix A: Methodology\t\n\b\n101\nAppendix B: Academy Member List\t\n\b\n108\nHundrED gratefully acknowledges \nthe support of our \nglobal partner Supercell.\nUse the QR code to access the digital \nversion of this report on our website\nHUNDRED GLOBAL COLLECTION 2024\nAuthors: Frederika Warren, Mariah Voutilainen, \nAriunkhishig Gonchigdorj, Alex Shapero, Crystal Green\nReviewed and Edited by: Jamie Lee\nGraphic design & Layout: Jyri Öhman / Kilda\nCite as: Warren, Frederika, Mariah Voutilainen, \nAriunkhishig Gonchigdorj, Alex Shapero, and Crystal \nGreen. HundrED Global Collection 2024. Helsinki: \nHundrED, 2023. https://doi.org/10.58261/LVMJ7741\nGlobal Collection 2024. HundrED Research. \nhttps://hundred.org/en/research\nRelease date: October 31, 2023\nConclusions and recommendations from HundrED \nreports represent the author’s own views.\nInnovators featured in this report have granted \nHundrED consent for the use of images and written \nworks.\nThis is an interactive document.\nContents\n" }, { "year": 2024, "page": 4, "text": "4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nIntroduction\n" }, { "year": 2024, "page": 5, "text": "5\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nAmid the currents of time, innovations have re­\nmained the ever-burning torches illuminating the \npath of education. The Global Collection 2024 stands \nas a testament to the unwavering dedication of inno­\nvators, the tireless passion of educators, and the un­\nyielding quest to redefine learning for today and \ntomorrow.\nOne hundred and twenty-five years ago my great-grandfather, an \ninnovator by heart, founded a school in a rural village. The idea of sending \nevery child to a local school was rather new in Finland. Children were \noften needed at home, there was a lack of food and clothing, and new \nideas were needed to convince parents to send their children to school. \nAt the early stage, it was common that principals and teachers, just like \nmy great-grandfather, lived in the other wing of the school building. They \nkept cows to be able to provide fresh milk and grew vegetables in order \nto provide simple soup for the pupils. They saw it had a great impact on \nthe learning results decades before the Finnish legislation guaranteed \npupils and students the right to free meals during school days. Another \nForeword \nA Tale of Innovation\n" }, { "year": 2024, "page": 6, "text": "6\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nimpactful practice was to provide shoes for children from underprivileged \nfamilies. Winters were long and without proper shoes the children would \nnot come to school. \nBy sharing this story, I want to emphasise the multidimensional and \nholistic nature of innovations that impact learning. The ideas I shared are \nnot primarily seen as pedagogical in nature but they had a big impact on \nwellbeing and learning results for many generations. They shed light on \nthe idea of ​school as providing both care and education, and that light is \nstill strong today. \nAs we dive into the landscape of 2024, we can rejoice \nthat most of the world’s children go to school. The \nSustainable Development Goal on education (SDG \n4) emphasises the quality of it—that all girls and \nboys complete their education and gain relevant \nskills. At HundrED we are dedicated to finding \npedagogically innovative, impactful and scalable \napproaches that help children flourish in life.\nI will remember this year for the advances in \ndigital education globally. Innovators have \nbeen reinforcing the trend for a few decades \nbut COVID-19 forced people worldwide, and \nother states of emergencies more locally, to \ninnovate during the school closures, being creative \nin operating models and finding new sources for \nfunding. A crisis is always a stressful situation, but now \nthat we have overcome the pandemic, we can see the fruits \nof a global movement on the policy side. Digital education \nstrategies such as the African Union Digital Education Strategy 2023-\n28, ASEAN’s Digital Transformation of Education Systems 2025, and \nIndia’s digital education policy have been published.\nThe seismic shift catalysed by the pandemic has thrust EdTech and AI \ninnovations into the spotlight, as highlighted by the World Economic \nForum and other thought leaders. Moreover, the digital divide, a challenge \nof our times, finds resonance in the Global Education Monitoring Report, \nan indispensable source informing our discourse.\nWhile we want to focus on education, we should also recognise the \nvital intersections that beckon our attention. The COP28 summit adds \nan urgency to our dialogue as we shine a spotlight on sustainability—a \ncornerstone for education innovations to come. When talking about \nsustainability, I cannot help but be thankful for the opportunity we have \nhad to build and host the new HundrED Youth Ambassador Programme \nin partnership with IBO. We support future innovators and changemakers \nto create and build upon their own social impact projects tackling the \nSDG’s. Girls’ education, a touchstone for empowerment, is also one theme \nwe want to shed light on, as we emphasise the crucial role innovation \nplays in dismantling barriers and fostering equity.\nOur research team is often asked about the emerging themes \nas they review hundreds of applications in collaboration \nwith our Academy. We are sincerely grateful that we \nget to cooperate with our Academy members, true \nexperts, when we make our selection each year. \nThis year we raise these three themes: Education \nTechnology (EdTech) & Artificial Intelligence (AI), \nProfessional Development, and Future Skills. \nThe tale of innovation is one of collaboration \nand synergy. Our network role means that we \nseek out like-minded people and organisations, \nsupporting an ecosystem where innovation can \nflourish. The ecosystem approach helps to glue the \nwhole together. We are thankful for being able to \nwork with such inspiring community members, clients \nand partners, local and global organisations to ensure \nquality education for all children.\nOur research projects traverse boundaries, and we are curious to \ndelve deeper into educational institutions’ innovation processes, roles, \nprofessional development and leading change. This year we focused on \ninnovation implementation and adaptation, for example from Global \nSouth contexts to Global North countries and the other way around. \nWe put a spotlight on EdTech in Bangladesh and Education in Qatar. We \nexplored the professional development gap in some Arabic-speaking \ncountries. We have seen how parental engagement has been encouraged \nin communities in Pennsylvania.\nFinally, I am proud to invite you to read our Position papers Implement \nWe are sincerely \ngrateful that we get \nto cooperate with our \nAcademy members, \ntrue experts, when we \nmake our selection \neach year.\n" }, { "year": 2024, "page": 7, "text": "7\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nat Scale: An Agenda for Education Innovation Implementation Research, \nThe Messy Middle: Implementing Innovations at Scale, and more to \ncome. To address the need for a greater understanding of and focus on \nimplementation, we announced the HundrED Implementation Centre for \nEducation Innovation in February 2023. \nIn closing, this Global Collection 2024 report invites you to journey \nthrough the stories of innovators, educators, and transformative ideas. \nAs we look to the future, we extend an invitation: be part of the legacy \nof innovation, embrace change, and join the chorus of those who have \nshaped and will continue to shape education.\nWith bright regards,\n \nHeini Karppinen\nCHIEF OPERATING OFFICER \nHUNDRED \nAUGUST 21ST, 2023\n" }, { "year": 2024, "page": 8, "text": "8\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nSince 2016, HundrED has been working to highlight the importance \nof innovation in education, and the hundreds of innovators focused \non improving the lives of students, teachers, and those in the wider \neducation community. HundrED has discovered that the world is already \nfull of impactful and scalable innovations. Unfortunately, most educators \nin the world do not know about the best ones to learn from outside of \ntheir local area. We aim to change this through our Global Collection each \nyear. HundrED’s annual Global Collection highlights 100 of the brightest \ninnovations in K12 education from around the world to anyone for free. \nNow in our 7th Collection, the goal is to inspire a grassroots movement by \nhelping pedagogically-sound, ambitious innovations to spread and adapt \nto multiple contexts across the world.\nThis year we have seen an influx of innovations using technology and \nArtificial Intelligence (AI) as a means of addressing educational needs \nglobally. The possibilities technology and AI can offer currently seem \nendless, and there is the potential that these innovations will shake up the \neducation sector as we know it. Alongside these possibilities, there are also \nquestions around the impact they may have on accurate representation \nof students abilities, and their psycho-social wellbeing following years \nof lockdown due to Covid-19 and a lack of in person teaching. There are \nnow innovations focusing on blended learning models that utilise both \nin person and online learning. Students can be provided with the social-\nIntroduction\n" }, { "year": 2024, "page": 9, "text": "9\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nemotional element lacking during the lockdowns of the pandemic, as \nwell as utilising the many advantages technology has to offer to create \npersonalised learning opportunities, and ease the burden on educators \nand leadership. \nThe Professional Development of teachers continues to be a key focus \narea for innovations globally, with educators being seen as the catalyst for \nchange in schools, and those responsible for providing quality education \nto students. Teachers are often scapegoated when educational policies \nfail, despite these failures often being due to a plethora of factors outside \nof their control. Providing teachers with confidence, skills, and community \nsupport is vital if we want to see the wellbeing of those working in the \neducation sector improve. \nTo make this year’s Global Collection, a shortlist of innovations was \nreviewed by 182 Academy Members consisting of academics, educators, \ninnovators, and funders, from 73 countries. In total, there were 2,998 \nreviews by the Academy based on their impact and scalability that were \nthen evaluated by HundrED’s Research Team to make the final collection.\nThe 2024 Global Collection will be launched at our Summit this Autumn \n2023, and the 2023 Impact Report will be released in December 2023. Both \nof these reports can be downloaded for free at hundred.org/en/research. \nIn this section, we first provide insights into why innovation in education, \nand global trends found in this year’s Global Collection. You will then find \na short overview of each selected innovation (you can find more in-depth \ndetails of each one by viewing their full innovation page on our website), \nfollowed by an overview of the process we used to select this year’s \nCollection. We are sure you will be as inspired as we are by the amazing \ninnovations working towards changing education globally!\n" }, { "year": 2024, "page": 10, "text": "10\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nHundrED, a Finland-based mission-driven and global organisation, \ndiscovers, researches, and shares inspiring innovations in K12 education. \nOur goal is to help improve education and foster a movement through \nencouraging impactful and scalable innovations to spread across the \nworld, while staying mindful of context. \nThe purpose of education is to help every child flourish, no matter what \nhappens in life. \nIn a fast changing world, focusing on traditional academic skills will remain \nimportant, but that is not enough. To thrive as global citizens, children must \nbe equipped with a breadth of skills. While we are advocates of a child-\ncentric approach and personalised, passion-based learning, the relationship \nbetween an inspired teacher and a motivated student will remain essential. \nAssessment has to be aligned with the core purpose of helping kids \nflourish and all of this should be reflected in the learning environments \nof the future. \nTo make this happen, we need visionary leadership at every level of our \neducation system with ambitious, impactful, and scalable education \ninnovations that are effective globally. The world of education is full of \nhardworking specialists who are making this happen every day. Our mission \nat HundrED is to give them the recognition and visibility they deserve.\nHundrED’s Mission\n" }, { "year": 2024, "page": 11, "text": "11\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nHundrED’s Theory of Change\nWe believe that through identifying, amplifying, and facilitating the \nimplementation of K12 education innovations, our global education \nsystems can be transformed and students equipped with the skills to \nthrive as global citizens.\n•\t\nIDENTIFYING IMPACTFUL AND SCALABLE INNOVATIONS \nthrough a robust research and selection process, allows us to \nhighlight solutions that can answer some of the most critical \nchallenges in education today and set the agenda for education \ninnovation globally. \n•\t\nAMPLIFYING INNOVATORS AND THEIR SOLUTIONS \nthrough our HundrED events, communications, and community, gives \ngreater visibility and credibility for innovators and their solutions \namong education stakeholders, and helps change the mindset among \neducation stakeholders to be more solution-oriented. \n•\t\nFACILITATING IMPLEMENTATION \nby introducing and testing innovations in new contexts, enables \neducation stakeholders to scale high impact innovations at the local, \nregional, and global level.\n" }, { "year": 2024, "page": 12, "text": "12\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nOUTCOMES\nIMPACT\nACTIVITIES\nOUTPUTS\nINTERMEDIATE \nOUTCOMES\nIdentify impactful \nand scaleable \ninnovations\nGreater visibility \nand credibility for \ninnovators\nWillingness to try \ninnovators\nIncreased \nresources for \neducation \ninnovations\nStronger \ninnovation \nnetworks\nInnovations \nscale at the local, \nregional and \nglobal level\nEducation \nsystems have \npositive & \ndocumented \nlearning\nHundrED \nreports\nArticles, \nsocial media, \nand presentations \nto promote \ninnovations\nDigital and \nin-person \nevents\nMatch education \nsystems with \ninnovations\nCo-development \nand contexualisation \nof innovations\nResources \ndescribing \ninnovation \nimplementation\nAmplify innovators \nand solutions\nImpactful \ninnovations scaled \nto help every child \nto flourish\nEnable \nimplementation \nby introducing and \ntesting innovations\nFigure 1: HundrED Theory of Change\n" }, { "year": 2024, "page": 13, "text": "13\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nHUNDRED APPROACH\nWe identify impactful and scalable education innovations using a \nrobust evidence-based selection process. Once we have identified these \nsolutions, we share them with the world for free and promote their work \nto global education stakeholders. However, that is not enough to make \nthe change happen. We connect innovators with growth opportunities \ninside and outside our community to help them scale. Ultimately, our \naim is to facilitate the implementation process of these innovations in \nnew contexts, so we can help innovators co-design their solutions to \nmeet educators’ needs. None of this could happen without our global \ncommunity of education changemakers in over 100 countries. They \nare central to everything we do, from identifying to amplifying and \nimplementing education innovations at scale so that one day every child \ncan flourish in life, no matter what happens. \n1. WHAT DOES HUNDRED DO? \nIdentify, Amplify, Implement.\n2. HOW DO WE DO IT? \nThrough our HundrED Community.\n3. WHY DO WE DO IT? \nFor every child to flourish.\nFigure 3: \nHundrED Approach \nFigure 2: \nSinek’s Golden Circle Model\n" }, { "year": 2024, "page": 14, "text": "14\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nContinuous innovation in education is vital if we want to provide children \nwith the necessary skills and knowledge to build a sustainable future. \nOur work at HundrED is inspired by Everett M. Rogers’ innovation \ndiffusion theory.1 From the very beginning of HundrED, we have used \nRogers’ theory to understand how and why innovations spread from a \nhandful of users to many.2\nHundrED has been privileged to research and support a vibrant community \nof over 4,000 education innovators who are addressing diverse \neducational needs in various contexts. We work to identify, amplify, and \nfacilitate the implementation of innovations in school settings around \nthe world so that every child can flourish through access to a quality, \nfuture-ready education. Innovation is essential to realising this vision \nand a critical ingredient for achieving the United Nations Sustainable \nDevelopment Goal 4 (SDG4) for education by 2030. As there is no single \nsolution or direction that will achieve this vision, we embrace the power \nof many innovations that can improve and transform education (hence \nthe name HundrED). \nWe define innovation in education as a new or modified practice and/\nor technology that supports any part of the education ecosystem \nand leads to meaningful improvements in a given context.3\nWhy Innovation in Education?\n" }, { "year": 2024, "page": 15, "text": "15\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nIt is helpful to break down this definition:\n•\t\nWe highlight innovations that are new or modified, and are going \nbeyond re-envisioning education toward real changes in learning, \nteaching, and education ecosystems. \n•\t\nWe recognise innovation as an improvement to any part of the education \necosystem, whether that means an innovation directly impacting \nteachers and students, or a supporting innovation that enhances \nthe overall functioning of the ecosystem, such as the introduction of \na new data collection system. ‘Meaningful improvements’ refers to \ninnovations that have evidence of improvement over and above what \nalready exists for its intended users. \n•\t\nWe believe innovation should be contextualised. It is important \nto bear in mind that a pedagogical practice that works well in one \nschool district may not be guaranteed to succeed somewhere else. \nInnovations are transferable to other contexts when adapted to meet \nthe realities of a new setting.4\nWhen categorising innovations, we look at three primary areas: what is \ntaught, how it is taught and where it is taught. The what, the how, and \nthe where of innovation are represented in three categories of education \ninnovation: Skills, Practices and Environments. In this section, we take a \ndeeper look into these three areas.\n" }, { "year": 2024, "page": 16, "text": "16\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nSKILLS: WHAT DO STUDENTS LEARN? \nAt its core, there is always a ‘what’ to \neducation, which includes the content of the \ncurriculum as well as the skills, competences, \nand capabilities students learn. Learning new \nskills enables students to use their education \nwithin and beyond the classroom. The types \nof skills that can be included in educational \ninnovation are many: the 3Rs (reading, \nwriting, and arithmetic), the 8Cs (Curiosity, \nCreativity, \nCriticism, \nCommunication, \nCollaboration, Compassion, Composure, and \nCitizenship), sports, arts, dance, architecture, \ncoding, agriculture, critical thinking, social \n& emotional learning, and media literacy. \nInnovations in the skills domain change or \naugment the content of what is taught to \nstudents. \nPRACTICES: WHAT METHODS ARE USED \nFOR TEACHING AND LEARNING? \nPractices refers to the methods and \npedagogies that teachers use for instruction. \nPractices include tools and technologies, as \ntheir use in the classroom requires teachers’ \npedagogical expertise. Innovative practices \nintegrate low- and high-tech, digital, and \nanalogue tools to improve learning and \nteaching. Assessment is also included as a \nkey practice, as the methods of evaluation \nshape teachers’ pedagogical choices. While \nprimarily focused on the teachers’ practice, \ninnovative practices often also modify the \npractice of learning as well, changing the \nmethods that students use to complete \nassignments.\nENVIRONMENT: WHAT PLACES AND SPACES \nARE USED FOR LEARNING? \nWe know that the spaces where students \nlearn impact how learning and teaching are \norganised and the kinds of experiences that \nwill be possible within schools. Innovations in \nthe physical space, the school architecture, \nand design can afford the opportunity for \ndifferent ways of organising the school day \nand have the potential to provide facilities \nthat improve education, for example, in \nscience, technology, physical activity, and \narts. The environment also mediates the \nsocial interactions in schools and classrooms \nand the kinds of relationships that are \nfostered as part of the school environment. \nThe environment relates to structural \ncharacteristics, system organisation, school \nculture, and interactional processes.\n" }, { "year": 2024, "page": 17, "text": "17\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n" }, { "year": 2024, "page": 18, "text": "18\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nTrends in the \n2024 Global \nCollection\n" }, { "year": 2024, "page": 19, "text": "19\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nThis year has seen international conflict, the cost of living crisis, and climate \nchange dominate the headlines. The impact of these international events \nare mirrored in the educational needs that are arising and are beginning \nto show in the innovations being developed to address these needs. \n#Decarbonize Global Child Climate Program, League for Green Leaders, \nand Learning about Forests (LEAF) are three of this year’s innovations \nthat focus on addressing climate change and equipping students \nwith the knowledge and skills they need to have a positive impact on \nthe environment. With the 28th Conference of the Parties to the UN \nFramework Convention on Climate Change (COP28) in Dubai in late 2023, \nit will be interesting to see how educators incorporate the learnings into \ntheir curriculums and foster climate action amongst students.5 \nClimate change is also disrupting student access to education, something \nthat many governments are ill equipped for. Flooding and wildfires \nare becoming more common, leaving many governments to provide a \ndisaster response to education. The monsoons of 2022 hit Pakistan with \ncatastrophic flooding, disrupting education for more than 3.5 million \nchildren. Six months later the World Bank found that minimal progress \nhad been made in reinstating education for all children. Evidence from \nPakistan’s 2005 earthquake found that just four weeks of disrupted \neducation could lead to learning losses equivalent to 1.5 years of academic \neducation.6 A priority in disaster response education is to ensure students \nInnovation for a \nChanging World \n" }, { "year": 2024, "page": 20, "text": "20\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\ndo not fall behind academically, however, research has found that the \nbiggest impact on students is their wellbeing and in turn the impact this \nhas on their schooling.7 It is not just students who are affected by these \ndisruptions to education, for example, with the morale and self-efficacy of \nteachers in Australia dropping dramatically after three years of disruption \nfollowing the Covid-19 pandemic, bushfires, and flooding.8 The impact of \nnatural disasters can cause lasting trauma, and schools are well placed to \nprovide psycho-social support in communities.9 Schools in Maui, Hawaii \nwhich saw devastating wildfires this year have spoken about how they \nare initially focussing on providing community support. Children and \nteachers have lost their homes, all their belongings, and in some \ncases family members; the wellbeing of everyone is currently \nthe priority, with plans to restart schools imminent to \nhelp provide a sense of normalcy again.10 Countries \nvulnerable to climate change need to begin building \nresilience in their education systems, to ensure that \nin these times of disruption, the wellbeing and \nacademic education of children is planned for.11\nInternational \nconflict \ncontinues \nto \ndisrupt \naccess to education for an estimated 468 million \nchildren globally. In context, this means one in six \nchildren live in a conflict zone, double the number \nof children in the mid-1990s.12 Providing quality \neducation to these children is crucial. Last Mile \nLearning, an innovation using low-tech solutions in \nthe Cox’s Bazaar Rohingya Refugee Camp in Bangladesh, \nprovides children aged 6-11 with a blended learning plan to \nboost their foundational literacy and numeracy skills. Without \nthis innovation, these displaced children would have no access \nto education in their mother tongue of Rohingya; Last Mile Learning \nprovides them with a connection to the world outside the camps, even \nas their refugee status and Covid restrictions left them isolated. The \nre-selected innovation ‘Afrogiveness’, a peace education initiative, aids \nstudents impacted by the Anglophone conflict in Cameroon. It focuses \non providing education to students affected by the conflict, as well as \noffering psychosocial support. As noted above, without taking students’ \nwell being into consideration, innovations will struggle to address \neducational barriers - “Good mental health and wellbeing is essential for \nschool students. It helps them to learn effectively, cope with day-to-day \nchallenges, and develop into resilient young adults.”13 Despite the cost \nof living crisis and the impact it is having globally, there were minimal \ninnovations submitted addressing financial literacy. The cost of living \ncrisis cannot be solved simply through developing the financial literacy \nskills of individuals. However, many education systems neglect to teach \nstudents about important aspects of financial planning, such as interest, \ncredit, lending and debt. This is part of a wider challenge in schools of \naddressing the mechanisms by which finance and capital flow, and the \nconnection between our economic and social systems and our daily lives \nand work. The lack of financial literacy in the curricula can leave many \nyoung people in a vulnerable position as their lack of understanding of \nfinances perpetuates a naive participation in cycles of reproducing \neconomic inequality. Knowledge about finances and how to \nmanage them empowers people, and is a vital skill for \nyoung people to learn.14 Last year, the Global Collection \n2023 highlighted the work of MoneyTime, and this \nyear only one innovation related to financial literacy \nwas shortlisted. Financial literacy has always been a \npriority for HundrED, showcased by the Spotlight \n‘Financial Skills for the Youth’ published in 2019.15 \nThis report recommends that students are taught \nabout financial planning, and that girls and \nstudents from immigrant families are supported \nto take an interest in financial issues. Next year, \nHundrED would like to see more innovations \naddressing financial literacy in students. Financial \nliteracy skills alongside political studies, will allow \nyoung people to make informed decisions about their \nfinancial wellbeing, taking into consideration the political \nand social context that they are living in. \nIt is also worth acknowledging the impact these major global challenges \nare having on young people, and the uncertainty they feel about their \nfuture. Climate anxiety, financial uncertainty and the potential for further \npandemics that will shut down the world as we know it, has left many \nyoung people wondering if there is any point in planning and saving for \nthe future.16 This mentality reinforces the need for a holistic education \nthat focuses on student wellbeing as well as teaching skills for a rapidly \nchanging future. \nThe impact of the Covid-19 pandemic can still be felt three years later, \nsomething that is reflected in the education trends we found this year. \nThe \nimpact of inter­\nnational events are \nmirrored in the edu­cational \nneeds that are arising and \nare beginning to show in \nthe innovations being \ndeveloped to address \nthese needs.\n" }, { "year": 2024, "page": 21, "text": "21\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nThe World Health Organisation officially declared that the Covid-19 \npandemic was over as a global health emergency on 5th May 2023.17 \nHowever, EdTech innovations which developed quickly at the onset of \nthe pandemic to ensure all students could still access education, are \ncontinuing to grow rapidly. This year, over a quarter of the selected \ninnovations are related to EdTech and Artificial Intelligence (AI). In 2020, \nHundrED published the report ‘Spotlight: Quality education for all during \nCovid-19 crisis’, where it was noted that EdTech and AI offers the potential \nfor personalised learning and addresses an immediate need to educate \nstudents. However, the report also noted that school is more than \njust about knowledge transfer, with skills development, and social and \nemotional learning equally important aspects of education. This year’s \nGlobal Collection has reflected the same need, evident in the selected \ninnovations Woof and Closegap, which use EdTech to focus on student \nwellbeing, and help them develop social and emotional learning skills. \nThese innovations highlight that there is a move to incorporate students’ \nwell being and psycho-social support into EdTech. \nThis year we have identified four key trends: EdTech and Artificial \nIntelligence as methods for facilitating the objectives of innovations, \ndeveloping teachers’ agency through professional development, \ninnovations that focus on Future Skills (21st century, ICT, Preparedness), \nand Inclusion & Wellbeing. Below we provide further insights into these \nthree key themes which have emerged. \nEDTECH AND ARTIFICIAL INTELLIGENCE\nIn 2018, HundrED published the report ‘Every Child to Flourish’, examining \nperceived needs of all stakeholders in education globally. Although \nwritten only five years ago, there was no reference to EdTech in this \nreport, and only one innovation (Lexplore) refers to the use of AI. This \nis in stark contrast to this year’s Global Collection, which showcases 22 \nEdTech innovations, and four AI innovations, making up over a quarter of \nthe selected innovations.\nThe EdTech sector is expanding at a rapid rate, with technology viewed as \na means to bridge the gap between barriers to access and a cost effective \nway of reaching thousands of students. School closures during Covid-19 \nmeant that governments turned to EdTech solutions to reach out to \nstudents during school closures and minimise the potential of learning \n" }, { "year": 2024, "page": 22, "text": "22\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nlosses.18 Consequently, the EdTech industry has become one of the most \npromising industries for investors, and is expected to grow 16.5 percent \nannually and expand 2.5 times in the span of six years.19 Last year EdTech \ndid not appear as a key trend, with only seven innovations in this category. \nWith the emergence of EdTech as a tool for addressing many global \nlearning and resource related challenges in education, HundrED \naimed to learn more about private and public sector players in the \nEdTech innovation ecosystem, and perceived enablers and barriers \nto innovation and scaling of EdTech through the case of Bangladesh \nwith our partners at EdTech Hub. Bangladesh, one of the most highly \nand densely populated countries in the world, has made steady and \nremarkable progress in key development areas and continues to work \ntowards addressing such challenges as learning crisis, teacher shortage \nand inequitable access to education by utilising EdTech solutions, due to \nthe promise they have shown globally to assist with breaking educational \nbarriers. In the Spotlight on EdTech: Bangladesh innovation collection, \nthere is a strong representation of EdTech tools for learning support, \nemergency education, and skill building as well as blended learning \npractices and online learning platforms that are scalable across different \ncontexts. Innovations focusing on teacher professional development \nand support are also present in this collection. Furthermore, many of the \ninnovations focused on being accessible and affordable to address the \nlearning needs of the children from remote areas with limited access to \ninfrastructure and from different socio-economic backgrounds. A few of \nthese innovations, Konnect and MuktoPaath, demonstrated a relevance \nbeyond the context of Bangladesh, due to their ability to reach those \nfarthest from educational equity. \nThis year ‘Ubongo’ was selected again due to its impressive impact and \nscalability. It has the largest ‘classroom’ in Africa, with over 17 million \nchildren learning via fun TV, radio and mobile edutainment programs. \nChildren have shown significant gains in cognitive development, social \nemotional skills and health knowledge, with 99 percent of Tanzanian \nparents agreeing that Ubongo’s edutainment has improved their child’s \nquality of life. Skalo, a Colombian innovation, helps teachers in K12 manage \nlearning diversity and inclusion with customised strategies and tools. The \nSkalo algorithm calculates the best learning accommodations according \nto the student’s abilities and needs, giving the teacher strategies to adapt \nthe way they teach to the way the student learns.\nThe category of EdTech in this year’s Global Collection incorporates a range \nof subcategories; personalised learning, open resource platforms, online \nlearning, blended learning and Artificial Intelligence. Many of the selected \nEdTech innovations this year, while they may not list AI as their focus, are \nusing it to assist in their platforms. AI will arguably be the biggest shift in \neducation innovation in 2023.20 Alongside the exciting opportunities AI will \noffer education, there is also a concern for the impact it will have on accurate \nassessment of a student’s capabilities. It will be interesting to follow the \nexpansion of AI innovations and the positive impact it will have on education, \nas well as the potential challenges that may arise along the way.\nDEVELOPING TEACHER AGENCY\nTeachers drive educational change in their classrooms, so it is no surprise \nthat Professional Development innovations are at the forefront of \ndriving educational transformation. This year, thirteen innovations \nfocus on Professional Development as a method of meeting innovation \nobjectives. Teachers play a critical role in impacting student outcomes,21 \nand, as the leaders of their classrooms, are central to the uptake of \ninnovation. Developing teacher agency is important if we want teachers \nto feel empowered and take ownership of their own professional \ndevelopment. With Indonesia having nearly 3 million teachers across \n98 cities and 416 regencies, Laying the Foundation for Quality Teacher \nProfessional Development focuses on empowering teacher learning \ncommunities for the professional growth of all Indonesian teachers, by \nproviding contextualised Professional Development programs, trained \nby local teachers. Compass Education - The Sustainability Compass uses \nProfessional Development as a method for promoting 21st century skills. \nThe movement is run by committed volunteer educators dedicated to \nbuilding a better world through teaching skills for systems thinking and \nsustainability in schools. This leads us on to this year’s third most popular \ninnovation category of ‘Future Skills’. \nFUTURE SKILLS\nFuture skills based innovations, predominantly focusing on 21st century \nskills, ICT and Preparedness, makeup thirteen of the innovations this \nyear. Skills-based innovations focus on preparing students for the \nfuture, and use a variety of methods to develop these skills in students. \n" }, { "year": 2024, "page": 23, "text": "23\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nLEAD Academy is an online education platform that provides K12 \ncoding programs that provide students with future skills. Technovation \nempowers underserved communities, especially girls and women, to \naddress local problems using technology. Similar to last year’s Global \nCollection, Future Skills remain a primary motivation for education \ninnovation. These innovations are working hard to ensure students \nhave the best possible opportunities to develop skills that will help \nthem adapt to an ever changing world.\nINCLUSIVITY & WELLBEING\nBoth inclusivity and well being were key themes in the Global \nCollection this year, with ten in each category. This year’s \ninnovations that fall under the theme of inclusivity, focus \non gender equality, bullying prevention, student voice \nand agency, rural education, displaced children, special \neducation and diversity. HundrED innovations that fall \ninto the wellbeing category focus on mental health, \nself-esteem, compassion, physical health, mindfulness \nand learning environments. The priority in these \ninnovations is the whole learning experience, not \nonly skills. Special Olympics Unified Champion Schools \nengages over 1,000,000 students in 30,000 schools \naround the world, with and without intellectual disabilities \nthrough sports, to enhance leadership development and \ncommunity engagement. This innovation had the highest overall \nscores for impact and scalability. Similar to last year, well being was \nalso prioritised this year, with the Covid-19 pandemic emphasising the \nimportance of education’s role in students’ well being as well as learning. \nStudents’ well being is pivotal in their educational success, and is therefore \ninstrumental in student attainment. \nTREND WATCH: LOOKING TO 2025 \nHaving analysed this year’s Global Collection, we are interested in seeing \nmore innovations that focus on sustainability, inclusive education, \nfinancial literacy and student voice. In 2018 HundrED focused on the \nvalue of teaching sustainable practices, in its report Spotlight on \nSustainability, and the shortfalls in teaching this topic area. Perhaps due \nto the lack of measurable outcomes, or lack of place in the curriculum, \nsustainability is not a focus for the majority of schools and instead \nindividuals are creating opportunities outside timetabled lessons \nin which children can engage in learning for sustainability. Teaching \nsustainability as a key component of the curriculum is critical - “climate \nchange is the defining feature of our time and we are at a defining \nmoment”.22\nAccess to inclusive education remains a challenge globally. One of the \nbiggest challenges to inclusive education is addressing gender disparity, \nwhich is necessary if we want to reach Sustainable Development Goal \n4 of ensuring equitable quality education for all. According to UNESCO, \n129 million girls have no access to any form of education23, limiting \ntheir potential to break cycles of disadvantage. Boys who are \nmore likely able to access education, often face challenges \nsuch as disengagement, resulting in 132 million boys \ncurrently being out of school.24 The challenges faced are \ncontextual, with a multitude of factors influencing the \nchallenges students face, creating a complex barrier \nto education. This year, only six innovations focused \nexclusively on girls, with two of those addressing girls’ \nhealth in programmes targeted at all children. Gender \nbias within education is also an ongoing issue, reinforcing \nstereotypes, and limiting girls’ ambitions.25 HundrED \nwould like to see more inclusive innovations that address \ngender disparity. \n“When gender stereotypes are communicated through the design \nof school and classroom learning environments or through the behavior \nof faculty, staff, and peers in a child’s school, it goes on to have sustained \nimpact on academic performance and choice of field of study, especially \nnegatively affecting young women pursuing science, technology, \nengineering, and mathematics (STEM) disciplines.”26\nPrioritising Children’s Rights, in particular, student voice and agency is \nvital if we want students to be active stakeholders in their education . \nStudents who think that they have a voice in their education are seven \ntimes more likely to be academically motivated than students who do not \nbelieve that they have a voice.27 HundrED would like to highlight the value \nof student voice in education and would in particular like to showcase \nstudent-led innovations in next year’s Global Collection.\nAccess to inclusive \neducation remains a \nchallenge globally.\n" }, { "year": 2024, "page": 24, "text": "24\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n" }, { "year": 2024, "page": 25, "text": "25\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nHOW DOES INNOVATION BUILD COMMUNITY?\n“[One] advantage of using tire playgrounds is that all of our designs \nare very DIY, so we have employees from corporations who come and \nbuild a playground with us. This includes the community as well. More \nrecently, we’ve been completing about two projects every year with an \ninternational school here in Bangalore. These are children who come \nfrom very affluent backgrounds and visit a government school where \nthey build a playground from scratch in just five days, including digging, \npouring concrete, painting, and all other necessary tasks. We are able to \nshow them the wider reality that although they may have access to all of \nthose facilities, there is a large group of children that they can support.” \nSwetha Manivannan\nHEAD OF DESIGN AND BUSINESS \nANTHILL CREATIONS\nVoices from our Community\nBehind each of the innovations are innovators and innovation adopters \nwho are making changes to education globally. We interviewed the \nselected innovators to hear more about their work and gain insights \nabout education innovation globally. In this section, we share some of \ntheir insights about how their innovations form a foundation to build a \nbrighter future. They also share the need for ongoing support - not just \nat the time of implementation, but throughout the process. Although \nwe’re only able to share a few of their many insights here, these pages \npresent a small snapshot of the things that the HundrED innovators in \nthis collection are thinking about this year.\nWHY DOES ACCESSIBILITY MATTER?\n“EKUI is not a method, it’s a methodology. Based on neuroscience, we \nstudied the best learning methods and strategies to help children reach \ntheir full potential. With this research, we put together the best of each \none: we call it EKUI. \nEKUI stands for Equity, Knowledge, Universality and Inclusion in a learning \nprocess. It is an inclusive multisensory methodology with a Universal \nDesign for Learning. With EKUI, all children can learn together in the same \nspace, at the same time and with the same materials. Most importantly, it \nhelps children develop empathy, which is the most difficult of the social and \nemotional skills. People call it a soft skill; I call it hard skill. Because, ultimately, \nif you’re an empathetic person, you’ll naturally be an inclusive person.”\nCelmira Macedo\nFOUNDER \nEKUI\n" }, { "year": 2024, "page": 26, "text": "26\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nVisions for the \nfuture of education\nWHAT IS ONE BIG PROBLEM IN EDUCATION THAT NEEDS INNOVATION?\n \n“The lockdowns meant that many children fell behind \nin maths and [language] skills and an already existing \nliteracy gap worsened.” \n \n– Rhea Mehta\n \n“[One big problem is] implementing interactive \ncurriculums where students can develop their real life \nskills by learning from practical examples of the real \nworld.” \n \n– Fareeha Rehman\n \n“Leadership, life skills and politics are important \nsubjects that are not taught well enough.” \n \n– Jack Gates\nWHY IS EDUCATION INNOVATION IMPORTANT?\n \n“As our world continues to change, the ways in which \nyouth can continue to develop, enrich, and expand our \nexperiences should continue to change as well. If \neducation remains static, we are preventing our \nown growth.” \n \n– Naomi Kim\n \n“We have to admit that our lifestyles have completely \nchanged over the past few decades and are still rapidly \nchanging but still most of our curriculums are based on \ntesting rote memory which limit a child’s ability to \nthink creatively and systematically.” \n \n– Fareeha Rehman\n \n“Innovation in education involves equipping teachers \nwith new tools, not just for the benefit of learners.” \n \n– Namya Joshi\nThe Youth Ambassador Programme, developed in partnership with \nInternational Baccalaureate Organisation, is a 3 month programme \nthat equips driven students, ages 12-19, with tools for innovation and a \ncollaborative space to help them kickstart the changes they wish to see \nin their communities. We spoke with some of our recent programme \ngraduates for their insights on the future of education. They highlighted \nthe need for innovations that respond to the complex, nuanced worlds \nthey are building and showed how they analyse the challenges that lie \nahead.What is one big problem in education that needs innovation?\n" }, { "year": 2024, "page": 27, "text": "27\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nWHAT DOES THE INNOVATION PROCESS LOOK LIKE TO YOU?\n \n“Working with young people who are the centre of the \neducation, teachers and other stakeholders like youth \ngroups where it comes from the bottom up and not \nthe top down.” \n \n– Jack Gates\n \n“It is critical to focus on each concept’s sustainability, \nscalability, and potential impact. Involving teachers, \nstudents, parents, administrators, and other relevant \nstakeholders will aid in the provision of input and \ninsights. Collaboration, open communication, and a \nwillingness to experiment and adapt.” \n \n– Namya Joshi\n \n“Education innovation includes identifying a problem \nand first developing a deep and thorough \nunderstanding of the causes, and the impact of the \nissue.” \n \n– Rhea Mehta\nWHOM CAN YOU TURN TO FOR HELP IN INNOVATING?\n \n“In the process of developing my project, I turned to so \nmany different people for help in innovation. I spoke to \nteachers, librarians, and local government officials, \nboth to gain knowledge about the problem, and to \npropose my solutions to them.” \n \n– Rhea Mehta\n \n“Participating in innovation competitions, hackathons, \nor challenges [stimulates] creative thinking while also \nproviding networking and recognition opportunities.” \n \n– Namya Joshi\n \n“Whenever I need support, I head to various blogs and \nyoutube videos to seek inspiration or gain ideas for \nproblem-solving.” \n \n– Naomi Kim\n" }, { "year": 2024, "page": 28, "text": "28\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nFrom our database of 3000+ education innovations, 151 innovations \nwere shortlisted by the HundrED Research Team. With an Academy \nconsisting of 182 experts in education from over 73 countries reviewing \nthe shortlisted innovations. A total of 2998 reviews were made by the \nAcademy, which were later evaluated by the HundrED Research Team \nto make a final selection of 100 innovations from 47 countries. For more \ninformation about our research methodology, please see Appendix A. \nThe 2024 Global Collection showcases 100 innovations established in 47 \ndifferent countries. These innovations range from being implemented \nin one country to a few innovations that have been introduced to almost \nevery region of the world. Furthermore, 62 percent of the selected \ninnovations have been implemented in two or more countries, indicating \na high potential for transferability. The innovation that has scaled to \nthe greatest number of countries is Girl Rising, which has scaled to 144 \ncountries. Of the Global Collection 2024, 39 were reselections from 2023\nNumbers and Trends \nFound in the \n2024 Global Collection\n" }, { "year": 2024, "page": 29, "text": "29\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nKEY WORDS THAT INNOVATORS USED TO DESCRIBE THEIR INNOVATIONS\n" }, { "year": 2024, "page": 30, "text": "30\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nIn this year’s Global Collection, the majority of selected innovations came \nfrom Asia (32 percent); with more than half of those selected based in \nIndia. Within Africa, the majority of the innovations came from South \nAfrica, in North America from the USA, and in Europe from Finland. \nInterestingly, Papua New Guinea was the only selection from Oceania \nthis year. In the methodology section we acknowledge the limitations of \nasking innovations to submit their work in English and the impact this has \non those who apply and are selected. \nBy continent, we can see that in the last four years, innovation submissions \nfrom Asia have been continuously growing, whereas innovation \nsubmissions from Oceania have been steadily decreasing. Among other \npossible explanations, we could attribute the rise in submissions from Asia, \nto the rapid expansion of the EdTech sector in India in particular. English \nis widely spoken in India, allowing for EdTech firms to rapidly expand on \na global scale.28 The Covid-19 pandemic shifted government and business \nfocus away from education in low and lower-middle income countries. This, \ncombined with a decline in aid, has potentially impacted the number of \ninnovations that were able to continue working throughout the pandemic, \nand is limiting innovations from gaining funding in the current climate.29\n" }, { "year": 2024, "page": 31, "text": "31\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nThe majority of the selected innovations in the above graph were \nestablished within the last seven years. Remarkably, almost 30% of those \ninnovations have shown noteworthy impact and scalability within the \nlast two years.\nThis year, instead of only including two categories, profit and non-profit, \nwe also allowed innovators to select from government, multilateral, and \nNon-Government Organisation (NGO). Multilateral organisations are \ncomprised of three or more organisations cooperating toward a common \ngoal (often governments or states).30 A non-profit organisation is usually \nsmall-scale (operating in communities or at largest scope, nationally) \nand cannot generate profits for the benefit of its members/operators. \nA non-profit’s income must go toward the operation of its services or \ninto its own upkeep. An NGO is non-profit by design, but is larger and \ntakes on an international scope, sometimes working in the same arenas \nas governments.31 Compared to last year, there has been a slight increase \n(1.4%) in for-profit organisations. \n" }, { "year": 2024, "page": 32, "text": "32\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nThe Global Collection selection process relies on the generosity of \ntime and expertise of our Academy Review Board members. Selected \nfrom our pool of current Academy members, Youth Ambassadors, and \nnew volunteers, the Academy carefully evaluated and validated the 151 \nshortlisted innovations. Their invaluable perspectives on the scalability \nand impact of the innovations were key in the final selection process. \nAcademy members took on a two-perspective approach: “Would this \ninnovation scale and have impact in my own local context,” was balanced \nby the equally essential viewpoint: “Could I see this innovative practice \nsucceed and spread in other contexts of which I am aware?”\nDuring this year’s selection process, there were Academy Members who \nwent above and beyond what was expected of them, providing us with \ndetailed notes, reviewing extra innovations, and engaging in multiple \nreviews simultaneously. Based on their continuing contributions to \nHundrED, we are creating two categories of special recognition: Academy \nMembers with Honorary Distinction and Academy Members with Special \nMention. Academy Members who reviewed over 80% of their assigned \ninnovations this selection cycle will be awarded Special Mention. Honorary \nDistinction will be rewarded to the Academy Members who have \nparticipated in Global Collection reviews for three or more years. Such \ndedication to improving education through the contribution of their time \nand expertise is highly valued by HundrED and the educational innovation \ncommunity! All Academy Members are recognised in Appendix B. \nHundrED Academy \n" }, { "year": 2024, "page": 33, "text": "33\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n" }, { "year": 2024, "page": 34, "text": "34\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nHall of Fame\n" }, { "year": 2024, "page": 35, "text": "35\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nWhat Is HundrED \nHall of Fame?\n•\t\nHas shown evidence of being responsive to the current needs in \neducation worldwide. \n•\t\nHas been selected at least three times in different HundrED \nCollections. \nHALL OF FAME ANNUAL EVALUATION\nAs a basic principle, an innovation that has reached the Hall of Fame will \nalways remain in this category unless it significantly diminishes its impact \nand scalability.\nHence, Hall of Fame innovations will be evaluated annually to prove \nevidence of their sustained impact.\nHundrED’s collected innovations number in the thousands, and every \nyear we recognise those that promote a thriving educational ecosystem, \nwhether their focus is creativity or SEL, 21st century skills or teacher \nprofessional development, and beyond. In addition to recognising \ninnovations that have only just applied to the Global Collection, we also \npay homage to those that have exemplified those essential qualities of \nimpact and scalability year after year. From Spotlight to Global Collection, \nthese outstanding changemakers have drawn our attention to the ways \nin which educational innovators’ ideas can stand the test of time by \ncontinuing to respond to current needs in education worldwide. These \ninnovations become a part of HundrED’s Hall of Fame.\nHALL OF FAME SELECTION CRITERIA\nIn order to be considered for the HundrED Hall of Fame, innovations must \nmeet the following criteria. A Hall of Fame innovation…\n•\t\nHas demonstrated sustained growth of impact and scalability in the \nlast 5 years.\n•\t\nIs implementing leading education solutions that are currently at the \ntop of the practices used globally in the problem it is addressing. \n" }, { "year": 2024, "page": 36, "text": "36\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nTHE HALL OF FAME \nBRAC Remote Play Labs, Bangladesh; Design for Change, India; Eco-Schools, Denmark; Educate!, Uganda; Fundación Escuela Nueva, Colombia; \nGlobal Oneness Project, US; MyMachine, Belgium; Roots of Empathy, Canada; Slam Out Loud, India; Speed School, Mali; World’s Largest Lesson, UK\n" }, { "year": 2024, "page": 37, "text": "37\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n" }, { "year": 2024, "page": 38, "text": "38\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nBRAC Remote Play Labs\nBangladesh\n115 000\nCHILDREN / USERS\n3\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nFacilitating learning, development, and healing \nthrough play in the wake of COVID-19.\n→ VISIT WEBSITE\n \nHALL OF \nFAME\nPlay Labs are play-based learning centers for children ages 3-5 in low-\nresource settings. During the onset of COVID-19, BRAC adapted the model \nfor remote learning through radio and telecommunications, ensuring \nquality, affordable early learning opportunities for children affected by \nthe crisis and helping them build better futures at a critical time in their \ndevelopment.\n2 000 000\nCHILDREN / USERS\n72\nCOUNTRIES\n2009\nYEAR ESTABLISHED\nDesign for Change\nIndia\nDesign for Change is a global movement that \ncultivates the ‘I CAN’ mindset in every child.\n→ VISIT WEBSITE\n \nHALL OF \nFAME\nWe are offering the world a magic formula! A simple four step framework \nto make every child graduate with the I CAN mindset – not by chance – \nby design! We call this magic formula - FIDS for KIDS! FEEL – empathy \n– nurture the heart. IMAGINE- ethics – grow the head. DO – excellence \n– use the hands collaborative action and agency. SHARE – elevation – \ninspire hope – I can , now you can too!\n" }, { "year": 2024, "page": 39, "text": "39\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n19 000 000\nCHILDREN / USERS\n69\nCOUNTRIES\n1994\nYEAR ESTABLISHED\nEco-Schools\nDenmark\nEco-Schools is the largest international \nsustainable schools’ programme.\n→ VISIT WEBSITE\n \nHALL OF \nFAME\nEco-Schools encourages young people to engage in their environment \nby allowing them the opportunity to actively protect it. It starts in the \nclassroom, it expands to the school and eventually fosters change in the \ncommunity at large. The Eco-Schools programme is based on the Seven \nSteps methodology, which allows for project-based, experiential learning, \nfocused on positive sustainable actions.\nEducate!\nUganda\n46 000\nCHILDREN / USERS\n3\nCOUNTRIES\n2002\nYEAR ESTABLISHED\nEducate! prepares youth in Africa with the skills to \nsucceed in today’s economy.\n→ VISIT WEBSITE\n \nHALL OF \nFAME\nEducate! tackles youth unemployment by partnering with youth, schools, \nand governments to support young people working towards their social \nand economic visions for their futures. Amidst COVID-19, we also created \na distance learning model based on our proven in-school experience, \nleveraging simple, accessible technology to reach over 100,000 youth in \nand out of schools.\n" }, { "year": 2024, "page": 40, "text": "40\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n2 057 200\nCHILDREN / USERS\n21\nCOUNTRIES\n1987\nYEAR ESTABLISHED\nFundación Escuela Nueva\nColombia\nWe’re an NGO that contributes to improve the \nquality, relevance and efficiency of education \nthrough the Escuela Nueva Activa model.\n→ VISIT WEBSITE\n \nHALL OF \nFAME\nEscuela Nueva, meaning ‘New School’ in Spanish, transforms the \nconventional school model by rethinking the teaching and learning \nprocesses to ensure that every child, everywhere, receives high-quality, \naccessible and relevant education. We contribute to improve the quality, \nrelevance and efficiency of education by rethinking the way we learn.\nGlobal Oneness Project\nUnited States\n400 000\nCHILDREN / USERS\n80\nCOUNTRIES\n2006\nYEAR ESTABLISHED\nWant to use powerful visual stories & films to \ndevelop global citizenship?\n→ VISIT WEBSITE\n \nHALL OF \nFAME\nThe Global Oneness Project brings the world’s global cultures alive in the \nclassroom. They provide award-winning films and photo essays which \nexplore cultural, social, and environmental issues and accompanying \nlesson plans using stories as a pedagogical tool to inspire growing minds. \nAll for free.\n" }, { "year": 2024, "page": 41, "text": "41\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nRoots of Empathy \nCanada\nHelping children develop the empathy they need \nfor mental health, learning and caring for others.\n→ VISIT WEBSITE\n \nHALL OF \nFAME\n1 087 140\nCHILDREN / USERS\n11\nCOUNTRIES\n1996\nYEAR ESTABLISHED\nRoots of Empathy (ROE) is known as one of the earliest and clearest voices \nin the empathy dialogue. ROE, its flagship program for elementary school \nchildren, has reached over 1 million children on four continents in multiple \nlanguages and is proven by 2 decades of independent research to reduce \naggression/bullying and increase prosocial behaviour. Seeds of Empathy \nis offered to children in early learning and childcare sites.\nMyMachine \nBelgium\nMyMachine is a unique collaboration of all \neducational levels to create dream machines \ninvented by kids.\n→ VISIT WEBSITE\n \nHALL OF \nFAME\n14 000\nCHILDREN / USERS\n21\nCOUNTRIES\n2008\nYEAR ESTABLISHED\nMyMachine has three educational levels of co-creating. In one school \nyear, primary school children invent a ‘dream machine’, get together \nwith university students to design a concept for it and together with \nstudents from technical/vocational secondary schools to build a working \nprototype. \n" }, { "year": 2024, "page": 42, "text": "42\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nSlam Out Loud \nIndia\nOnline & offline programs that use the arts to \nhelp disadvantaged children find their voice.\n→ VISIT WEBSITE\n \nHALL OF \nFAME\n4 700 000\nCHILDREN / USERS\n16\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nSlam Out Loud (SOL) is a non-profit that uses the artforms of poetry, \nstorytelling, theatre, and visual arts to help children from under-resourced \ncommunities find their voice through creative expression. We work \nwith teachers & professional artists and create contextual curriculum \nresources to help children build Social-Emotional Learning skills and learn \nabout gender equity and climate change.\nSpeed School \nMali\nAn accelerated learning program for children \nwho have been denied the opportunity to go to \nschool.\n→ VISIT WEBSITE\n \nHALL OF \nFAME\n540 663\nCHILDREN / USERS\n5\nCOUNTRIES\n2004\nYEAR ESTABLISHED\nSpeed School consists of a condensed curriculum covering the first three \nyears of primary education. The Speed School model is being implemented \nand adapted across multiple African countries to help marginalised out-\nof-school children catch up on education in supportive, joyful classrooms \nwith remarkable results. Upon completion, children transfer to formal \nschools to continue their education.\n" }, { "year": 2024, "page": 43, "text": "43\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nWorld’s Largest Lesson\nUnited Kingdom\n17 000 000\nCHILDREN / USERS\n98\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nWe produce free & creative tools for students to \ntake action for the SDGs\n→ VISIT WEBSITE\n \nHALL OF \nFAME\nStanding alongside partners including UNICEF and UNESCO, we produce \nfree and creative resources for educators to teach lessons, run projects \nand stimulate action in support of the Sustainable Development Goals \n(SDGs). These resources are free, open source and translated into over 30 \nlanguages reaching 17.9 million children located in over 70 countries.\n" }, { "year": 2024, "page": 44, "text": "4 4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nGlobal \nCollection \n2024\n" }, { "year": 2024, "page": 45, "text": "45\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nHUNDRED GLOBAL COLLECTION 2024\n" }, { "year": 2024, "page": 46, "text": "46\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n1.\t\n#Decarbonize Global Child Climate \nProgram\n2.\t\n100cameras\n3.\t\nA Village Approach towards Girls \nEducation\n4.\t\nAanaab\n5.\t\nABCDE of Learner Needs\n6.\t\nAccelerated Learning Recovery \nProgram\n7.\t\nACE Radio School\n8.\t\nacSELerate\n9.\t\nAfrogiveness Movement\n10.\t\nAlpha Tiles\n11.\t\nAnnie Advisor\n12.\t\nAnseye Pou Ayiti (APA)\n13.\t\nAPPLE Schools\n14.\t\nBeing a Proactive Teacher in \nFormative Assessment\n15.\t\nBloom\n16.\t\nTAW Academy \n17.\t\nBuilding Blocks (BB) - The Maths \nLearning App\n18.\t\nCanopy Nepal\n19.\t\nCareer Quest: Gamified experience \nof career decision-making for \nyoung people in India\n20.\t\nCatnClever\n21.\t\nCenter for Advanced Professional \nStudies (CAPS) Network\n22.\t\nChalkboard Guides\n23.\t\nClosegap\n24.\t\nCode Mitra\n25.\t\nCompass Education - The \nSustainability Compass\n26.\t\nCoolThink@JC - Computational \nThinking Education for All\n27.\t\nAnthill\n28.\t\nDemocratizing Governance of \nPublic Schools\n29.\t\nDestination Imagination\n30.\t\nEducate Girls\n31.\t\nEducating for Wellbeing (EW)\n32.\t\nEducation for Sharing\n33.\t\nEdumoción\n34.\t\nEduten\n35.\t\nEIDU\n36.\t\nEKUI (Learning Methodology)\n37.\t\nEnterprise Adventure\n38.\t\nFaces Up Uganda\n39.\t\nFarmpreneur\n40.\t\nFundación Fútbol Más\n41.\t\nGirl Rising\n42.\t\nGleding - childhood for life\n43.\t\nGlobal Schools Program\n44.\t\nGrassroot Soccer: SKILLZ Core\n45.\t\nHabaybna.net\n46.\t\nHabilidades para el futuro\n47.\t\nHome as a learning space\n48.\t\nimagi\n49.\t\nImagine Worldwide\n50.\t\nimoves\n51.\t\nImpact Network eSchool 360 \nModel\n52.\t\nIn Their Shoes\n53.\t\nJoin for Joy\n54.\t\nJuega Conmigo (Come Play with \nMe from ChildFund)\n55.\t\nKonnect\n56.\t\nLabhya Foundation\nThe Global Collection 2024 Innovations from A to Z\nThis list of innovations is presented in alphabetical order. \nClick on the innovation’s title to read more about it on the HundrED website.\n" }, { "year": 2024, "page": 47, "text": "47\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n57.\t\nLast Mile Learning\n58.\t\nLaying the Foundation for Quality \nTeacher Professional Development: \nThe Teacher Learning Center\n59.\t\nLEAD Academy\n60.\t\nLeague for Green Leaders\n61.\t\nLearning about Forests (LEAF)\n62.\t\nLife Skills Collaborative (LSC)\n63.\t\nLifeVitae\n64.\t\nLiveBook\n65.\t\nMAGIC BUS INDIA FOUNDATION\n66.\t\nMakerGhat\n67.\t\nMuktoPaath\n68.\t\nNavigated Learning Collaborative \npowered by Gooru Navigator\n69.\t\nNFTE World Series of Innovation\n70.\t\nNVELE – See you Back in School\n71.\t\nnow>press>play\n72.\t\nPadHer\n73.\t\nPartners for Possibility\n74.\t\nPlay Africa\n75.\t\nProcess-oriented child monitoring \n(POM)\n76.\t\nProtsahan Girl Champions Program\n77.\t\nQridi - A Digital Platform for \nFormative Assessment\n78.\t\nRangeet\n79.\t\nReflective Learning\n80.\t\nRoom to Read\n81.\t\nRori\n82.\t\nSapieduca\n83.\t\nSEL Kernels of Practice\n84.\t\nShupavu291 - an e-learning \nplatform that can be accessed \noffline on basic feature phones \nthrough SMS\n85.\t\nSkalo\n86.\t\nSpecial Olympics Unified Champion \nSchools\n87.\t\nStory Arts\n88.\t\nStory Xperiential\n89.\t\nStreet Racket - anyone, anytime, \nanywhere\n90.\t\nSwarmob\n91.\t\nTeachease\n92.\t\nTechnovation\n93.\t\nTekwill in Every School Program\n94.\t\nThe B!G Idea\n95.\t\nThe Billion Readers (BIRD) Initiative\n96.\t\nTUMO Center for Creative \nTechnologies\n97.\t\nTwin Science & Robotics\n98.\t\nUbongo\n99.\t\n50/100 Menstrual ED\n100.\t WOOF\n" }, { "year": 2024, "page": 48, "text": "48\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n10 000\nCHILDREN / USERS\n57\nCOUNTRIES\n2014\nYEAR ESTABLISHED\n#Decarbonize Global Child \nClimate Program\nCanada\nLearning that lasts a Lifetime. Action that creates \na better world.\n→ VISIT WEBSITE\nThe #Decarbonize Global Child Climate Program program uses technology \nto bring together tens of thousands of elementary and secondary \nstudents in over 70 countries in ongoing learning and dialogue on climate \nresilience, mitigation, and justice. Students spend months engaging \nin storytelling, blog posts, video production, art creation, interactive \nvideoconference exchanges, and climate action.\n29 200\nCHILDREN / USERS\n17\nCOUNTRY\n2009\nYEAR ESTABLISHED\n100cameras\nUnited States\nEquipping youth to process and tell their stories \nthrough photography.\n→ VISIT WEBSITE\nWe are a nonprofit organization that works with youth around the \nworld, and we teach them how to process and tell their stories through \nphotography in a way that impacts how they view themselves and their \nrole in their community.\n" }, { "year": 2024, "page": 49, "text": "49\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nAanaab\nSaudi Arabia\n5 000 000\nCHILDREN / USERS\n10\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nBetter teachers, better education. \n→ VISIT WEBSITE\nAanaab is an EdTech platform that provides full range online professional \ndevelopment opportunities for teachers, schools and governments in the \nMiddle East and North Africa (MENA).\nA Village Approach towards \nGirls Education\nIndia\n40 000\nCHILDREN / USERS\n1\nCOUNTRY\n2019\nYEAR ESTABLISHED\nIf it takes a village to raise a child, let’s build one \nfor our girls via a hybrid approach. \n→ VISIT WEBSITE\nEven with a budget of $27B, India will take 300+ years for gender equality, \ngiven its 102 million child brides, high school dropouts and low learning \noutcomes. SwaTaleem uses an in-person approach and low cost innovative \ntech to build a thriving ecosystem of girls and their decision makers. High \nlearning outcomes and engaged stakeholders can bring 53 million girls \nout of poverty and early marriage.\n" }, { "year": 2024, "page": 50, "text": "50\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n5 640 \nCHILDREN / USERS\n3\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nAccelerated Learning Recovery \nProgram\nGuatemala\nTackling COVID Learning Loss with Playful Small \nGroup Tutoring.\n→ VISIT WEBSITE\nLearning loss after the pandemic was extensive. Accelerated Learning \nRecovery is a small group tutoring program adapted to extremely poor \nrural and indigenous communities in Guatemala, Honduras and Panama. \nWe work with students according to their learning level to build numerical \nand reading-writing skills with the goal of reaching functional literacy \nafter two years of programming.\n9 400\nCHILDREN / USERS\n12\nCOUNTRIES\n2007\nYEAR ESTABLISHED\nABCDE of Learner Needs\nUnited States\nA reflection tool for understanding how your \nstudents’ and your needs play a role in learning.\n→ VISIT WEBSITE\nInspired and informed by decades of research from educators, \npsychologists, and child development experts, Center for Inspired \nTeaching created the ABCDE of Learner Needs — an easy-to-implement \nframework for understanding gaps so that teachers have a clear view into \nareas where extra support can be provided in service of their teaching \ngoals.\n" }, { "year": 2024, "page": 51, "text": "51\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nacSELerate\nIndia\n280 000\nCHILDREN / USERS\n2\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nBringing social-emotional learning to every \nstudent through every stakeholder. \n→ VISIT WEBSITE\nWith the vision to create significant and lasting systems change in which \nSEL can be part of mainstream education practice, acSELerate is a first-\nin-class, systemic, evidence-based SEL program which adopts a holistic \napproach, encompassing teacher development and support, a student-\ncentred SEL curriculum, school assistance, parent engagement, and \nrigorous impact assessment.\nACE Radio School\nNigeria\n1 180\nCHILDREN / USERS\n1\nCOUNTRY\n2020\nYEAR ESTABLISHED\nProviding out of school children in rural areas with \nquality education through radio. \n→ VISIT WEBSITE\nThe ACE Radio School provides an alternative form of education for out-\nof-school children in Nigeria who lack access to free, safe, and quality \neducation. Learning is delivered by highly qualified teachers, in line with \nthe national curriculum, in their local language, free of charge through the \nradio, the most accessible form of media in disadvantaged communities.\n" }, { "year": 2024, "page": 52, "text": "52\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n2 000\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nAfrogiveness Movement\nCameroon\nTolerance – Forgiveness – Peace.\n→ VISIT WEBSITE\nCoined from “Africa” and “forgiveness”, #Afrogiveness is a Peace Education \nInitiative that offers learning opportunities and psychosocial support to \ntraumatised youth/student survivors of conflict/persecution. We offer \nscholarships, legal support and provide a safe space for beneficiaries to \nheal, connect and uplift each other while using their arts to advocate for \ntolerance, forgiveness and peace.\n1000 \nCHILDREN / USERS\n19\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nAlpha Tiles\nMexico\nCreating literacy games for the world’s 7,000 \nlanguages.\n→ VISIT WEBSITE\nThere are no literacy game apps for 98% of the world’s languages. Our \nopen source platform makes it possible to create a basic literacy games \napp in one week.\n" }, { "year": 2024, "page": 53, "text": "53\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n11 000\nCHILDREN / USERS\n1\nCOUNTRY\n2014\nYEAR ESTABLISHED\nAnseye Pou Ayiti (APA)\nHaiti\nAnseye Pou Ayiti is a movement to equip a \nnetwork of Haitian civic leaders for educational \njustice.\n→ VISIT WEBSITE\nAnseye Pou Ayiti is working with Haitian communities to create a network \nof civic leaders and build an equitable education system based on shared \nhistory, values, and vision. We will equip 50,000 Haitian civic leaders for \neducational justice by 2025. We are currently working in 5 communities: \nGonaïves, Gros-Morne, Mirebalais, Boucan Carre, Hinche.\nAnnie Advisor\nFinland\n40 000\nCHILDREN / USERS\n3\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nFind students who need help early. \n→ VISIT WEBSITE\nAccording to research, only about 20 percent of students ask for help in \ntime. Annie is a chatbot that nudges students at the right times via text/\ninstant message to offer them help, lowering the threshold to ask and \nreceive support. When barriers to learning are removed, students feel \nbetter and their studies proceed.\n" }, { "year": 2024, "page": 54, "text": "5 4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nAPPLE Schools\nCanada\n100 000\nCHILDREN / USERS\n1\nCOUNTRY\n2007\nYEAR ESTABLISHED\nInnovative health promotion initiative that \nimproves the lives of 30,000+ students yearly in \nCanada.\n→ VISIT WEBSITE\nAPPLE Schools is a proven, school-based health promotion project that \nprovides students with positive experiences to equip them for future \nchallenges they may experience. Students in Apple Schools take the lead \nin creating a healthy school environment, resulting in increased happiness \nand improved learning outcomes. They achieve this by making informed \nlifelong choices to support healthy eating, physical activity, and mental \nwell-being.\n15 000\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nBeing a Proactive Teacher in \nFormative Assessment\nKazakhstan\nDeveloping proactive cards for teachers to \nimplement Formative Assessment at the \nclassroom level.\n→ VISIT WEBSITE\nANazarbayev Intellectual Schools have established an experimental \nplatform for the development, research and implementation of modern \neducation models by level. This innovation addresses teachers’ knowledge \non formative assessment into real action for the best interest of the child. \nThe result of this initiative has led to the research of effective teacher \nresources for formative assessment.\n" }, { "year": 2024, "page": 55, "text": "55\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nBloom\nPapua New Guinea\n4 500 000\nCHILDREN / USERS\n125\nCOUNTRIES\n2012\nYEAR ESTABLISHED\nLet’s Grow a Library. \n→ VISIT WEBSITE\nBloom is free, open-source software that enables people to create books \nin their own languages. Even people with modest IT skills can quickly learn \nto use Bloom to create books in any language and any script. Levelled \nreading materials created with Bloom help children and adults learn to \nread. Books can be printed, read online, or downloaded for offline use and \ntranslated into new languages.\n17 000\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nTAW Academy \nNigeria\nRedefining learning and translating education \ninto fun, skills and solutions for African children.\n→ VISIT WEBSITE\nEvery Year in Nigeria, Over 30 million children experience education \nthrough rote learning. Rote learning makes education dry, and devoid of \nskills and experience. At TAW Academy, we design fun Innovative learning \ntools that translate core subjects such as numeracy, literacy and STEM \ninto fun and games, improving learning outcomes in these subjects and \ndeveloping success skills in children.\n" }, { "year": 2024, "page": 56, "text": "56\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nBuilding Blocks (BB) - The \nMaths Learning App\nIndia\n1 000 000\nCHILDREN / USERS\n1\nCOUNTRY\n2019\nYEAR ESTABLISHED\nMaking maths fun and interactive, for joyful \nlearning.\n→ VISIT WEBSITE\nEdTech worldwide has been limited to tools and content for those with \nchoice and access. BB seeks to provide the ‘bottom of the pyramid child’ \nexposure to math learning at their pace. A set of 375+ interactive math \nlearning games for children in grades 1 to 8, BB is free and a supplemental \nself-exploratory learning tool for all children, but especially focused on \nchildren from low-income families.\n13 500\nCHILDREN / USERS\n5\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nCanopy Nepal\nNepal\nReshaping Education.\n→ VISIT WEBSITE\nCanopy Nepal works in education to create educational accessibility \nfor underprivileged students and to promote interactive learning in \nclassrooms in Nepal. Canopy Nepal, a not-for-profit organization, aims to \ncreate an environment where individuals can choose to equip themselves \nwith skills and abilities of lifetime importance. Canopy intends to promote \nintercultural understanding among diverse groups through various \nprograms.\n" }, { "year": 2024, "page": 57, "text": "57\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nCareer Quest\nIndia\n1 360\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nGiving young people autonomy to make informed \nchoices, navigating real life scenarios.\n→ VISIT WEBSITE\n85 percent of young people in the country feel ill-equipped to make \ninformed decisions regarding future career paths due to lack of access \nto information and no opportunities to practise decision making. Career \nQuest, a choice-based game, enables young learners, from low socio-\neconomic, varied religious and gender identities and family archetypes, \nto model career decision-making.\n140 000\nCHILDREN / USERS\n6\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nCatnClever \nSwitzerland\nCleverForever is a serious game that gives \npreschoolers a head start at school and in life.\n→ VISIT WEBSITE\n75 percent of popular “educational” apps for preschoolers are of low \neducational quality. This is a serious problem, there is a need for quality \neducational tools. CatnClever fills this gap, it is a safe, ad-free, playful and \nengaging app that also incorporates elements of socio-emotional and \nphysical well-being; it also delivers data on children’s progress.\n" }, { "year": 2024, "page": 58, "text": "58\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n53 000\nCHILDREN / USERS\n6\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nCenter for Advanced Profes­\nsional Studies (CAPS) Network\nUnited States\nDriving Additional Experiential Learning Globally \nFueled by Hundred.org Connections.\n→ VISIT WEBSITE\nEducation needs a redesign in approach and outcomes through the \nintegration of real-world learning to prepare students for the future. CAPS \nNetwork allows a K-12 school or district to leverage a robust ecosystem \nof innovative educators who are currently connecting students to \nprofessionals through a shared framework. There is nothing quite like \nCAPS Network - it is a family committed to change.\n1 800\nCHILDREN / USERS\n2\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nChalkboard Guides\nThe Democratic Republic of Congo\nReaching every child affected by conflict or crisis \nwith foundational learning.\n→ VISIT WEBSITE\nChalkboard Guides help children in emergency contexts achieve \nfoundational literacy and numeracy by supporting teachers to adopt \nevidence-based teaching strategies. They are one page per lesson, \nstructured teaching guides, that contains everything teachers need to \nteach their lessons – from administrative details, to how, where, and what \nto put on the board, and what to do in the lesson.\n" }, { "year": 2024, "page": 59, "text": "59\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nClosegap\nUnited States\n200 000\nCHILDREN / USERS\n25\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nA daily mental health check-in for K-12 students. \n→ VISIT WEBSITE\nSchools are on the frontlines of the youth mental health crisis. Closegap \nequips schools with the technology to more effectively support students. \nThrough a fun, interactive daily check-in for students, Closegap captures \nneed-to-know information (emotions, energy level, physical needs) and \ndelivers it to educators and school counsellors through an easy-to-use \ndashboard to intervene in real-time.\n325 000\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nCode Mitra\nIndia\nDemocratizing Creative Computing \nand Problem Solving.\n→ VISIT WEBSITE\nCode Mitra is a free, open-source, and interactive mobile-based \nComputer Science platform that employs block-based programming to \nbuild 21st-century future skills such as problem-solving, design thinking, \ncomputational thinking, and logical reasoning among students in under-\nresourced schools. This affordable digital tool is driven by a hyper-\ncontextualized curriculum and enables access to digital skills in the \nremotest of areas. It works towards bridging the access gap for students \nand educators and paving the way to democratize CS learning at scale.\n" }, { "year": 2024, "page": 60, "text": "60\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n110 000\nCHILDREN / USERS\n8\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nCoolThink@JC\nChina\nInspiring digital creativity - computational \nthinking as basic education in every school.\n→ VISIT WEBSITE\nCoolThink@JC is a Computational Thinking (CT) education programme \ndonated and created by The Hong Kong Jockey Club Charities Trust, \nco-created by MIT, EdUHK and CityU. Its mission is to inspire digital \ncreativity, nurture students’ proactive use of technologies for social good \nfrom a young age, mainstream CT education in schools and serve as a \nbasic education for everyone.\n85 000\nCHILDREN / USERS\n96\nCOUNTRIES\n2010\nYEAR ESTABLISHED\nCompass Education - The \nSustainability Compass\nUnited States\nA better world begins with systems thinking in \nschools.\n→ VISIT WEBSITE\nThe Sustainability Compass helps turn sustainability from something \n‘extra’ to an extra-ordinary opportunity for transformative teaching and \nlearning. This simple tool is accessible to any K-12 educator and in every \nsubject, it requires no technology or in-depth training, develops critical \n21st century skills and integrates systems thinking practices to build \nstudent agency for a better world.\n" }, { "year": 2024, "page": 61, "text": "61\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nDemocratizing Governance of \nPublic Schools\nIndia\n400 000\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nWe work towards making the governance of \npublic schools more inclusive and representative \nby fostering voice and agency in local \nstakeholders. \n→ VISIT WEBSITE\nWe, in the context of public education, foster voice and agency in local \nstakeholders enabling them to represent their interests and to hold \ntheir leaders to account. We activate School Management Committees \n(SMCs), which is a law mandated local platform for local stakeholders \naround a public school to collectively dialogue and act. Not only School \nManagement Committees, we also activate other structures such as \nParent Teacher Meetings etc. which promote participation and bring \nstakeholders together.\nAnthill Creations\nIndia\n200 000\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nMaking play accessible to all. \n→ VISIT WEBSITE\nOver 200 million marginalised children in India are deprived of a safe \nplayspace which hinders their physical and cognitive development. \nMeanwhile, about 275 tons of tyres are discarded in India every day. \nAnthill Creations is a response to both these problems. In our mission to \nmake play accessible to all children, we build upcycled playgrounds using \ntyres that enable holistic development.\n" }, { "year": 2024, "page": 62, "text": "62\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n150 000\nCHILDREN / USERS\n31\nCOUNTRIES\n1999\nYEAR ESTABLISHED\nDestination Imagination\nUnited States\nCreativity is the most valuable skill of the future. \nWe teach it today so students can solve the \nchallenges of tomorrow.\n→ VISIT WEBSITE\nDestination Imagination uses project-based learning to teach students \ncreativity, critical thinking, collaboration, and communication. Teams \ncreate and present solutions to open-ended challenges rooted in visual \narts, performance, and STEM. Our participants gain important life skills, \nincluding the confidence to succeed in an ever-changing world.\n18 600 000\nCHILDREN / USERS\n1\nCOUNTRY\n2007\nYEAR ESTABLISHED\nEducate Girls\nIndia\nOur goal is to improve access & quality of \neducation for over 15M children cumulatively by \n2025.\n→ VISIT WEBSITE\nThrough advanced analytics, Educate Girls has identified 5% of villages \nthat hold 40% of India’s out-of-school girl population. Working in \npartnership with the Government and community volunteers called Team \nBalika, it is empowering girls to go back to school. Since its inception in \n2007, Educate Girls has mobilised 1.4 M+ girls for enrolment and supported \n1.9 M+ students with remedial learning.\n" }, { "year": 2024, "page": 63, "text": "63\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nEducating for Wellbeing (EW)\nMexico\n429 000\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nAwareness, self-regulation & connection: \nEmpowering educators and students to cultivate \nwellbeing.\n→ VISIT WEBSITE\nIn Mexico, 1 in 2 children lives in poverty and 60% are behind in school \nby grade six. Gaps in educational outcomes across socioeconomic status \nfuel cycles of inequality and violence. EW aims to break these cycles \nby fostering learning environments that act as protective barriers. EW \ntrains educators to improve their own SEC and well-being, foster SEL in \nstudents and implement systemic change.\nEducation for Sharing\nMexico\n1 760 000\nCHILDREN / USERS\n13\nCOUNTRY\n2007\nYEAR ESTABLISHED\nE4S is an international non-profit that forms \nbetter global citizens based on the power of play. \n→ VISIT WEBSITE\nE4S tackles the passive traditional education system. The play-reflect-\nact methodology allows students to become active learners and see \nthemselves as agents of change in their community. This solution is built \non the power of play, social emotional skills, civic values, sustainable \ncompetencies and the UN Sustainable Development Goals (SDGs) to build \na better global citizenship.\n" }, { "year": 2024, "page": 64, "text": "6 4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n15 000\nCHILDREN / USERS\n12\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nEdumoción\nColombia\nPutting the emotion into education.\n→ VISIT WEBSITE\nThe pandemic devastated an already underfunded and overstretched \nschool system, resulting in both a mental health and learning crisis. \nEdumoción provides access to engaging and interactive resources on \npriority themes as well as support through a thriving community. It is \nevidence based, reflecting the Latin American context, yet highly flexible \nand adaptable through personalised learning routes.\n1 500 000\nCHILDREN / USERS\n56\nCOUNTRIES\n2012\nYEAR ESTABLISHED\nEduten\nFinland\n#1 Digital Learning Platform. From Finland \n→ VISIT WEBSITE\nEduten is a gamified Math learning platform that brings a scientifically \nproven improvement to learning results, student motivation and \nteacher happiness. It’s used by Finnish teachers and in over 50 countries \nworldwide. Eduten’s vast content library has been designed and tested \nalongside Finnish teachers. Its adaptive AI engine helps teachers to \ndifferentiate content to each individual student.\n" }, { "year": 2024, "page": 65, "text": "65\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n220 000\nCHILDREN / USERS\n2\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nEIDU\nGermany\nTransforming existing public education systems \nto enable every child to learn effectively.\n→ VISIT WEBSITE\nEIDU is using technology to empower governments and the global \neducation community to improve education systems faster than ever \nbefore. The EIDU platform integrates various high impact interventions \ninto a single, coherent system that is easy to use by teachers, students, \nand government officials. We have already integrated Tayari, a structured \npedagogy programme for pre-primary schools, and combined it with a \ndigital personalised learning curriculum.\nEKUI\nPortugal\n600 000\nCHILDREN / USERS\n11\nCOUNTRIES\n2003\nYEAR ESTABLISHED\nFor a world with no barriers in learning and \ncommunication. \n→ VISIT WEBSITE\nWhat do 200 million people around the world have in common? They \nleft school without learning to read, write, or communicate. Which will \nmark them for failure in school and in life. EKUI has found a revolutionary \nsolution: a universal design for learning methodology, accessible to all \nchildren, leaving no one behind. Join us for a more efficient, empathetic \nand inclusive education!\n" }, { "year": 2024, "page": 66, "text": "66\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n1 500\nCHILDREN / USERS\n60\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nEnterprise Adventure\nSouth Africa\nThe App for Aspiring Entrepreneurs and \nChange-makers.\n→ VISIT WEBSITE\nMillions of young people leave school without the skills for a fulfilling \nlife in this uncertain world. To meet the demands of this century people \nmust think critically, design innovative solutions & take action. Enterprise \nAdventure uses the challenges of planning & running a small social \nenterprise to nurture young leaders. Adventurers experience a genuine \n& compelling entrepreneurial journey.\n6 000\nCHILDREN / USERS\n1\nCOUNTRY\n2016\nYEAR ESTABLISHED\nFaces Up Uganda\nUganda\nArt for empowerment and rehabilitation of \nchildren from vulnerable communities to attain \nagency. \n→ VISIT WEBSITE\nFaces Up Uganda is a youth-led NGO that exploits the power of arts \nand mentorship to rehabilitate and empower children from vulnerable \nbackgrounds to attain agency and academic excellence. We meet them at \ntheir ability level, both physically and social-emotionally. Our program is \nbuilt around four progressive modules; 1) general, 2) creative, 3) emotional \ndevelopment, and 4)social interaction.\n" }, { "year": 2024, "page": 67, "text": "67\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n90 000\nCHILDREN / USERS\n1\nCOUNTRY\n2012\nYEAR ESTABLISHED\nFarmpreneur\nIndia\nLearning and growing through School \nNutrition Garden.\n→ VISIT WEBSITE\nPoor nutrition impedes learning. Farmpreneur project mentors student \nto set up School Nutrition Garden. Nutrition education facilitates \nadoption of healthy diet behaviour. Garden is used as an open science and \nmathematics laboratory to achieve improved learning outcome through \nActivity Based Learning approach. Project provides exposure to the \nyoung learners towards Farm Entrepreneurship.\nFundación Fútbol Más\nChile\n26 000\nCHILDREN / USERS\n9\nCOUNTRIES\n2007\nYEAR ESTABLISHED\nPromoting resilience and well-being of boys and \ngirls around the world through sport. \n→ VISIT WEBSITE\nFútbol Más programs aim to strengthen processes of resilience, \nmeaningful connections and community cohesion for boys, girls and \nyouth through game and sports. To promote well-being inside schools, \nFútbol Más developed a technology based train-the-trainers program, so \nteachers and school members can learn and implement our methodology \nthrough sessions of social-emotional development & sport.\n" }, { "year": 2024, "page": 68, "text": "68\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nGirl Rising\nUnited States\n500 000\nCHILDREN / USERS\n144\nCOUNTRIES\n2013\nYEAR ESTABLISHED\nUsing stories of courage and resilience, Girl Rising \npromotes empathy, inspiring students to become \nglobal citizens and local change-makers. \n→ VISIT WEBSITE\nGirl Rising’s videos explore the profound barriers faced by girls around \nthe world – poverty, child marriage, gender violence, trafficking, tradition \n– and the change that happens when barriers are dismantled. Young \npeople, from upper elementary through high school, are spurred to see \nbeyond their borders, value their education, think critically, and believe in \ntheir capacity to create change.\n50 000\nCHILDREN / USERS\n2\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nGleding – childhood for life\nFinland\nChildhood for life. \n→ VISIT WEBSITE\nGleding is the opposite of bullying. Instead of focusing on what we don’t \nwant - Gleding gives a mindset, tools, books and digital content to bring \nawareness and training in social and emotional skills. We are especially \npassionate about bringing parents, professionals/caretakers and children \naround a shared platform to develop empathy and human skills.\n" }, { "year": 2024, "page": 69, "text": "69\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n276 000\nCHILDREN / USERS\n100\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nGlobal Schools Program\nUnited States\nSupporting schools and educators in creating a \nmore sustainable world.\n→ VISIT WEBSITE\nGlobal Schools (GS) is a flagship program of the United Nations Sustainable \nDevelopment Solutions Network, in support of UNESCO’s Roadmap for \nEducation for Sustainable Development (ESD). The mission of Global \nSchools is to create a world where every primary and secondary student \nis equipped with the knowledge, skills, and values to tackle the problems \nof the 21st century.\n600 000\nCHILDREN / USERS\n39\nCOUNTRIES\n2009\nYEAR ESTABLISHED\nGrassroot Soccer: SKILLZ Core\nSouth Africa\nPromoting Primary HIV and Violence Prevention \nand Social Asset Building for Very Young \nAdolescents.\n→ VISIT WEBSITE\nSKILLZ Core is a mixed-gender, rights-based, gender transformative \nintervention for very young adolescents that considers the profound \nchanges brought about by puberty. It offers positive youth role models, \nincreases self-concept, physical health, and school performance, creates \nsafe space to discuss power dynamics and gender norms, and introduces \ncore sexual and reproductive health topics.\n" }, { "year": 2024, "page": 70, "text": "70\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nHabaybna.net\nJordan\n514 000\nCHILDREN / USERS\n8\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nAn online resource on intellectual and \ndevelopmental disabilities in Arabic to improve \nthe lives of children living in MENA region. \n→ VISIT WEBSITE\nHabaybna.net brings together hundreds of resources in special education \n& rehabilitation for parents & caregivers to help children with intellectual \nor developmental disabilities have a meaningful life when they grow up. \nWe are dedicated to help children with different abilities thrive @home, \n@school & @work. We provide: Specialized content, Directory and Tele-\ncoaching service.\n14 700\nCHILDREN / USERS\n15\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nHabilidades para el futuro\nArgentina\nFoundational Digital skills are key to start the \ndigital educational journey. \n→ VISIT WEBSITE\nThe innovation course teaches digital skills to increase employability of \nvulnerable individuals. We aim to train trainers to replicate the course in \ndifferent settings, reaching 2M people. Our objective is to build capacity \ninternally, creating greater impact. A second version targets Latin \nAmerican workers of different ages and fields who want to enhance their \nwork skills through software.\n" }, { "year": 2024, "page": 71, "text": "7 1\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n50 000\nCHILDREN / USERS\n31\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nimagi\nSweden\nReimagine access to coding education.\n→ VISIT WEBSITE\nIn order for technology to benefit everyone, we need diversity among its \ncreators. imagi develops fun and accessible coding education tools, with \na focus on girls and non-binary, to empower all kids to shape the future \nwith tech. Our products include a gamified mobile app, a programmable \naccessory (hardware) called the imagiCharm, a web platform for educators, \nand innovative Python curriculum.\n30 000\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nHome as a learning space\nIndia\nLearning beyond the classrooms.\n→ VISIT WEBSITE\nDuring the COVID-19, “home” became a catalyst in a child’s learning \njourney. Room to Read India launched Home as a learning space (HLS) \nan innovation to transform the lives of young students in remote areas \nof Rajasthan and Jharkhand, in support of UNICEF. 30,000+ learning kits \nwere given to primary school children from 25,000 families between \nOctober 2021 to May 2022.\n" }, { "year": 2024, "page": 72, "text": "72\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n300 000\nCHILDREN / USERS\n7\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nImagine Worldwide\nMalawi\nImagine the future of learning.\n→ VISIT WEBSITE\nAll children have immense potential, but millions lack access to the \nlearning they need. Our innovation is a massively scalable solution using \nevidence-based education technology that can deliver foundational \nliteracy/numeracy to millions of the most marginalised children. Our \nsolution has been rigorously tested with 9 Randomized Controlled Trials, \ndoes not require internet connectivity, and is solar-powered.\n150 000\nCHILDREN / USERS\n8\nCOUNTRIES\n2011\nYEAR ESTABLISHED\nimoves\nUnited Kingdom\nCreating brighter, healthier and happier children \nthrough activity. \n→ VISIT WEBSITE\nimoves is a ground-breaking digital platform that empowers educators \nto seamlessly infuse physical activity into their daily curriculum. \nWith over 2,500 dynamic lesson plans featuring videos, music, and \ninteractive elements, imoves revolutionises learning in subjects like PE, \nMath, Science, English, and Humanities. The platform not only elevates \nacademic performance but also enhances student well-being, focus, and \nmood. Unlock an active, smarter, and happier classroom with imoves!\nPhoto: Jjumba Martin for Imagine Worldwide\n" }, { "year": 2024, "page": 73, "text": "73\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nIn Their Shoes\nSpain\n85 000\nCHILDREN / USERS\n4\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nSEL trough Theater of Awareness in public \nschools to improve coexistence and prevent \nviolence.. \n→ VISIT WEBSITE\nIt is a programme of emotional literacy to improve school coexistence \nbased on the theater of awareness method, that stages emotions and \nmakes them visible to everybody. It aims at the entire school community \nwith the objectives of preventing violence and bullying, as well as \npromoting coexistence through training sessions on emotional literacy \nfor students (aged 4-17), their teachers and families.\n6 000\nCHILDREN / USERS\n1\nCOUNTRY\n2009\nYEAR ESTABLISHED\nImpact Network eSchool \n360 Model\nZambia\nTransforming lives in rural Africa with education \nand innovation.\n→ VISIT WEBSITE\nEven though more children are attending school, learning outcomes \nare not drastically improving. The eSchool 360, is a holistic education \nprogram centered on empowering teachers with tablets, activity-based \nlessons, support and weekly coaching. And it’s working! From an RCT, \nafter one year in our program, students showed impressive results in \nmath & literacy.\n" }, { "year": 2024, "page": 74, "text": "74\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nJoin for Joy\nNetherlands\n529 750\nCHILDREN / USERS\n5\nCOUNTRIES\n2011\nYEAR ESTABLISHED\nWe use the power of JOY to change \nchildren’s lives. \n→ VISIT WEBSITE\nJoin for Joy educates primary school teachers in the most rural areas of \nEast Africa to implement sports and play activities into the curriculum \nof local schools. By doing so, children are stimulated to come to school \nand to keep coming to school. Through playful learning, they learn about \nessential topics such as (in)equality & develop life skills such as respect, \nself-confidence, assertiveness.\n145 087\nCHILDREN / USERS\n6\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nJuega Conmigo \n(Come Play with Me)\nGuatemala\nChildren need to play, to learn, grow and discover! \n→ VISIT WEBSITE\nHalf of the children in Guatemala are malnourished. Beyond food, early \nchildhood needs to achieve its integral development, the best way to \nachieve it is through playful parenting.\nCome Play with Me train technical staff from local organizations and \ngovernment institutions, as well as community leaders on playful \nparenting interventions for primary caregivers with no access to early \nlearning services.\n" }, { "year": 2024, "page": 75, "text": "75\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n2 500 000\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nLabhya Foundation\nIndia\nBridging the gap between vulnerability and \nprosperity through SEL.\n→ VISIT WEBSITE\nLabhya partners with Indian state governments to co-create & ensure \neffective implementation of state-wide daily SEL classes integrated \nin the school day. They have co-created and are ensuring effective \nimplementation of the world’s largest & India’s first at-scale SEL programs. \nTheir programs enable 2.5 million vulnerable children across 2 states of \nIndia to become healthy, effective learners.\n2 700 000\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nKonnect\nBangladesh\nA platform for edutainment related to intellectual \ndevelopment and creative skills among students.\n→ VISIT WEBSITE\nKonnect is an online platform that helps to guarantee 36 million \nadolescents across Bangladesh have access to all academic and \nentertainment materials. In addition it improves connection amongst all \nyouth development efforts and equips them with the information and \nabilities they will need to succeed in the 21st century beyond their school \ncurriculum.\n" }, { "year": 2024, "page": 76, "text": "76\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nThe Teacher Learning Center\nIndonesia\n200 000\nCHILDREN / USERS\n1\nCOUNTRY\n2012\nYEAR ESTABLISHED\nEmpowering teacher learning communities for \nthe professional growth of all \nIndonesian teachers. \n→ VISIT WEBSITE\nTeacher Learning Center (TLC) is initiated as one of the solutions to \ncater the limited access and diverse needs of Teachers Professional \nDevelopment. It’s a structured independent learning organization, \nmanaged by a group of selected teachers to plan, develop, and initiate \ncontextual PD programs, under the supervision of local government. \nLast Mile Learning\nBangladesh\n1 680\nCHILDREN / USERS\n5\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nAccelerated Foundational Learning \nThrough Digital. \n→ VISIT WEBSITE\nRohingya refugees in Bangladesh are one of the most marginalised groups \naround the globe, with little to no access to basic education. This project \nfocuses on the ‘education’ of children aged 6-11, with self-sufficient solar-\npowered MP3 player instruction in foundational literacy and numeracy. \nChildren self-direct their own learning- it’s a game changer for education!\n" }, { "year": 2024, "page": 77, "text": "7 7\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n1 400\nCHILDREN / USERS\n2\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nLeague for Green Leaders\nCanada\nMake climate education playful, relevant and \naction-based.\n→ VISIT WEBSITE\nAre you looking for climate education resources to help students with \ntheir eco-anxiety and to improve engagement and empowerment? Invite \nyour students to join the League for Green Leaders, an engaging online \nclimate-action competition where students play to learn, play together, \nand play for our future. With learning-by-doing, students grow the \nagency of climate action and become leaders for our future.\n78 200\nCHILDREN / USERS\n13\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nLEAD Academy\nBangladesh\nInspiring knowledge, Educating minds.\n→ VISIT WEBSITE\nLEAD ACADEMY is an online Edu platform that supplements the full \nlearning lifecycle of an individual, from K1 to worklife. We provide K1-\nK12 coding programs for future skills & 4IR, in-demand MOOC courses \nto bridge industry gaps, nano degrees and university admission prep. \nIn collaboration with a2i, we are the first in the region to offer inclusive \neducation for persons with disabilities.\n" }, { "year": 2024, "page": 78, "text": "78\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nLife Skills Collaborative \n(LSC)\nIndia\n320 000\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nMainstreaming Life Skills in the Indian \nEducation System. \n→ VISIT WEBSITE\nLife skills in young people are linked to growth in academic outcomes \nand improved mental & social health. LSC is driving collaborative action \nbringing together funders, NGOs & government to mainstream life skills \nin India. We are building a shared vocabulary for life skills, developing \ncontextual assessments & collecting life skills understanding from \ncommunity to inform system change in India. \nLearning about Forests \n(LEAF)\nDenmark\n695 000\nCHILDREN / USERS\n28\nCOUNTRIES\n2000\nYEAR ESTABLISHED\n23 years of outdoor learning, using nature \nas a classroom. \n→ VISIT WEBSITE\nLearning about Forests advocates outdoor learning and hands-on \nexperiences which result in the students getting a deeper and more \ninvolved understanding of the natural world. While the focus of the LEAF \nprogramme is on forest ecosystems, the skills and knowledge acquired \ncan be applied to any natural environment.\n" }, { "year": 2024, "page": 79, "text": "79\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n1 000 000\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nLiveBook\nIran\nAugmented Reality micro-learning platform.\n→ VISIT WEBSITE\nInstead of needing expensive supplementary material, students can \nsimply point their camera at their textbooks and discover all the files that \nhave been added by other students and teachers.\n25 300\nCHILDREN / USERS\n4\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nLifeVitae\nSingapore\nA Platform For Scaling Student’s Potential : \nWorld’s First LifeSkills Platform.\n→ VISIT WEBSITE\nWe are an Ed-Tech organisation based in Singapore, that runs the world’s \nfirst AI-backed Life Skills Platform to help a user unlock their full potential. \nWe began with the vision of the need for upscaling, bridging, and helping \ntoday’s youths navigate the sea of career exploration. We believe that \nevery individual is unique and that Exams/Grades merely should not \ndecide what their values are.\n" }, { "year": 2024, "page": 80, "text": "80\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n250 000\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nMakerGhat\nIndia\nNurturing entrepreneurs through \nhands-on making.\n→ VISIT WEBSITE\nMakerGhat aims to create the next generation of entrepreneurs and \nleaders who come from diverse socioeconomic groups! Our programs \nnurture agency, confidence, and employability among youth through \nhands-on tinkering/making. We build low-cost makerspaces in schools \nand communities, accompanied by evidence-based curriculum and robust \nteacher training.\nMagic Bus India Foundation\nIndia\n2 500 000\nCHILDREN / USERS\n1\nCOUNTRY\n1999\nYEAR ESTABLISHED\nScaling up Teacher-Led Life Skills Education \nthrough Government Partnerships. \n→ VISIT WEBSITE\nMagic Bus operates with an approach of training of teachers to deliver \nLife skill education aligned with NEP, 2020 to adolescents in Grade 6 to 10 \nby partnering with Gov system. The program is based on activity-based \nlife skills sessions by school teachers, activation of School Management \nCommittees, counselling of parents, creating peer support structures and \ncommunity engagement activities.\n" }, { "year": 2024, "page": 81, "text": "81\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n7 210 000\nCHILDREN / USERS\n14\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nNavigated Learning \nCollaborative\nUnited States\nEnabling every child to learn at their own pace \nand attain mastery.\n→ VISIT WEBSITE\nGooru Navigator is an open source data platform that enables all \nstakeholders in the education ecosystem to work together by providing \naccess to continuous, real time student learning data, aligning their \nefforts backed by evidence on how learning happens. The platform \ngathers accurate data on every learner’s needs & provides information \nand curated resources to char adaptive learning paths.\n2 000 000\nCHILDREN / USERS\n1\nCOUNTRY\n2016\nYEAR ESTABLISHED\nMuktoPaath\nBangladesh\nCreating a new generation of Smart Citizens \nthrough professional and skills development.\n→ VISIT WEBSITE\nMuktoPaath is Bangladesh’s largest e-learning platform in Bangla \ncovering topics over multiple sectors. People can learn through online or \nblended modality courses from experts, policy makers or academicians \nat the lowest costs to enhance their professional skills and knowledge. It \nmakes learning and training materials accessible and user-friendly for all \nlearners aiming to achieve SDG 4 and 8.\n" }, { "year": 2024, "page": 82, "text": "82\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n15 000\nCHILDREN / USERS\n1\nCOUNTRY\n2019\nYEAR ESTABLISHED\nNVELE – \nSee you Back in School\nVenezuela\nTeachers and Community Leaders transforming \nlives of children left out of the school system.\n→ VISIT WEBSITE\nSince 2019, NVELE creates alternative classrooms in community spaces \nto motivate kids from slums and rural areas to return to school. NVELE \nhas reached 15K+ kids including disabled & indigenous groups neglected \nin remote areas. Aseinc has trained 518 teachers and community leaders \nin accelerated learning & inclusive pedagogy, and offered psychological \nsupport (socioemotional areas) for 28K cases.\nNFTE World Series of \nInnovation\nUnited States\n4 000\nCHILDREN / USERS\n40\nCOUNTRIES\n2009\nYEAR ESTABLISHED\nInterested in solving problems that matter? \nWelcome to the World Series of Innovation. \n→ VISIT WEBSITE\nNFTE’s World Series of Innovation is a project-based, online business \nidea competition that challenges young people from around the world \nto create solutions to the U.N Sustainable Development Goals. Corporate \nSocial Responsibility teams act as sponsors to craft the challenges \nin collaboration with the NFTE team and then support student \nimplementation by acting as volunteer coaches and judges.\n" }, { "year": 2024, "page": 83, "text": "83\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n9 160\nCHILDREN / USERS\n39\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nPadHer\nNigeria\nIt’s Normal, Period!™\n→ VISIT WEBSITE\nPadHer educates and mentors young African schoolgirls from underserved \ncommunities on periods, puberty, and SRHR topics using comic books to \nhelp them effectively manage their periods and build the confidence they \nneed to take control of the future and succeed. Our comic books come \nwith free pads and are available in 15 widely spoken languages in Africa, \nincluding English, French, and Swahili.\n160 000\nCHILDREN / USERS\n8\nCOUNTRIES\n2012\nYEAR ESTABLISHED\nnow>press>play\nUnited Kingdom\nIgnite learning with new experiences.\n→ VISIT WEBSITE\nnow>press>play is an award-winning immersive audio resource for \nprimary schools that engages children in the curriculum through sound, \nstory and movement. In our Experiences, each child is given a pair \nof wireless headphones. Immersed in sound, they become the main \ncharacter in a story, meeting people, discovering places and solving \nproblems on an educational adventure they’ll never forget.\n" }, { "year": 2024, "page": 84, "text": "84\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n90 000\nCHILDREN / USERS\n1\nCOUNTRY\n2014\nYEAR ESTABLISHED\nPlay Africa\nSouth Africa\nChildren’s museum catalysing innovations \nin creative learning, children’s rights, parent \nengagement and social cohesion.\n→ VISIT WEBSITE\nDisrupting the idea of a “museum,” Play Africa developed a flexible \nmuseum model to bring transformative learning experiences promoting \ncreativity, innovation and connection to a divided society. Through \nreplicable programmes and exhibits, Play Africa empowers children, \nparents and teachers with learning approaches that bring global thinking \nto classrooms and communities.\nPartners for Possibility\nSouth Africa\n1 400 000\nCHILDREN / USERS\n1\nCOUNTRY\n2011\nYEAR ESTABLISHED\nDeveloping the leaders our nation needs. \n→ VISIT WEBSITE\nCitizen Leader Lab builds a better future for ALL. We develop conscious \nleadership that builds social cohesion, uplifts communities and works \ntowards achieving a just society. Through programmes like this we aim to:\n•\t\nDevelop leaders who can catalyse positive change in their \ncommunities and broader society\n•\t\nFacilitate cross-sectoral collaboration to strengthen connections and \npartnerships across boundaries\n•\t\nCreate opportunities for active citizenship\n•\t\nEngage with key public sectors, with focus on education\n" }, { "year": 2024, "page": 85, "text": "85\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nProcess-oriented child \nmonitoring (POM)\nVietnam\n98 700\nCHILDREN / USERS\n1\nCOUNTRY\n2016\nYEAR ESTABLISHED\nObserve to understand, act to improve.\n→ VISIT WEBSITE\nMonitoring children’s wellbeing and involvement in class and identifying \nchildren at risk of not learning, allows teachers to reflect on their teaching \nand to adapt their methods of instruction. Empirical evidence from \nVietnam shows that this leads to significant increases in a wide range \nof child development domains, including cognitive, health behaviours, & \nsocio-emotional development.\n90 000\nCHILDREN / USERS\n1\nCOUNTRY\n2010\nYEAR ESTABLISHED\nProtsahan Girl \nChampions Program\nIndia\nEducate, Elevate, Excel.\n→ VISIT WEBSITE\nProtsahan Girl Champions Program aims at care, rehabilitation, healing \n& reintegration of marginalized & disadvantaged girls facing SGBV. It \naddress gaps in learning & pedagogy from early childhood education \nthrough high school for first generation learners in urban slums through \narts & technology based interventions that result in higher economic \ninclusion through financial & digital literacy.\n" }, { "year": 2024, "page": 86, "text": "86\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n85 000\nCHILDREN / USERS\n14\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nQridi\nFinland\nQridi is an easy-to-use, learner-centred, inspiring \nplatform for assessment and learning analytics.\n→ VISIT WEBSITE\nQridi introduces learners and teachers to look at learning and progress as \na group and as individuals. Learning is planned and monitored under the \nteacher’s guidance, future skills are strengthened and personal strengths \nidentified. The learning journey is recorded and made visible with the help \nof different functionalities. The resulting data acts as an instrument for \ndialogue in learning.\nRangeet\nIndia\n60 000\nCHILDREN / USERS\n3\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nSEEK: Social Emotional & Ecological Knowledge. \n→ VISIT WEBSITE\nRangeet solves for inequities & variability in learning at scale. A platform \nfor schools & communities to measurably develop a breadth of skills using \nactive pedagogies to promote wellbeing, agency & global stewardship in \nchildren. Includes: \n•\t\nMobileApp to teach SEEK curriculum, submit data. Works anywhere, \nonline/offline; and\n•\t\nWebApp to manage programs & monitor impact, informing timely \ndecisions.\n" }, { "year": 2024, "page": 87, "text": "87\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n39 900 000\nCHILDREN / USERS\n23\nCOUNTRIES\n2000\nYEAR ESTABLISHED\nRoom to Read\nUnited States\nWorld Change Starts with Educated Children.\n→ VISIT WEBSITE\nFounded in 2000, Room to Read is creating a world free from illiteracy \nand gender inequality by helping children in historically low-income \ncommunities develop literacy skills and a habit of reading, and by \nsupporting girls as they build skills to succeed in school and negotiate key \nlife decisions. We collaborate with governments and partner organizations \nto deliver positive outcomes at scale.\nReflective Learning\nSouth Africa\n50 000\nCHILDREN / USERS\n3\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nIdentifying gaps and catching them up.\n→ VISIT WEBSITE\nReflective Learning is an online tool that empowers teachers to support \nstudents in closing learning gaps in Maths and English. We provide \npersonalised learning pathways based on diagnostic assessments and \ntrack progress toward mastery, starting at their last place of secure \nknowledge. Our unique approach builds the metacognition of students \nso they can become independent lifelong learners.\n" }, { "year": 2024, "page": 88, "text": "88\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n1 500\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nSapieduca\nBrazil\nThe power of gameplay and formative \nassessment to boost teaching and learning.\n→ VISIT WEBSITE\nGamified application that allows the students to get involved in subject \nchallenges, questions and problem solving, improving the learning process \nas a playful and engaging activity. It is a tool for formative assessment for \nteachers, which offers simple and customizable metrics, scores and tracks \nfrom students, to increase qualified teaching, learning and self-regulation \nstrategies.\n45 000\nCHILDREN / USERS\n7\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nRori\nGhana\nPersonalised learning support for those who \nneed it most.\n→ VISIT WEBSITE\nAn engaging, friendly, after school-chatbot tutor built for students to \naccelerate their math skills, for free, via WhatsApp.\n" }, { "year": 2024, "page": 89, "text": "89\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n10 000\nCHILDREN / USERS\n12\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nSEL Kernels of Practice\nUnited States\nFlexible easy-to-use, targeted strategies to \nsupport children’s social emotional learning in \nschool.\n→ VISIT WEBSITE\nSEL Kernels are a low-cost and flexible way to integrate SEL into the \ndaily routines and activities of schooling. Grounded in a content analysis \nof 50+ evidence-based SEL programs, Kernels are an alternative to \ntraditional comprehensive programs, which can be expensive and difficult \nto implement. Kernels are easy to adapt and localize to fit different \neducational contexts around the world.\n1 220 000\nCHILDREN / USERS\n3\nCOUNTRIES\n2011\nYEAR ESTABLISHED\nShupavu291\nKenya\nLeveraging readily available technology to unlock \nthe potential of underserved learner in Africa.\n→ VISIT WEBSITE\nIn Africa, low income background learners face the triple pressures of \nlack of adequate teachers, inadequate text-books and scarce revision \nmaterials. Shupavu291 provides these learners with 24 hours a day access \nto national curriculum topical lessons, quizzes, revision papers, offline \nwikipedia and an ‘Ask A Teacher’ feature enabling them to learn anytime, \nfrom anywhere and at their own pace.\n" }, { "year": 2024, "page": 90, "text": "90\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n1 000 000\nCHILDREN / USERS\n36\nCOUNTRIES\n2008\nYEAR ESTABLISHED\nSpecial Olympics Unified \nChampion Schools\nUnited States\nBuilding schools and communities of inclusion.\n→ VISIT WEBSITE\nOur innovation cultivates inclusive mindsets through Unified Champion \nSchools: Programming that convenes youth with and without intellectual \ndisabilities through sports, leadership development and community \nengagement.\n2 500\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nSkalo\nColombia\nWe help teachers in k-12 manage learning \ndiversity and inclusion with customised strategies \nand tools.\n→ VISIT WEBSITE\nEveryone who was once a student has faced educational barriers of some \ntype, either emotional, physical, difficulties with a specific subject or a \nlearning diagnosis or a disability. Skalo helps teachers manage learning \ndiversity in K12 by calculating optimal accommodations and strategies \nfor each student and generates data for pedagogical decisions about \nlearning barriers and inclusion.\n" }, { "year": 2024, "page": 91, "text": "91\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n25 000\nCHILDREN / USERS\n9\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nStory Arts\nUnited States\nEmpowering the Next Generation of Storytellers.\n→ VISIT WEBSITE\nStory Arts is a curriculum for students ages K through MFA that \nbrings entertainment industry experts into the classroom to teach the \nfundamentals of storytelling. Our ready-to-teach courses are aligned \nwith national standards and equip students with practical skills for future \nacademic and professional success. Story Arts inspire creativity, critical \nthinking, communication, and empathy. The Story Arts Collective is \nheadquartered in Trilith, Georgia, a rapidly growing epicenter of creatives \nand story artists.\n10 000\nCHILDREN / USERS\n20\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nStory Xperiential\nUnited States\nCreate Stories Like the Pros.\n→ VISIT WEBSITE\nThrough an engaging, hands-on storytelling program, Story Xperiential \ncreates equitable opportunities to explore storytelling with industry \nexperts and a creative peer community. Create original stories and \ndeepen critical skills of communication, collaboration and feedback while \nlearning about careers in animation.\n" }, { "year": 2024, "page": 92, "text": "92\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n11 900\nCHILDREN / USERS\n4\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nSwarmob\nChile\nEmpowering new generations to collaborate for \nglobal sustainability.\n→ VISIT WEBSITE\nA blended learning system that empowers students, teachers and \nschool communities through the Network Project Based Learning \nmethodology, developing skills to collectively transform the world. \nStudents create projects that contribute to the Sustainable Development \nGoals, collaborating with a network of other schools as well as social and \nenvironmental institutions.\n1 000 000\nCHILDREN / USERS\n90\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nStreet Racket – \nanyone, anytime, anywhere\nSwitzerland\nLearning through movement with racket and ball.\n→ VISIT WEBSITE\nStreet Racket is a unique and versatile Swiss concept providing sports \nand empowerment for all. We focus on active learning in motion and \non making sports possible for everyone and everywhere. Kids benefit \nfrom social and fun learning in a low-threshold concept framework that \nintersects with the main school curricula. Moreover, Street Racket teaches \nmany important soft skills.\n" }, { "year": 2024, "page": 93, "text": "93\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nTeachease\nFinland\n150 000\nCHILDREN / USERS\n8\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nA turnkey solution for schools to expand teaching \ndigital skills, coding, robotics and AI. \n→ VISIT WEBSITE\nTeachease is a solution to upskills teachers for teaching digital skills to \nK-12 students. Teachease combines teaching materials, teacher training \nand on-going support for teachers. It creates a learning path for students \noptimised to available time and resources, and helps teachers to overcome \nthe fear and practical challenges of teaching coding and technology.\n130 000\nCHILDREN / USERS\n60\nCOUNTRIES\n2006\nYEAR ESTABLISHED\nTechnovation\nUnited States\nHow do we help underserved communities build \na sense of efficacy as technology inventors and \nleaders?\n→ VISIT WEBSITE\nTechnovation is a global technology education nonprofit that applies a \ngrassroots approach to empowering underserved communities, especially \ngirls and women, to address local problems through cutting-edge \ntechnologies like mobile and AI. Our goal is to help these communities \nbuild a sense of efficacy as technology inventors and leaders, eventually \nleading to greater community resilience.\n" }, { "year": 2024, "page": 94, "text": "94\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n6 500\nCHILDREN / USERS\n2\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nThe B!G Idea\nIreland\nBecause one B!G Idea can change our world!\n→ VISIT WEBSITE\nThe B!G Idea is a creative thinking initiative that teaches the world’s most \nin demand skills to 15 to 19 year olds. Using creative thinking skills and \nactivating their voices, students develop solutions to issues they identify \nas major stressors in their lives, with the help of hundreds of industry \nprofessional mentors, who help bridge the gap between education, \nindustry and society.\n50 000\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nTekwill in Every School \nProgram\nMoldova\nEquipping every child in Moldova with Future \nReady Skills.\n→ VISIT WEBSITE\nTekwill in Every School is a comprehensive program of extracurricular \ne-courses for teachers and pupils aged between 13-19 years old and is \nthe largest and most impactful educational programs in the Republic of \nMoldova. Our goal is to equip every student in the country with future-\nready skills. Our mission is to cultivate a generation of young specialists \nthat have the skills and knowledge to develop products and solutions that \nbenefit their communities, the environment and country’s well being.\n" }, { "year": 2024, "page": 95, "text": "95\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nTUMO Center for Creative \nTechnologies\nArmenia\n20 000\nCHILDREN / USERS\n9\nCOUNTRIES\n2011\nYEAR ESTABLISHED\nTUMO is a new kind of educational experience at \nthe intersection of technology and design. \n→ VISIT WEBSITE\nAt TUMO, teens learn because they want to. The TUMO learning program \nis made up of self-learning activities, workshops and project labs around \n14 learning targets. Students combine the learning targets into personal \nlearning plans, which constantly adapt to fit their progress and evolving \npreferences. Over 20,000 teens attend TUMO centers in Armenia, France \nand Lebanon.\nThe Billion Readers (BIRD) \nInitiative\nIndia\n200 000 000\nCHILDREN / USERS\n1\nCOUNTRY\n2004\nYEAR ESTABLISHED\nEvery Indian a Fluent Reader. \n→ VISIT WEBSITE\nOf the one billion “literates” in India, 600 million Indians are weak readers \nwho cannot read simple texts. 6 out of 10 weak & non-readers are girls & \nwomen. A billion Indians watch nearly four hours of TV every day. BIRD \nguarantees daily and lifelong reading practice for a billion Indians by \nadding Same Language Subtitling (SLS) on mainstream entertainment on \nTelevision & Streaming platforms.\n" }, { "year": 2024, "page": 96, "text": "96\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n17 000 000\nCHILDREN / USERS\n41\nCOUNTRIES\n2013\nYEAR ESTABLISHED\nUbongo\nTanzania\nAfrican edutainment to help kids learn, and use \ntheir learning to change their lives!\n→ VISIT WEBSITE\nUbongo boasts Africa’s largest classroom, engaging over 17 million \nchildren through entertaining TV, radio, and mobile programs. We harness \nthe magic of edutainment, the wide-reaching influence of mass media, \nand the effectiveness of fun, localized, child-centric teaching methods \nto deliver affordable, large-scale, and enjoyable learning experiences to \nchildren throughout Africa.\n1 500 000\nCHILDREN / USERS\n40\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nTwin Science & Robotics\nTurkey\nEasy-to-Use, Fun & Fresh Video Resources for \nTeaching STEM for Sustainability.\n→ VISIT WEBSITE\nTwin provides a platform for teachers and hands-on playful learning \ntools for students. Teachers can use 14 units of ready-to-use lesson \nplans, create their own lessons with AI, save valuable time, engage their \nclassroom, and inspire a greener future for their students.\n" }, { "year": 2024, "page": 97, "text": "97\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nWOOF\nDenmark\n30 000\nCHILDREN / USERS\n2\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nWOOF: Empowering Students, Empowering \nTeachers - one WOOF at a time. \n→ VISIT WEBSITE\nWOOF addresses the urgent need for student wellbeing by empowering \nteachers to create inclusive classrooms. Our unique digital solution \ncombines real-time data insights and student-driven approaches, \nfostering tangible positive change. As a highly scalable SaaS-platform \nwith tangible impact on student wellbeing, WOOF is ready to impact \nmillions of children and change the way we work with wellbeing.\n50/100 Menstrual ED\nTaiwan\n300 000\nCHILDREN / USERS\n6\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nMenstruation Matters to 100% of us as someone \nyou love is bleeding with strength. \n→ VISIT WEBSITE\nEast Asian society grapples with discussing menstruation, hindered by \ncultural taboos and scarce resources. 50/100 Menstrual ED offers an \nengaging, interactive program that educates on periods while nurturing \nempathy, diversity, and self-love. Welcoming parents, adolescents, \neducators, and nurses of all genders, we break barriers and empower \nindividuals to compassionately explore menstruation.\n" }, { "year": 2024, "page": 98, "text": "98\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nContact Us\nAMPLIFICATION\n•\t\nSpreading the good news of education innovators and their \ninnovations through our Media and Communications support\n•\t\nConvening education leaders and innovators through best in class \nphysical and virtual events\n•\t\nCommunity Curation through the development of innovator \nnetworks and bespoke digital tools and platforms\nIMPLEMENTATION\n•\t\nHundrED Tailor-Made is designed for education providers, \npolicymakers and international organisations who wish to support \nimplementation of new solutions and practices within their context. \nThe aim of these processes is to introduce innovations selected \nby HundrED to work with local education changemakers to create \nimpactful implementation processes at scale. The length of the \nprocess is 2 years at minimum to ensure enough time for the \nimplementation.\n•\t\nHundrED Lab is a co-creation process to develop a new solution on \nsolving a challenge or meeting a goal. We will use our expertise in \neducation and experience developing multiple lab solutions with \ninnovators to develop an education innovation together.\nFor more information on opportunities to partner with HundrED, or \nto learn more regarding our specific focus areas across the education \ninnovation agenda for 2023, please contact David Connolly.\n \nDavid Connolly\nHEAD OF GROWTH \nHUNDRED \ndavid.connolly@hundred.org\nHundrED conducts multi-year collaborations with different education \nstakeholders across a wide range of education services. We work with \npartners such as public and private sector education bodies as a service \nprovider for specific needs they may have in fostering education innovation; \nas a technical solutions provider for education development organisations; \nor as an impact initiative platform through the support of direct funding \nfrom philanthropic foundations. Our activities can be grouped into three \nbroad categories; identification, amplification and implementation:\nIDENTIFICATION\n•\t\nOur annual Global Collection\n•\t\nHundrED Spotlights are a collection of innovations on a specific theme \nor region with partner organisations. Project results are always freely \navailable for all. The length of the process is 8-14 months.\n•\t\nHundrED Research is focused on understanding various questions \nrelated to the diffusion of education innovations. Like Spotlights, \nwe partner with organisations (e.g. Finnish National Agency for \nEducation, Brookings, OECD and others) to collaborate on projects \nwe co-develop.\n" }, { "year": 2024, "page": 99, "text": "99\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\n1.  Rogers Everett M., Diffusion of Innovations, 5th ed. New York: Free Press, 2003.\n2.  For example, see our past reports: Lasse Leponiemi, Noora Ruoho, and Saku Tuominen. \nDevelopment of an Innovation-Friendly Education System (Helsinki: HundrED Research, 2020). \nhttps://doi.org/10.58261/HBFX7261; Chris Petrie, Leponiemi Lasse, Tuominen Saku and Jessica \nSpencer-Keyse. Schools that Learn (Helsinki: HundrED Research, 2020) https://doi.org/10.58261/\nPFCE5725; Lasse Leponiemi. Innovators Funding Needs For Education Innovations - What kind of \nfunding is needed for scaling up education innovations? (Helsinki: HundrED Research, 2019). https://\ndoi.org/10.58261/NBMX7345 \n3.  “HundrED Research.” HundrED. https://hundred.org/en/research; Everett M., Diffusion of \nInnovations.\n4.  “HundrED Research.” HundrED. https://hundred.org/en/research \n5.  “2023 UN Climate Change Conference (UNFCCC COP 28)”. International Institute for Sustainable \nDevelopment. n.d. https://sdg.iisd.org/events/2022-un-climate-change-conference-unfccc-cop-28/. \n6.  Freya Perry, Juan D. Barón and Lauren Dahlin, “How Are the Children of Pakistan’s 2022 Floods \nFaring?”, The World Bank (blog), July 26, 2023, https://blogs.worldbank.org/endpovertyinsouthasia/\nhow-are-children-pakistans-2022-floods-faring. \n7.  Jess Harris, “After Years of COVID, Fires and Floods, Kids’ Well-Being Now Depends on Better \nSupport.” The Conversation, June 16, 2022. https://theconversation.com/after-years-of-covid-fires-\nand-floods-kids-well-being-now-depends-on-better-support-184848. \n8.  Harris, “After Years of COVID, Fires and Floods, Kids’ Well-Being Now Depends on Better Support.” \n9.  Harris, “After Years of COVID, Fires and Floods, Kids’ Well-Being Now Depends on Better Support.” \n10.  Evie Blad and Lydia McFarlane, “Hawaii Wildfires Thrust Educators into Disaster Response Roles,” \nEducation Week, August 10, 2023. https://www.edweek.org/leadership/hawaii-wildfires-thrust-\neducators-into-disaster-response-roles/2023/08. \n11.  “How Are the Children of Pakistan’s 2022 Floods Faring?” 2023. Blogs.worldbank.org. July 26, 2023. \nhttps://blogs.worldbank.org/endpovertyinsouthasia/how-are-children-pakistans-2022-floods-faring.\n12.  “468 Million Children Live in Conflict Zones”, Save the Children, N.d., https://www.savethechildren.\norg.uk/news/media-centre/press-releases/new-figures-millions-of-children-live-in-conflict-\nzones#:~:text=Save%20the%20Children%27s%20annual%20estimates. \n13.  Liz Robson, “Why is mental health and wellbeing important for schools?”, Worth It (blog), \nNovember 18, 2022, https://www.worthit.org.uk/blog/school-mental-health-wellbeing-\nimportant#:~:text=Good%20 mental%20health%20and%20 \n14.  “The Knowledge Gap Making the Cost of Living Crisis Worse.” EVERFI from Blackbaud . \nMay 26, 2022. https://uk.everfi.com/the-knowledge-gap-making-the-cost-of-living-crisis-\nworse/#:~:text=The%20role%20of%20financial%20literacy. \n15.  Noora Ruoho and Lasse Leponiemi. Spotlight on Financial Skills for the Youth. (Helsinki: HundrED, \n2019) https://doi.org/10.58261/FSOW9924 \n16.  Eve Upton-Clark, “Why More Young People Are Giving up on Saving Money for the Future”, Huck, \nMay 31, 2022. https://www.huckmag.com/article/why-young-people-are-giving-up-on-saving-for-\nthe-future.\n17.  “WHO Chief Declares End to COVID-19 as a Global Health Emergency”, United Nations, May 5, \n2023. https://news.un.org/en/story/2023/05/1136367.\n18.  Daniel Rodriguez-Segura, “EdTech in Developing Countries: A Review of the Evidence”. The World \nBank research observer 37, 2 (2022): 171–203. https://doi.org/10.1093/wbro/lkab011 \n19.  Alex Yelenevych, “The Future of EdTech”, Forbes, December 26, 2022, https://www.forbes.com/\nsites/forbesbusinesscouncil/2022/12/26/the-future-of-edtech/?sh=51e78dd36c2f.\n20.  Kevin Martin. “Top 5 EdTech Trends for 2023,” World of Better Learning | Cambridge University \nPress, February 2, 2023, https://www.cambridge.org/elt/blog/2023/02/02/top-5-edtech-trends-\nfor-2023/.\n21.  See for example, Isaac M. Oper. Teachers Matter: Understanding Teachers’ Impact on Student \nAchievement (California: RAND Corporation, 2019) https://doi.org/10.7249/RR4312; Cody Ding and \nHelene Sherman. “Teaching Effectiveness and Student Achievement: Examining the Relationship.” \nEducational Research Quarterly 29, no. 4 (2006), 40-51.; and Tara Béteille and David K. Evans. \nSuccessful Teachers, Successful Students: Recruiting and Supporting Society’s Most Crucial \nProfession (Washington, DC: World Bank Group, 2019), https://documents1.worldbank.org/curated/\nen/235831548858735497/Successful-Teachers-Successful-Students-Recruiting-and-Supporting-\nSociety-s-Most-Crucial-Profession.pdf\n22.  United Nations, “Climate Change”, United Nations, n.d. https://www.un.org/en/global-issues/\nclimate-change#:~:text=Climate%20Change%20is%20the%20defining.\n23.  “Girls’ Education”, The World Bank, February 10, 2022, https://www.worldbank.org/en/topic/\ngirlseducation.\n24.  “What You Need to Know about UNESCO’s Global Report on Boys’ Disengagement from \nEducation”, UNESCO, April 7, 2022, https://www.unesco.org/en/articles/what-you-need-know-\nabout-unescos-global-report-boys-disengagement-education#:~:text=How%20are%20boys%20\nfaring%20in.\n25.  “What You Need to Know about UNESCO’s Global Report on Boys’ Disengagement from \nEducation”.\n26.  “What You Need to Know about UNESCO’s Global Report on Boys’ Disengagement from \nEducation”.\n27.  Quaglia Institute for School Voice and Aspirations, School Voice Report 2016 (California: Corwin \nPress, 2016) www.quagliainstitute.org/dmsView/School_Voice_Report_2016 \n28.  Sanghvi, Saurabh, and Marius Westhoff. 2022. “Education Technology: Five Trends to Watch in \nthe EdTech Industry | McKinsey.” Www.mckinsey.com. November 14, 2022. https://www.mckinsey.\ncom/industries/education/our-insights/five-trends-to-watch-in-the-edtech-industry.\n29.  “Covid’s Impact on Education: What New Challenges Has It Created?” 2023. Cambridge \nUniversity Press & Assessment. January 24, 2023. https://www.cambridge.org/partnership/research/\ncovid%E2%80%99s-impact-on-education-what-new-challenges-has-it-created.\n30.  “International Day of Multilateralism and Diplomacy for Peace”, United Nations, N.d., https://\nwww.un.org/en/observances/Multilateralism-for-Peace-day.\n31.  “NGO vs. Nonprofit: What’s the Difference?”, University of the People, April 22, 2021, https://\nwww.uopeople.edu/blog/ngo-vs-nonprofit/\nEndnotes\n" }, { "year": 2024, "page": 100, "text": "100\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nReferences\nBéteille, Tara, and David K. Evans. Successful Teachers, Successful Students: Recruiting and \nSupporting Society’s Most Crucial Profession. Washington, DC: World Bank, 2019. https://\ndocuments1.worldbank.org/curated/en/235831548858735497/Successful-Teachers-Successful-\nStudents-Recruiting-and-Supporting-Society-s-Most-Crucial-Profession.pdf \nBlad, Evie and Lydia McFarlane. “Hawaii Wildfires Thrust Educators into Disaster Response Roles”. \nEducation Week. August 10, 2023. https://www.edweek.org/leadership/hawaii-wildfires-thrust-\neducators-into-disaster-response-roles/2023/08. \nDing, Cody and Helene Sherman. 2006. “Teaching Effectiveness and Student Achievement: \nExamining the Relationship.” Educational Research Quarterly 29, no. 4 (June): 40-51.\nEVERFI. “The Knowledge Gap Making the Cost of Living Crisis Worse.” EVERFI from Blackbaud. \nMay 26, 2022. https://uk.everfi.com/the-knowledge-gap-making-the-cost-of-living-crisis-\nworse/#:~:text=The%20role%20of%20financial%20literacy. \nHarris, Jess. “After Years of COVID, Fires and Floods, Kids’ Well-Being Now Depends on Better \nSupport.” The Conversation. June 16, 2022. https://theconversation.com/after-years-of-covid-\nfires-and-floods-kids-well-being-now-depends-on-better-support-184848. \nIISD. “2023 UN Climate Change Conference (UNFCCC COP 28)”. International Institute for Sustainable \nDevelopment. n.d. https://sdg.iisd.org/events/2022-un-climate-change-conference-unfccc-\ncop-28/. \nLeponiemi, Lasse. Innovators Funding Needs For Education Innovations - What kind of funding is \nneeded for scaling up education innovations? Helsinki: HundrED Research, 2019. https://doi.\norg/10.58261/NBMX7345 \nLeponiemi, Lasse, Noora Ruoho, and Saku Tuominen. Development of an Innovation-Friendly \nEducation System. Helsinki: HundrED Research, 2020. https://doi.org/10.58261/HBFX7261 \nMartin, Kevin. “Top 5 EdTech Trends for 2023”. World of Better Learning | Cambridge University Press \n(blog). February 2, 2023. https://www.cambridge.org/elt/blog/2023/02/02/top-5-edtech-trends-\nfor-2023/. \nOper, Isaac M. Teachers Matter: Understanding Teachers’ Impact on Student Achievement. California: \nRAND Corporation, 2019. https://doi.org/10.7249/RR4312 \nPerry, Freya, Juan D. Barón and Lauren Dahlin. “How Are the Children of Pakistan’s 2022 \nFloods Faring?”. The World Bank (blog). July 26, 2023. https://blogs.worldbank.org/\nendpovertyinsouthasia/how-are-children-pakistans-2022-floods-faring.\nPetrie, Chris, Leponiemi Lasse, Tuominen Saku and Jessica Spencer-Keyse. Schools that Learn. \nHelsinki: HundrED Research, 2020. https://doi.org/10.58261/PFCE5725 \nQuaglia Institute for School Voice and Aspirations. School Voice Report 2016. California: Corwin Press, \n2016. www.quagliainstitute.org/dmsView/School_Voice_Report_2016 \nRobson, Liz. “Why is mental health and wellbeing important for schools?”. Worth It (blog). \nNovember 18, 2022. https://www.worthit.org.uk/blog/school-mental-health-wellbeing-\nimportant#:~:text=Good%20 mental%20health%20and%20 wellbeing. \nRodriguez-Segura, Daniel. “EdTech in Developing Countries: A Review of the Evidence”. The World \nBank research observer 37, 2 (2022): 171–203. https://doi.org/10.1093/wbro/lkab011 \nRogers, Everett M., Diffusion of Innovations, 5th ed. New York: Free Press, 2003. \nRuoho, Noora, and Lasse Leponiemi. Spotlight on Financial Skills for the Youth. Helsinki: HundrED, \n2019. https://doi.org/10.58261/FSOW9924 \nSave the Children. “468 Million Children Live in Conflict Zones”. Save the Children. N.d. https://www.\nsavethechildren.org.uk/news/media-centre/press-releases/new-figures-millions-of-children-\nlive-in-conflict-zones#:~:text=Save%20the%20Children%27s%20annual%20estimates. \nUNESCO. “What You Need to Know about UNESCO’s Global Report on Boys’ Disengagement from \nEducation”. UNESCO. April 7, 2022. https://www.unesco.org/en/articles/what-you-need-know-\nabout-unescos-global-report-boys-disengagement-education#:~:text=How%20are%20\nboys%20faring%20in. \nUnited Nations. “Climate Change”. United Nations. n.d. https://www.un.org/en/global-issues/climate-\nchange#:~:text=Climate%20Change%20is%20the%20defining. \nUnited Nations. “International Day of Multilateralism and Diplomacy for Peace”. United Nations. N.d., \nhttps://www.un.org/en/observances/Multilateralism-for-Peace-day. \nUN News. “WHO Chief Declares End to COVID-19 as a Global Health Emergency”. United Nations. May \n5, 2023. https://news.un.org/en/story/2023/05/1136367. \nUniversity of the People. “NGO vs. Nonprofit: What’s the Difference?” University of the People. April \n22, 2021. https://www.uopeople.edu/blog/ngo-vs-nonprofit/. \nUpton-Clark, Eve. “Why More Young People Are Giving up on Saving Money for the Future”. Huck. \nMay 31, 2022. https://www.huckmag.com/article/why-young-people-are-giving-up-on-saving-\nfor-the-future. \nThe World Bank. “Girls’ Education”. The World Bank. February 10, 2022. https://www.worldbank.org/\nen/topic/girlseducation. \nYelenevych, Alex. “The Future of EdTech”. Forbes. December 26, 2022. https://www.forbes.com/sites/\nforbesbusinesscouncil/2022/12/26/the-future-of-edtech/?sh=51e78dd36c2f.\n" }, { "year": 2024, "page": 101, "text": "101\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nAppendix A: Methodology\n•\t\nIMPACT: Evaluated as a valuable improvement within the \ninnovation’s context. All innovations must have at least one year of \nbeing implemented with their intended users. \n•\t\nSCALABILITY: Either the innovation is actively expanding to other \ncontexts or has a high degree of transferability for others to adopt \nits practice/technology.\n•\t\nEVIDENCE BASED: Supportive evidence could include submitted \ninternal or external impact and research reports, external media, \nawards, internal videos, reviews, and anecdotal evidence. All forms \nof evidence will be triangulated and a holistic view of the evidence \nis considered in relation to the resource capability and size of the \ninnovation. Additionally, HundrED’s Ambassador community of \n1000+ stakeholders in education in 100+ countries (and growing) may \nprovide first hand perspectives to confirm or disconfirm the claims \nbeing made.\nTHE SELECTION PROCESS\nInspired by Everett M. Rogers’ classic book Diffusion of Innovations, we \nuse the following definition for innovation in education:\n“Innovation in education can be defined as meaningful improvements \nconsidered within the place of implementation to a new or modified \npractice and/or technology that supports any part of the educational \necosystem (for example, skills, teachers, assessment, environment and/\nor systems, and leadership).”\nTo progress through each phase, all innovations must have shown \nevidence of impact and scalability by the reviewers using the following \ndefinitions:\n" }, { "year": 2024, "page": 102, "text": "102\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nFigure 4. How HundrED identifies and selects innovations.\nHundrED has a growing database of \nabout 3000+ innovations, and each \nyear new innovations are discovered \nthrough recommendations by our \ncommunity, global calls for sub­\nmissions, and targeted searches by \nthe HundrED Research Team based \non current trends in education. \nThe \nResearch \nTeam \nthoroughly \nreviews each submitted innovation \nfor its impact and scalability, and \nselects a shortlist of innovations to \nbe reviewed in the next phase. \nEach year 150+ stakeholders in \neducation, \nincluding \neducators, \ninnovators, experts, leaders, and \nstudents, are recruited globally to \nform a HundrED Academy to review \nthe shortlisted innovations and make \nrecommendations towards the final \nselection. \nThe reviews by the Academy are \nthoroughly studied and evaluated \nby \nthe \nResearch \nTeam \nduring \nstructured \nworkshops \naiming \nto \nhave geographically and thematically \nbalanced representation of inno­\nvations in the final selection.\n100 innovations selected annually.\n" }, { "year": 2024, "page": 103, "text": "103\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nPHASE 1: DISCOVERY\nThe first phase involved discovering leading innovations by our research \nteam with the support of HundrED’s Global Community, which included \nmethods of surveys, interviews, and in-depth searches online. The main \nareas of activity for HundrED’s Research Team are outlined in Figure X below.\nDiscovery activities by the HundrED Research Team included (1) conducting \ntargeted outreach and personalised applicant support to potential \nsubmissions, (2) mobilisation of the HundrED Community (it is essential to \nhave our local eyes and ears on the ground where they recommend and \nreport about the best practices and solutions, especially in locations that \nare difficult to get access to, such as rural schools and regions with limited \ninternet), (3) other research activities such as attending major education \nevents and conferences, monitoring high profile innovation competitions \nfrom around the world, speaking with experts in and out of education, \nand studying academic and non-academic texts such as peer-reviewed \njournals and blogs, and (4) highlighting innovations from previous years’ \ncollections and spotlights that are thematically relevant. Furthermore, \nselected innovations from the Global Collection 2023 were added to the \npool to be reviewed along with the recently discovered innovations. \nFigure 5: ​Discovery activities by the HundrEd Research Team.\ni. \nConducting \ntargeted outreach\nPHASE 1\nDiscovery Activities \nby the HundrED \nResearch Team\nii. \nConsulting our \nrapidly growing \nglobal education \ncommunity of \n1100+ Ambassadors \nand Academy \nMembers from \nover 100 countries\niii. \nFormal discovery \nchannels\niv. \nNon-formal \ndiscovery channels\n" }, { "year": 2024, "page": 104, "text": "104\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nPHASE 2: SHORTLIST\nIn this phase, the HundrED Research Team thoroughly reviewed each discovered \ninnovation for impact and scalability using the following standards of evidence and \nshortlisted 151 for the next phase review. \nSTRENGTH OF EVIDENCE\nImpact\nMeasurable change/improvement \nwithin the context for at least 1-year.\nScalability\nActively expanding to other contexts or \nhigh potential of transferability. \nLEVEL \n5\nVERY HIGH – An independent source verifies the \ndemonstrated measurable improvement.\nExample: They provide data from independent research evaluations in \ncollaboration with Universities, Research Institutes or organisations that conduct \nexternal impact evaluations.\nLARGER SCALE IMPLEMENTATION – An independent source or sources \nverify the initiative has been implemented by others on a larger scale.\nExample: They provide data from independent research evaluations in collaboration with \nUniversities, Research Institutes or organisations that conduct external impact evaluations in \nseveral contexts. \nLEVEL \n4\nHIGH – An internal study provides evidence of the large \nmeasurable improvement. \nExample: They can demonstrate research analysis of the data and evidence \nthey have collected in the form of Innovations’ Impact reports, annual reports, \npresentations, and powerpoints.\nIMPLEMENTED ELSEWHERE – The initiative can be implemented in \nmore than one setting and/or with different groups with at least the \nsame impact. Documentation supports implementation.\nExample: The innovation has been implemented in more than one school, district, region or country \nand it provides documentation that supports implementation (user manuals, curriculum materials, \nreplication models, teacher training materials). \nLEVEL \n3\nMODERATE – A reasonable explanation describes the \ninitiative and supports attribution of a measurable change, \nbut they cannot prove they have caused it.\nExample: Innovation page includes data that shows improvement (social media \nposts, video content, testimonials), but they cannot prove they have caused it.\nWELL DOCUMENTED – Documentation exists about how the \ninitiative is implemented and is comprehensive enough to enable \nimplementation with different groups or in other settings.\nExample: The innovation provides documentation on how this innovation has been implemented \nin one context. It includes user manuals, curriculum materials and replication models, as well as it \nintegrates teacher training as a process for consistent replication.\nLEVEL \n2\nLOW – A logical plan describes the initiative and its \nobjectives, target and outcomes.\nExample: Innovation page and website convincingly describes what the initiative \ndoes and why it matters.\nCOULD WORK – Documentation describing the implementation of the \ninitiative in one setting exists.\nExample: A reasonable explanation describes how the innovation is implemented in practice. \nLEVEL \n1\nUNKNOWN – The design of the initiative or the quality of \nthe data is not sufficient to measure impact.\nExample: Innovation page or website does not include enough information to \nmeasure impact. \nUNKNOWN – Insufficient documentation exists on the initiative. \nExample: Innovation page or website does not include enough information of how the initiative is \nimplemented in practice. \n" }, { "year": 2024, "page": 105, "text": "105\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nHUNDRED’S HOLISTIC \nEVALUATIVE GRADE: \nHolistic grade given based on \nHundrED’s \nexperience \nfrom \nprevious Spotlights and Global \nCollections of the four indicator \ndefinitions and their relative \nweights to the right. \nRead the whole document \nat https://docs.google.com/\ndocument/d/1QZtXnYVEzeUif\npVDP6dBlyPM2vmyd4Wnxr-\naay4DxvU/\nVALIDATION (40% \nWEIGHTING): \nHow likely the innovation’s \nclaims are valid, based on the \nStandards of Evidence rating. \nIMPACT (25% WEIGHTING): \nImplemented for at-least 1-year. \nClaimed impact clearly articu­\nlates a meaningful impro­ve­\nment above the status quo for \nthe context(s).\nSCALABILITY (25% \nWEIGHTING): \nThe innovation clearly articulates \nhow the innovation is scaling \nand could be scaled to more \ncontexts. \nMultiple \ncontexts \ncould include: countries, regions, \ncities, or areas, as well as types \nof users, backgrounds, and ages. \nINNOVATIVENESS (10% \nWEIGHTING): \nThe innovation is a new or \nmodified \nsolution \nput \ninto \npractice \nand \nnot \nsimply \na \nrepackaging of existing idea(s).\nTo be selected for the shortlist, each innovation must have shown \nevidence for impact and scalability using the aforementioned definitions.\n" }, { "year": 2024, "page": 106, "text": "106\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nPHASE 3: ACADEMY REVIEW \nWe believe that a diversity of experienced perspectives from a wide \nrange of contexts is fundamentally vital to our selection process. \nThus, each year HundrED recruits and forms an Academy to review \ninnovations. The selection process of the Academy is conducted \ncarefully by HundrED to ensure that they support HundrED’s mission \nto help every child flourish in life and a careful balance for a range \nof experienced stakeholders in education that can offer a valuable \nperspective on education innovation across the world. \nThis year, the Academy consisted of 182 members from over 70 \ncountries and included educators, academics, innovators, experts, \nstudents and leaders in education. They reviewed the innovations over a \ntwo-week period in June 2023 and extended their wealth of knowledge \nand expertise on a global and local scale to identify the most impactful \nand scalable innovations featured in the collection. Refer to Appendix B \nfor the full list of the Academy Members. \nThe Academy Review tool\nFigure 6: HundrED’s review tool. \n \nSTEP 1: During an innovation review, the factors of impact and scalability \nwere plotted on a graph by each Academy member using HundrED’s \nreview tool, which is divided into four quadrants. We were looking for \ninnovations that the majority of Academy members plotted in the top \nright quadrant: considered as highly impactful and highly scalable. This \nstep provides us with quantitative data to measure the average score of \nimpact and scalability for every innovation. \nSCALABILITY\nIMPACT\nHigh Impact \nLow Scalability\nLow Impact \nLow Scalability\nHigh Impact \nHigh Scalability\nLow Impact \nHigh Scalability\n" }, { "year": 2024, "page": 107, "text": "107\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nSTEP 2: Each reviewer also provided specific comments about each \ninnovation that explained their evaluation on our review tool. This \nstep provides us with qualitative data to understand how impactful \nand scalable an innovation would be if implemented in each Academy \nmember’s context. \nShortlisted innovations were divided into eight batches with balanced \nrepresentation of themes and geographic locations and were evaluated \nby eight different groups of the Academy. The plots on the graphs below \nrepresent the total of 2998 reviews made by the Academy. \nPHASE 4 - SELECTION WORKSHOPS\nIn Phase 4, the HundrED Research Team participated in a structured \nworkshop to select the innovations to be highlighted in this collection. \nThe challenge in this phase was achieving a balance of approaches and \ncontexts in the final collection. In the workshop, we considered the \nAcademy reviews while aiming to cover a diverse range of: (a) effective \npedagogies in education, (b) age levels, (c) target groups (e.g. educators, \nparents, and students), and (d) educational contexts and geographical \nspread.\nLIMITATIONS \nThis year’s methodology, as in previous years, is not without its \nlimitations. Language barriers are a sector-wide issue, and a complex \nfactor to mitigate. At HundrED we are aware that by having an English \nlanguage website and research reports, it impacts how those in the \neducation sector hear about our work and access our resources. The \nsubmissions we receive and the way in which we review innovations, as \nwell as the fact that our Academy must also have a good understanding \nof the English language when they are reviewing innovations further limit \nthe innovations we are able to highlight. We are working hard to mitigate \nthis, such as looking at the possibilities Google Translate offers. When \nappropriate, research reports are also translated. By visiting our website, \nyou will find that a concerted effort has been made to translate reports \nto relevant languages when possible, such as French, Spanish, Finnish and \nGerman. \nSCALABILITY\nIMPACT\nSCALABILITY\nIMPACT\nSCALABILITY\nIMPACT\nSCALABILITY\nIMPACT\nSCALABILITY\nIMPACT\nSCALABILITY\nIMPACT\nSCALABILITY\nIMPACT\nSCALABILITY\nIMPACT\n" }, { "year": 2024, "page": 108, "text": "108\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nAppendix B: \nAcademy Member List\nThe expertise of our 2024 Global Collection Academy members was \nessential to curating this set of 100 outstanding educational innovations. \nWe are grateful for their time, effort, and volunteerism. \n*Indicates Academy Members who have reviewed for three or more Global Collections. These \nAcademy Members will receive the special status of Distinguished Academy member.\n**Indicates Academy Members who reviewed over 20 innovations for the 2024 Collection, or who \nhave completed 80% or more of their assigned innovations.\nFull Name\nCountry \nRole\nAdesunloye Adeola*\nNigeria\nFounder / Chief Learning Engineer, Studomia\nAlbus D Hoang**\nVietnam\nDirector General, The Sky-line School system\nAlex Dye*\nCanada / Kenya\nDevelopment Manager, Kidogo\nAlexandra Motrescu*\nRomania\nManaging director, ALMO New Learning Concept\nAlok Sharma**\nIndia\nLearning and Development Consultant , \nIndependent\nAmod Gupta\nIndia\nEdtech Specialist\nAna Paula Gaspar \nGonçalves\nBrazil\nEdTech Specialist, Independent consultant\nAnagha Krishna \nPrasad**\nDenmark\nStudent, International School of Hellerup\nAnanya Khatry\nAustralia\nYouth Ambassador, HundrED\nAndrea Buffara\nBrasil\nCOO, Gamut Education\nAnete Rijniece\nLatvia\nSenior expert, Ministry of Education and Science \nRepublic of Latvia\nAnna Raneri**\nItaly\nFreelance teacher trainer and course creator, Top \nYou Up ( is my website)\nAnnina Mattsson**\nUAE\nStrategic Partnerships Advisor, Independent \nConsultant\nAnthea Lobo\nIndia\nPartnerships and Communications, Saturday \nArt Class\nAnthony Yadao**\nPhilippines\nSHS Teacher II, Pinili National High School\nApoorva Singh\nIndia\nStudent and Education Advocate, Meridian \nSchool, Madhapur\nArgy Nestor**\nUnited States\nEducator\nAshwathi \nMuraleedharan\nIndia\nDoctoral Candidate and Educator, Rajagiri \nCollege of Social Sciences, Kochi (India)\nBalaussa Tursynbek**\nUAE or Kazakhstan\nStudent, New York University-Abu Dhabi\nBarbara K. Ige**\nUnited States\nLearning Manager, College and Career Pathways, \nWoodcraft Rangers\nBaseerat Noor\nPakistan\nFounder, Ignite Juvenile (Youth Organization)\nBenjamin Gross\nUnited States\nHigh School Social Studies Teacher, Oak \nMountain Academy\nCamile Clarke\nJamaica\nGeography Educator, Ministry of Education, \nJamaica\nCanan Kaçar Şengül**\nTurkey\nOnline educator, Turkish Marine Environment \nProtection Association\nCarl Kervin M. \nSapungan**\nPhilippines\nSchool Head, Panluan Hagan Mangyan High \nSchool\nCarrie Lau**\nUnited Kingdom\nQuestion Bank & VLE Administrator, London \nInstitute of Banking and Finance\nCésar Alexandre \nBaptista Marques\nPortugal\nTeacher\nChaea Lee\nUAE\nUndergraduate Student, New York University \nAbu Dhabi\nCharis Charalambous\nCyprus\nPsychologist, Trainer/Facilitator, Learning \nDesign Consultant\nChristine Orkisz Lang**\nAustria\nEducational Consultant, Founder, Core & More \nEducation\nChristopher Klune**\nCanada\nGLOBED Scholar, Educator\nClara Brown\nCanada\nYouth Ambassador, HundrED\nClaudia Rivas**\nPeru\nAssociate, Bloomberg Center for Cities\nDana Robb\nCanada\nRetired Principal, Northern Lights Public Schools\nDaniel Orievweruvwe\nNigeria\nLeadership Development Manager (Coach), \nTeach For Nigeria\nDaryl David\nPhilippines\nDirector, FEU Institute of Technology\nDipesh Dulal**\nFinland\nStudent, University of Eastern Finland\nDivesh Bathija**\nIndia\nCo-Founder, UnMath School\nDonna Fields*\nSpain\nEducational consultant, Teacher-trainer, Author, \nand Podcast host, Educational Magic\nDorcas Bazemore\nUnited States\nEducational Resources Specialist/Learning and \ndevelopment specialist, My EdChamp\nDr Anita Mckeown\nIreland\nDirector / Co-Founder, SMARTlab Skelligs _ \nFuture Focus 21c\nDr. Kendra Thornton\nUSA\nNeuroeducation Consultant\nDr. Lucian Ngeze**\nTanzania\nLecturer and Researcher in Educational \nTechnology, The University of Dodoma, Tanzania\nDr. Mustafa Aykut**\nTurkey\nChairman, High Advisory Board, Futurists \nAssociation in Türkiye\nDr. Sarah Aiono\nNew Zealand\nCEO/Education Consultant, Longworth \nEducation\nDr. Selçuk Yusuf \nArslan**\nTurkey\nTeacher Trainer, Atatürk MTAL\n" }, { "year": 2024, "page": 109, "text": "109\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nEevamaija Vuollo**\nChile\nEducation Consultant\nEglė Pranckūnienė**\nLithuania\nCo-founder, Centre for School Improvement, \nLithuania\nEllie Irving**\nUnited Kingdom\nFounder, Junior Dragons\nEmmanuel Iziomoh**\nNigeria\nProject director, Jesuit Refugee Service\nEnrico Poli**\nItaly\nDirector, Zanichelli Venture\nEric Roland**\nUnited States\nDirector of Partnerships, Phillips Academy \nAndover\nEsperança Sydrey \nMachafa**\nMozambique\nCEO, Lirandzo reads and gives\nEzequiel Chavez Colli**\nMexico\nSchool Supervisor, Secretaria de Educación \nPública (SEP)\nFarzeen Ansari**\nIndia\nCorporate Communications & Professional Skills \nTrainer\nFernando Oria\nMexico\nExecutive Director, Mind The Gap - Inspire to \nInvent\nFiona Brown**\nCanada\nYouth Ambassador, HundrED\nFrancisco David \nRobert**\nArgentina\nAmbassador\nG M Rakibul Islam\nBangladesh\nAssistant Professor and Chairman, Department \nof Educational Administration, Noakhali Science \nand Technology University, Bangladesh\nGal Oron**\nIsrael\nCTO, Zbenko\nGerald Fussell**\nCanada\nPrincipal, Navigate/NIDES\nGiovanna Iorio\nUK\nHead of Service, IB Teacher, Haileybury\nGisela Zipp**\nSouth Africa\nLecturer , Rhodes University\nGoretti Kat*\nCongo-Kinshasa\nFounder & Program Manager , Minzoto Club\nHayley Roberts**\nUSA\nDirector of Teaching & Learning , John Thomas \nDye School\nHeidi Enbacka\nFinland\nProject Manager, The Children and Youth \nFoundation\nHelena Liberato\nPortugal\nCountry Manager, Open Learning School\nHo Shu Xin*\nMalaysia\nYouth Ambassador, HundrED\nIa Kawasaki**\nJapan\nGraduate student, University of Helsinki\nİpek Kay**\nTurkey\nCo -Founder & Designer, MonnoM\nIrina Solonova*\nRussia\nFounder & CEO, Ruspro Education Group\nIsabella Henriques**\nBrasil\nExecutive Director, Alana\nIvonne Blanco*\nVenezuela\nDirectora or Principal, Institutos Educacionales \nAsociados\nJaime Camacho Bravo**\nMéxico\nGeneral Director, Centro Educativo Apatzeo\nJanice Williams*\nCanada\nPrincipal Consultant , Pinnacle Educational \nServices\nJeff Holte**\nUnited States\nEducator\nJemima Nnamdi-Iweha\nNigeria\nLeadership Development Manager, Teach for \nNigeria\nJenny O'Fee*\nItaly\nInternational School Leader | Collaborator | \nConsultant, Independent\nJephthah Adelowo\nNigeria\nAssessment Officer, Quest Schools, Ibadan\nJessica María González \nSalgado**\nChile\nHead of School, Academia Internacional San \nMiguel de Allende\nJinan Karameh Shayya**\nLebanon\nMonitoring and Evaluation Lead, nafda \norganization\nJiya Chawla\nIndia\nFounder and Director, Langwayz\nJoaquim Forgas Anaya**\nSweden\nMSc student in International and Comparative \nEducation, Stockholm University\nJustin Ho Guo Shun**\nSingapore\nProfessor, International Business Academy\nJyll Turner\nUSA\nCreative STEAM Programs-Independent \nContractor Liaison and Consultant\nKathija Yasmin Shaik**\nIndia\nSenior Academic Advisor, Leadership Boulevard \nIndia\nKathy Lang**\nAustralia\nDirector , 3 Pebbles\nKatie Pollman**\nUnited States\nResearch Manager, Memphis Education Fund\nKiran Sahib**\nEngland\nSenior Impact & Innovation Manager , Global \nSchools Forum\nKudzai Cathrine \nBingisai*\nZimbabwe\nAlumna; Information Communication \nTechnology, Teach for Zimbabwe\nLameck Simuyemba**\nZambia\nEducation Specialist, Opportunity International \nEduFinance\nLesego Mpshe\nSouth Africa\nFounder & Creative, LeRaw home&craft / LeRaw \nAcademy\nLissette Rojas*\nVenezuela\nCEO of Trix andTrax\nLu Fu**\nChina\nGraduate student, University of Eastern Finland\nMahmut Akcan**\nTurkey\nFounder, The fYOUture Project\nMakinde Sharon \nErioluwa\nNigeria\nYouth Ambassador, HundrED\nMalavath Nikhil Naik\nIndia\nJunior Research Fellow, The English and Foreign \nLanguages University, Hyderabad, India.\nMallory Tuominen**\nUSA\nChief Program Officer, World Savvy\nManthoula Bountri**\nFinland\nEarly Childhood Educator\nMarc Neesam**\nUnited Kingdom\nHead of Curriculum Design Collaboration, \nInternational Baccalaureate Organization\nMaria de los Angeles \nDelgado Alvarez**\nSpain\nStudent, PhysicsBeyond, King's InterHigh Online \nSchool, World Science Festival\nMaria Del Pilar Farrés \nGonzález Saravia**\nMexico\nDirectora de educación Comunitaria para \nel bienestar, Consejo Nacional de Fomento \nEducativo\nMark Cringle\nNorway\nDeputy Principal, Asker International School\nMarta Figueiredo*\nPortugal\nOTR/L, PGDip. EI/SI, NBCT, Prof.Doc., Associate \nProfessor, Escola Superior de Saúde do Alcoitão\nMaryna Zinkovska*\nUkraine\nProgram Manager , IREX in Ukraine\n" }, { "year": 2024, "page": 110, "text": "110\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nMd Hajrat Balal\nBangladesh\nEducation Specialist , Plan International \nBangladesh\nMd Mustakim Bin \nAlam**\nRussia\nAcademy Member, Ambassador, Educator, \nHundred Org, Microsoft\nMehdi Hassan\nBangladesh\ne-learning Expert, a2i - Aspire to Innovate\nMichael Chijioke \nUkwuma**\nNigeria\nFounder, SEVICS\nMichelle Blanchet**\nSwitzerland\nChange Consultant, The Educators' Lab\nMike Dunn*\nUSA\nDean of College & Career Counseling, Eagle Rock \nSchool & Professional Development Center\nMiracule Daniel Gavor**\nIndia\nFounder, NexSchools\nMirela Gabriela Tanc*\nRomania\nTeacher, trainer and mentor, \"Oltea Doamna\" \nSecondary School Oradea\nMradula Singh\nIndia\nFounder, NexSchool: Cyber Safety Education\nNamya Joshi**\nIndia\nHigh School Student, Sat Paul Mittal School\nNaomi Kim**\nUnited States\nFounder, Red Shield Tutors\nNathan Strenge**\nUnited States\nSenior Learning Designer, Fielding International\nNayuni \nPerumpuliarachchi**\nJapan\nYouth Ambassador, HundrED\nNelius Njoroge\nKenya\nDirector, THE ARK PLAYSCHOOL - KENYA\nNoble Selorm Dzreh**\nGhana\nCPD & Membership Associate, Ghana Society for \nEducation Technology, GSET\nNomusa\nSouth Africa\nEarly Education Educator,\nOdunayo Olorunfemi \nOmotayo**\nNigeria\nHead of Training and Learning, Teachers \nAcademy Africa\nOnuh Oyigoga John*\nNigeria\nChief Education Officer, Benue State Teaching \nService Board, Makurdi, Nigeria\nÖzge Karakaya**\nTurkey\nSenior User Experience Designer, Commencis\nParvani Dawar*\nIndia\nProgram Manager - Learning & Development, \nKLAY Child Development Center\nPaul Nelson\nNigeria\nTeacher, Teach For Nigeria\nPerrin Ezekiel F. Laxa**\nPhilippines\nYouth Ambassador, HundrED\nPurvi Parekh**\nIndia\nHomeroom Teacher, JBCN International School\nPwint Phyu Aung\nMyanmar\nHigh School Student\nRachel Shi*\nUSA\nManager, DC Public Schools\nRakhi Iyer**\nIndia\nRegional Operations Head, Bookbanquetroom.\ncom\nRavi Srinivasan**\nIndia\nCoFounder and Director for Science and \nTechnology Learning, Pramiti School\nRhea Mehta**\nUnited Kingdom\nFounder, Reading With Rhea\nRishita Rokariya\nUSA\nYouth Ambassador, HundrED\nRon Berlinski*\nNetherlands\nFounder, Curiosity Learning\nSabine M. Heyne**\nFinland\nGame Designer,\nSahil Siddique**\nUnited Kingdom\nEducation Project Consultant\nSalisu Isah Ahmed*\nNigeria\nDirector SIA Teachers Training school, MD/CEO \nof SIA Schools, Lead consultant SIA A CLASS \nEducational consultants, im also a trainer and \na researcher. , SIA Teachers Training School, \nSIA Schools Kano, SIA A Class educational \nconsultants\nSameer Arora**\nIndia\nVice Principal, Shiv Nadar School, Gurgaon\nSandeep Mishra\nIndia\nFounder and CEO, Catalytic Corps\nSandra Ospina**\nSaudi Arabia\nHead of Learning and Innovation (vice-principal), \nSEK international School Riyadh\nSanya Pawah**\nIndia\nSenior Analyst, Clinton Health Access Initiative\nSarah Kreckel**\nGermany\nCurriculum Developer, Choices Program at \nBrown University\nSârca Marinela Lenuța**\nRomania\nTeacher at primary school, Secondary School \nNr.1 Valcău de Jos\nSavitha Ravi**\nIndia\nDirector and Cofounder - Pramiti School, \nCofounder and researcher at Ekayana Learners \nHuddle\nSegun Samuel \nOgundairo**\nNigeria\nTeacher Coach , Teach for Nigeria\nŞerife Durna**\nTurkey\nEnglish Lecturer, Kahramanmaraş Sütçü İmam \nUniversity\nShalini Dwivedi*\nIndia\nGlobal Director of Instruction, Generation: You \nEmployed\nSharanya Bharath**\nDenmark\nTeacher\nSheeba Ajmal*\nPakistan\nFounder/CEO, Technology for a Cause - \nEnhancing Skills Empowering Kids\nShiksha Ratan Aman \nKumar**\nIndia\nFounder, Contest 360\nShubhangi Arya**\nIndia\nGerman Language Teacher, Teacher \nTrainer, Curriculum Developer & Author, \nKunskapsskolan, Lucknow, India\nSibel Ataman Yalı*\nTurkey\nCountry Lead, HundrED\nSikiru Issa Nuhu**\nNigeria\nUniversity Lecturer/ Assistant Lecturer, Kwara \nState University, Malete, Nigeria\nSimon Büschges**\nGermany\nConsultant, Capgemini Invent\nSiqi Hou**\nChina\nGraduate Student, University of Eastern Finland\nStephen Caleb Opuni*\nGhana\nCountry Director, Ghana, IDP Foundation, Inc.\nSuchita Ohri Aggarwal\nIndia\nCo-Founder, Collegey Inc\nSuhong Ma**\nChina\nGraduate student, University of Helsinki\nSusan Oreski*\nCanada\nPrincipal St. Rose, Edmonton Catholic Schools\nSusana Gonzalez\nVenezuela\nSustainability advocate\nSuzi Telford**\nUnited Kingdom\nSEND Advocate and teacher, Belleville Primary \nSchool, Q1E Trust\nTarina Nel**\nSouth Africa\nOnline Teaching Specialist (Science), Die MOS \ninisiatief\nTim Huang*\nUSA\nChief Impact Officer, OneSky for all children\n" }, { "year": 2024, "page": 111, "text": "111\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2024 APPENDIX E S\nTito Ribeiro**\nBrazil\nEducation Consultant, FGV DGPE\nTitus Percy\nNigeria\nEdtech Specialist and Education Consultant\nTyler Samstag*\nUnited States\nDirector, Remake Learning\nU. Nurhadi Hafman\nIndonesia\nStudent, Stockholm University\nUrsula Hankinson**\nUnited Kingdom\nSenior Manager MEL, Global Schools Forum\nValentina Vinoli \nZhimomi\nIndia\nStudent , Indus International School Bangalore\nVanessa Tenório*\nBrazil\nSustainability Educator and Designer\nVicente Fones**\nChile\nHigh school student\nVictoria Malvisalo**\nFinland\nEducation Consultant\nVishal Talreja**\nIndia\nCofounder & Trustee, Dream a Dream\nVivaan Mathur**\nIndia\nYouth Ambassador, HundrED\nVivian Lai Dini*\nHong Kong\nEducation Consultant\nWendy Ng*\nSingapore\nSpecialist in International Relations and \nEducation\nXinhua Mu**\nFinland\nMaster student studying Pedagogy and \nTeaching for Sustainability, University of Eastern \nFinland\nYagika Jagnani**\nNepal\nStudent, The Chinese University of Hong Kong\nYashika Garg**\nIndia\nHigh-School Student, Genesis Global School\nYogesh Kumar**\nIndia\nPost graduate teacher of Biology, Navodaya \nVidyalaya Samiti\nYvette Larsson**\nSweden\nCo-founder, AHA!\nVivian Lai Dini\nHong Kong\nEducation Consultant\nWendy Ng\nSingapore\nManager, Cultural Exchange at Singapore \nInternational Foundation\nYagika Jagnani\nNepal\nYouth Ambassador \nYogesh Kumar\nIndia\nPrincipal \nYoukyoung Chung\nSouth Korea\nSecondary School Teacher \n" }, { "year": 2024, "page": 112, "text": "hundred.org\ninfo@hundred.org\n" }, { "year": 2025, "page": 1, "text": " HUNDRED.ORG\nNOVEMBER 2024\nHundrED\nGlobal \nCollection \n2025\n" }, { "year": 2025, "page": 2, "text": "Photo by TAW Academy.\n" }, { "year": 2025, "page": 3, "text": "Introduction\t\n\b\n4\nTrends in the 2025 Global Collection\t\n\b\n12\nHall of Fame Innovations\t\n\b\n32\nGlobal Collection 2025: Selected Innovations\t\n\b\n42\nEndnotes\t\n\b\n96\nReferences\t\n\b\n97\nAppendix A: Categories\t\b\n98\nAppendix B: Methodology\t\n\b\n100\nAppendix B: Academy Member List\t\n\b\n107\nUse the QR code to access the digital \nversion of this report on our website\nHUNDRED GLOBAL COLLECTION 2025\nAuthors: M. Mariah Voutilainen, Ariunkhishig \nGonchigdorj, Crystal Green, Frederika Warren\nPrincipal Investigator: Crystal Green\nReviewed and Edited by: Meghan Hammond, \nAnnina Huhtala, Jamie Lee, and Alex Shapero\nGraphic design & Layout: Jyri Öhman / Kilda\nCover photo: Tinsley Galyean for Curious Learning\nCite as: Voutilainen, M. Mariah, Ariunkhishig \nGonchigdorj, Crystal Green, and Frederika Warren. \nHundrED Global Collection 2025. HundrED, 2024.\nhttps://doi.org/10.58261/NPZB4474.\nGlobal Collection 2025. HundrED Research.\nhttps://hundred.org/en/research\nRelease date: November 12, 2024\nIntended Audience: Innovators, Teachers, School \nLeaders, Students, Parents, Policymakers, Education \nProviders, Curriculum Designers. \nConclusions and recommendations from HundrED \nreports represent the author’s own views.\nInnovators featured in this report have granted HundrED \nconsent for the use of images and written works.\nThis is an interactive document.\nContents\n" }, { "year": 2025, "page": 4, "text": "4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nIntroduction\n" }, { "year": 2025, "page": 5, "text": "5\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nIn the ever-evolving landscape of education, the importance of grounding \ninnovation in evidence cannot be overstated. Evidence-driven approaches \nnot only improve educational practices but are essential in ensuring \nthat innovations have a scalable and sustainable impact. Throughout \nmy career, I have had the privilege of witnessing firsthand the profound \neffect that educational innovations can have when they are rooted in \nboth rigorous evidence and the realities of classroom practice.\nThe partnership between HundrED and the Jacobs Foundation \nexemplifies how evidence and innovation intersect to drive systemic \nchange. HundrED’s annual Global Collection identifies and amplifies the \nmost impactful educational innovations from around the globe, fostering \na diverse ecosystem where ideas are shared, scaled, and adapted to meet \nboth local and global challenges. By focusing on scaling innovations in \nsustainability, well-being, and 21st-century skills, HundrED offers a \nplatform for innovators to reshape education, not just rethink it.\nAt the Jacobs Foundation, we recognize the transformative potential \nof this work. Our mission to advance frontier research on child learning \nand development aligns seamlessly with HundrED’s efforts. We also \naim to create systemic change by fostering innovative partnerships \nbetween public and private actors, supporting evidence-based education \nprograms to scale in Ghana, Côte d’Ivoire, Colombia, and Switzerland as \nForeword\nLeveraging Evidence for \nEducation Innovation\n" }, { "year": 2025, "page": 6, "text": "6\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nwell as providing a valuable evidence base globally. A significant step in \nthis collaboration is HundrED’s pilot of the Jacobs Foundation’s evidence \nframework, the Evidence Navigation Journey (ENJOY). This tool guides \ninnovators through the often-complex process of integrating evidence \ninto their scaling journey, ensuring that impactful, pedagogically sound \nsolutions reach as many children as possible and help them flourish in life.\nThis year’s Global Collection report underscores just how dynamic the \neducational innovation space has become. With sustainability and well-\nbeing emerging as top priorities, many innovators continue to prioritize \naligning their solutions with the UN Sustainable Development Goals, \nas well as ensuring that students’ mental health and overall well-being \nare at the forefront of educational practices. Additionally, the rise of \ndigital programs, the integration of AI, and the continued emphasis \non collaborative learning methods reflect a growing awareness of how \ntechnology can serve as a powerful tool to enhance learning outcomes.\nAs we look ahead, the trends highlighted in this year’s report offer a \nglimpse into the future of education. The continued push for innovations \nthat address sustainability, inclusivity, and financial skills is both promising \nand necessary, given the global challenges we face. The work of HundrED \nand its partners will be vital in ensuring that these innovations not \nonly survive but thrive, creating lasting change in education systems \nworldwide.\nThis report stands as a powerful reminder of the role collaboration and \nevidence play in shaping the future of education. I am confident that \nit will spark meaningful conversations, drive new initiatives, and most \nimportantly, inspire action toward creating a brighter future for children \nworldwide.\n \nSamuel Kembou, PhD.\nGLOBAL LEAD LEARNING AND EVIDENCE\nJACOBS FOUNDATION\nOCTOBER 21ST, 2024\n" }, { "year": 2025, "page": 7, "text": "7\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHundrED’s Global Collection Report is the careful curation of the one \nhundred most impactful and scalable innovations in education each \nyear. These one hundred innovations span the globe, coming from six \ncontinents and hundreds of countries. As a whole, they impact millions of \nchildren, and their scale, whether local or worldwide, is impressive.\nWithin the pages of this report, the HundrED organisation presents the \ndedication, passion, and tireless work of education innovators. They aim \nto and continuously meet the expectations and challenges of providing \nchildren all over the world with excellent opportunities to grow, learn, \nand pursue their own dreams. This is an urgent need that highlights \nintersecting issues of academics, wellbeing, social justice, and the skills \nneeded to survive and thrive as adults.\nIn the 2021-2024 Global Collections, these needs were magnified by \nthe changes the COVID pandemic made to the worldwide educational \nlandscape. Inequalities of access and materials were exacerbated by \nmandates to isolate; teachers and learners alike suffered. Innovators \nrose to this call, developing solutions aimed at alleviating the existing \nproblems. \nIn the Global Collection 2025, we see the light at the end of the COVID \ntunnel growing brighter, although the efforts to mitigate its lingering \nIntroduction\neffects are prevalent in the number of submissions that mention \nwellbeing as a direct goal of their innovations. There are also solutions that \nmaximise learners’ creativity and resilience through different mediums, \nfrom edtech to good old-fashioned maker space activities. And of course, \nthere are innovations that aim to remove barriers to basic education and \nmake it more inclusive and equitable for all.\nFor this showcase of 100 inspiring innovations featured in the Global \nCollection 2025, we extend our gratitude to the HundrED Community \nof stakeholders, without whom this yearly endeavour would not be \npossible. To the innovators who submitted the over 700 applications, the \n245 Academy Board reviewers who wrote evaluations numbering in the \nthousands, the HundrED Ambassadors, Community Leads, followers and \nsupporters who champion our cause, we thank you.\nThe Global Collection 2025 reveal event was hosted in November 2024 \nduring the annual HundrED Summit in Helsinki, Finland. The details about \nthe one hundred selected innovations are found in this interactive report, \nbut also featured on the HundrED website.\n" }, { "year": 2025, "page": 8, "text": "8\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHundrED’s Mission\nTo make this happen, we need visionary leadership at every level of our \neducation system with ambitious, impactful, and scalable education \ninnovations that are effective globally. The world of education is full of \nhardworking specialists who are making this happen every day. \nOur mission at HundrED is to give them the recognition and visibility they \ndeserve.\nHundrED, a Finland-based mission-driven global organisation, identifies, \nresearches and shares inspiring innovations in K12 education. Our goal is \nto help improve education and foster a movement through encouraging \nimpactful and scalable innovations to spread across the world, while \nstaying mindful of context. \nThe purpose of education is to help every child flourish, no matter what \nhappens in life. \nAs such, assessment has to be aligned with the core purpose of helping \nchildren flourish and all of this should be reflected in the learning \nenvironments of the future. \nIn a fast changing world, focusing on traditional academic skills will remain \nimportant, but that is not enough. To thrive as global citizens, children \nmust be equipped with a breadth of skills. While we are advocates of a \nchild-centric approach and personalised, passion-based learning, the \nrelationship between an inspired teacher and a motivated student will \nremain essential. \n" }, { "year": 2025, "page": 9, "text": "9\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nPhoto by EduFalcons.\n" }, { "year": 2025, "page": 10, "text": "10\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHundrED’s Theory of Change\nWe believe that through identifying, amplifying, and facilitating the \nimplementation of K12 education innovations, our global education \nsystems can be transformed and students equipped with the skills to \nthrive as global citizens.\nIMPACT\nOUTCOMES\nACTIVITIES\nOUTPUTS\nINNOVATION \nADAPTATION\nSYSTEM \nEVOLUTION\nPROFESSIONAL \nDEVELOPMENT\nRESEARCH\nKNOW-HOW\nCONNECTIONS\nINSPIRATION\nIMPACTFUL \nINNOVATIONS \nSCALED TO HELP \nEVERY CHILD TO \nFLOURISH\nIDENTIFY\nAMPLIFY\nIMPLEMENT\nFigure 1: HundrED Theory of Change\n" }, { "year": 2025, "page": 11, "text": "11\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHundrED’s Approach to Scale\nTransforming education is a years-long process, and doing so is impossible \nwithout the tireless work of education innovators, implementers, \nresearchers and changemakers.\nContinuous innovation in education is vital if we want to provide children \nwith the necessary skills and knowledge to build a sustainable future. \nFostering a global environment in which these solutions are able to \nspread goes beyond just identifying and sharing the work of innovators. \nHundrED has spent the last year considering ways in which we can think \nabout scaling and how best to help innovators consider their scaling \njourney by examining the successes, challenges, and learnings that have \ninformed their processes.\n" }, { "year": 2025, "page": 12, "text": "12\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nTrends in the \n2025 Global \nCollection\n" }, { "year": 2025, "page": 13, "text": "13\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSelecting the most impactful innovators annually provides us with \nan opportunity to dive into changing trends and track the long-term \ntrajectory of the global education ecosystem.\nWhen innovators create a HundrED page, they are asked to classify their \ninnovation by Focus, Skills, Methods, and Tools. They can select up to \ntwo keywords in each classification. The bar graph represents how many \ninnovations submitted to the Global Collection 2025, and how many \nfrom each category were selected. To delve deeper into the submissions \nand selections for this year, we explore 4 top areas that Innovators and \nAcademy members highlighted. Refer to Appendix A for a complete list \nof categories. \nInnovators Adapting to the \nChanging Landscape\n" }, { "year": 2025, "page": 14, "text": "14\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n Identifying Innovation Trends\n2. CREATIVE THINKING IS INVALUABLE, AS ARE 21ST CENTURY SKILLS \nPreparing children for life after school and a passion for life-long learning \nis one way to support their flourishing. To tackle this goal, innovators \nsubmitting this year deemed Creative Thinking an essential skill. Our \nAcademy, on the other hand, recommended innovations that developed \n21st Century Skills. In 2019, the Brookings Institution published an article \nabout the importance of 21st Century Skills, citing the lack of commitment \non the part of governments that pledged to implement interventions \nwith that focus: “...vision and aspiration are rife, but action is scarce.”1 Five \nyears on, our Academy still sees the need and views 21st Century Skills as \nof paramount importance.\nFigure 3: Selected innovations’ top categories in Skill classification\n“By frequently exposing students to cutting-edge creativity, we can \ntrain their creative and critical thinking muscles. The complex social and \nenvironmental challenges that will continue to impact future generations \ndon’t have right or wrong answers. The very skills needed to navigate these \nissues such as collaboration, critical and creative thinking can be developed \nin synergy to explore these topics.” – Tanya Wilson Chua, EYEYAH!\nSKILL\nSELECTED INNOVATIONS\n21st Century Skills\n20\nLiteracy\n18\nSEL Social and Emotional Learning\n16\nCritical Thinking\n14\nLife Skills\n12\nTotal\n186\n1. INNOVATORS FOCUS ON SUSTAINABILITY AND WELLBEING\nSustainability was the most popular category of focus for innovations \nsubmitted to the collection. Many highlighted the importance of \ndeveloping solutions that are also in line with the UN Development Goals. \nWellbeing as a focus was the most common among selected innovations; \nthe Academy maintained that innovations addressing the wellbeing \nof learners are among the most important to the current education \necosystem globally.\nFigure 2: Selected innovations’ top categories in Focus classification\n“The B!G Idea focusses on sustainability and well-being, encouraging \nstudents to tackle issues like climate change and mental health. Through \ncollaboration and project-based learning, students connect with mentors \nto co-create solutions, enhancing critical thinking and empathy. By \nintegrating technology and providing creative resources, the programme \nequips students to meet future challenges with innovation and resilience.” \n– Siobhán Blaney, The B!G Idea\nFOCUS\nSELECTED INNOVATIONS\nWellbeing\n17\nMental Health\n11\nEducational Equity\n11\nAccess to Education\n10\nStudent Voice and Agency\n10\nTotal\n158\n" }, { "year": 2025, "page": 15, "text": "15\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n4. DIGITAL PROGRAMMES ARE THE TOOL THAT GETS THE JOB DONE\nIt is no surprise to us that of the twelve available “Tools,” innovators \noverwhelmingly chose Digital Programmes and Artificial Intelligence. We \nacknowledge that although we engaged in a delicate process of balancing \nthe Global Collection to reflect the complexity of needs and resources, \nDigital Programmes still represents 29% of selected innovations. Even \nas global trends emphasise the ever-present need for young learners \nto master basic literacy and mathematics competencies as well as 21st \nCentury Skills, one key motivator for success in these areas is using games \nand gamification, as mentioned above. \nFigure 5: Selected innovations’ top categories in Tools classification\n“With a focus on telling and teaching (and not involving), educational \nsystems are reaping disappointingly low learning outcomes. Video games \ncan serve as powerful educational tools. And the opportunity is not just \nin playing games. It’s in MAKING games!” – Mariam Nushrat, Breshna.io\nTOOLS\nSELECTED INNOVATIONS\nDigital Programmes\n29\nGames\n27\nNetworks\n16\nBooks\n15\nSustainable Resources\n14\nTotal\n130\n3. COLLABORATIVE LEARNING IS AN ESSENTIAL METHOD\nTeachers know that encouraging learners to work together is a good \nmethod for discovering the world. Innovators confirmed this, as \nsubmissions in Collaborative Learning were most common this year. \nInterestingly the Academy highly rated those that combined collaboration \nwith Play, EdTech, and Gamification. Their evaluations revealed that the \nimpact and potential scalability of solutions that apply these methods is \nhigh.\nFigure 4: Selected innovations’ top categories in Method classification\n“Gamification, Play and Edtech harness a child’s natural curiosity and \nleverage the neuroscience of how the brain learns.” – Creesen Naicker, \nCurious Learning\nMETHOD\nSELECTED INNOVATIONS\nPlay\n21\nEdTech\n16\nGamification\n15\nWhole-School Models\n14\nCollaborative Learning\n13\nTotal\n190\n" }, { "year": 2025, "page": 16, "text": "16\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHAS THIS YEAR’S GLOBAL COLLECTION ADDRESSED THE NEEDS WE \nIDENTIFIED IN LAST YEAR’S REPORT?\nIn this year’s Global Collection we highlight the need for innovations \ntargeting Student Voice and Agency, Sustainability, Inclusive Education, \nand Financial Skills. In each of the aforementioned categories, we not \nonly saw submissions, but we also had significant selections within each. \nThis year, the collection has eleven innovations in Student Voice, nine \nin Sustainability, two in Inclusive Education, and four in Financial Skills. \nIt is heartening to see that innovators in these spaces are joining \nour community and sharing their high-quality solutions to \nfill these needs. We asked innovators what they thought \nabout those needs.\nStudent Voice and Agency\nInspire High’s innovator, Taichi Sugiura, highlights the way in which \nthe innovation creates a safe space for learners to express themselves. \n“Inspire High gives students self-confidence to brighten their future. \nAdditionally, by listening to the voices of their peers from around the \nworld, they can alleviate feelings of loneliness and anxiety.”\nSustainability\nLesson Integrated Programmes makes a unique link between \nsustainability and other topics, as innovator Bella Bagdi \nwrites: “The topics that are tackled throughout the \nprogramme have a strong link to ecological human \nsustainability (e.g. gratitude, altruism).”\nInclusive Education \nStorytelling and Digital Technology for Inclusive \nEducation’s Ian Tarimo situates the innovation in \nthe context of the Global Collection 2025’s trends: \n“We focus on demystifying cultural taboos that \nprevent marginalised groups from accessing \neducation, using Social and Behaviour Change \nCommunication (SBCC) to address educational \ninequalities in our communities.” \nFinancial Skills\nFinancial skills go beyond teaching money matters to young \npeople. Opportunity International Education Finance takes the \napproach of providing parents, schools and financial institutions with the \nknowledge and tools they need to make education accessible. Innovator \nKarri DeSelm describes the need this innovation fills: “EduFinance is \nuniquely positioned to unlock the potential of affordable non-state \nschools to help close the education funding gap by simply catalysing \nexisting private sector investment into education through financial \ninstitutions.” \nIt is \nheartening to \nsee that innovators in \nthese spaces are joining \nour community and \nsharing their high-quality \nsolutions to fill these \nneeds.\n" }, { "year": 2025, "page": 17, "text": "17\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nNo matter how times change, education is many things simultaneously: It \nis a mirror of current events, a record of response to short- and long-term \nexternal forces, and a vessel for future hopes and goals. And while our \naim is to be as far-reaching as possible, we acknowledge that the global \neducation ecosystem is as complex and varied as there are communities \nand children served by it. Additionally, we acknowledge the influential role \nthat HundrED and its partners play in the direction the Global Collection \ntakes, as innovations that apply to Spotlights are automatically included \nin the application pool.\nThe trends we highlighted in this section are highly contextual, and \nour analysis is based on data provided by innovations selected for this \ncollection, the innovations that have been submitted since the last \ncollection, and what we have seen in this past year.\nSPECIAL AWARD 2024 - RESILIENCE IN ACTION: \nSEENARYO\nThis year’s Special Award goes to the playkit developed \nby Seenaryo. This programme represents the power of \neducation innovation in the face of extreme challenges and \nemergency situations. \n“Resilience in action means the ability to \nadapt, recover, and grow stronger in the face \nof adversity. It involves proactive problem-\nsolving, maintaining mental and emotional \nstability during challenges, and having the \nflexibility to pivot when necessary. While it pains and angers \nour entire team that such resilience is necessary right now, \nwe hope that through our work we can bring some light to \nLebanon, Palestine and the entire region.” - Naqiya Ebrahim, \nChief Operating Officer, Seenaryo Playkit\nPhoto by Virtual Parent Teachers Meeting Week.\n" }, { "year": 2025, "page": 18, "text": "18\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nKEY WORDS THAT INNOVATORS USED TO DESCRIBE THEIR INNOVATIONS\n" }, { "year": 2025, "page": 19, "text": "19\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nEvery year is history in the making. We are reminded that education does \nnot happen in a vacuum; systems are influenced on many different levels, \nand 2024 has and will be full of global watershed events that will impact \nthe face of education short- and long-term. In this section, we consider \nsome key external influences on the education landscape.\nGLOBAL POLITICAL CHANGES WILL IMPACT EDUCATION POLICY \nParticularly important this year is the cascade of elections: More than \neighty countries, home to around half of the world’s population, are \nholding elections, either legislative or executive (or both). Among these \nare eight of the ten most populous nations (Bangladesh, India, Indonesia, \nIran, Mexico, Pakistan, Russia, and the United States), as well as the \nEuropean Union.2\nWe can look at the examples of Indonesia, India, and the United \nStates - each of which contribute significantly to the HundrED Global \nCollection each year - to see how elections this year will affect education. \nIndonesia’s new president, Prabowo Subianto, committed to carrying \non the “Freedom of Learning” policies instituted by his predecessor, \nbut with increased support for student nutrition, teacher professional \ndevelopment, and growing the numbers of quality schools. Still, there are \nExternal Influences on Global \nEducation This Year\n" }, { "year": 2025, "page": 20, "text": "20\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nconcerns that a reluctance to move toward learner-centred pedagogies \nand forward-thinking curricula will have negative effects on Indonesia’s \ndemocracy.3 India’s third-term prime minister, Narendra Modi, is \nexpected to have difficulties in pushing through his now non-majority \nBharatiya Janata Party’s National Education Policy 2020. However, a \nmore politically balanced parliament can lead to a more balanced take on \neducation reforms, even if compromise takes time.4 The election in the \nUnited States will have only just been decided at the time of this report’s \npublication; its results could influence how education innovators respond \nto changes in policy that might occur in the US, especially with respect \nto learners who are already at risk (e.g., those who are LGBTQIA+, \neconomically disadvantaged, of the global majority, or whose \nimmigration status is tenuous).5\nAPPROACHES TO TEACHING AND LEARNING: AI AND \nMICRO-EDUCATION \nWhile artificial intelligence, or machine/computer-\naided adaptive learning technologies, has been \na part of the education landscape since the mid-\ntwentieth century, its current merits have been \nhotly debated since the introduction of Chat \nGPT in 2022. We see two emerging trends with \nArtificial Intelligence (AI): It often serves as a basis \nfor many EdTech solutions employed by teachers and \nlearners, and, less frequently, is to teach teachers and \nstudents how to use and interact with AI as a learning \ntool. This relative lack of AI instructional tools has sparked \nconcerns about safety and appropriate usage. Educators worry \nabout how this technology would fare in the inexperienced hands of \nlearners, even as they are aware of the potential that AI holds for making \nstudent assessment easier and more specific. As we discussed at our \nown HundrED Summit in 2023, “There are certain things AI can enable, \nhowever it cannot replace the human relationship part of learning.”6 And \nwhile current opinions lean toward the positives and potential on the \nhorizon, education innovations focusing on the responsible teaching of \nAI usage are needed to support young people.\nIndividualised learning has also taken front and centre stage as education \nsystems rise to the challenge of addressing a population of learners \nwho are well-aware of the options available to them online. Nano- and \nmicrolearning have modernised the tried-and-true classroom mini-\nlesson and presented it in a format designed for the current generation \nof learners.7 Platforms like TikTok and Instagram make short lessons easy \nto access for users with a smart device: “Naina’s Inclusive Duniya” (@\ninclusiveduniya) is one such education innovation selected to the Global \nCollection this year. However, while this trend is growing, selected \ninnovations focusing on individualised learning, such as “Jade” and \n“Goniter Jhuli,” employ games, and use AI to personalise lessons, \nlike “Graphogame”. Many of these innovations are leveraging \ndata collection and insights to adapt learning experiences \nto allow for personalised learning tailored to students’ \nindividual needs and progress.\nALTERNATIVES TO TRADITIONAL SCHOOLING\nNon-traditional schooling has also been a \npopular feature of this year’s education trends. \nMicroschools are another solution for bridging \neducational gaps. They often serve those whose \nneeds are not being met by public school systems or \nwho are living in communities with limited or no access \nto quality education. Selected innovations “Cherry \nCreek Innovation Campus” and “Raster Master, Three \nGenerations Learning Model (Teacher of the Streets)” serve \nunique populations whose needs are better met by targeted \nlearning solutions. These initiatives provide educational access to \nchildren who are at risk of being excluded from traditional schools due \nto special needs, social circumstances, or economic background. Along \nthese lines, we anticipate the growing prevalence of microschools, which \nhave gained popularity since the COVID-19 pandemic, and expect to see \nmore submissions from programs such as these in future collections.\nThere are certain \nthings AI can enable, \nhowever it cannot replace \nthe human relationship \npart of learning.\n" }, { "year": 2025, "page": 21, "text": "21\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nThe trajectory of the HundrED Collection is dependent on the wealth of \neducation innovation submissions from our existing community and a \nhost of eager innovators we have yet to encounter. As we prepare for the \nGlobal Collection 2026, we ask our HundrED Community of Innovators to \nconsider the areas we hope to elevate:\nQUALITY EDUCATION FOR ALL\n“Ensure inclusive and equitable quality education and promote lifelong \nlearning opportunities for all.” The call of UN Sustainable Development \nGoal 4 (SDG4) is a facet of HundrED’s mission of helping each child to \nflourish. Innovations featured in all of our Collections demonstrate this \nethos, and it is in the hearts of all of our innovators. Every year, our \nGlobal Collection has a few strong examples of innovations attempting \nto address SDG4: Project FUEL (selected for Global Collections 2020-\n2022) is one such innovation that “raises awareness among education, \npolicymakers, and potential partners, encouraging educators to embrace \nwisdom-based methodologies.”8 Can we find more community-driven \nor -involved models that have innovatively approached the challenge \nof reaching all learners? We hope that the Global Collection 2026 will \nencourage more innovators who are working at this level to create \nsystems changes.\nLooking to 2026\n" }, { "year": 2025, "page": 22, "text": "22\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nTEACHER WELLBEING, TRAINING, RETENTION, BURN-OUT \nWellbeing of learners has been a thread running through submissions \nto the Global Collection this year. While teacher retention and burn-out \nare long-standing issues, they are compounded by societal beliefs about \nteacher value and additional system disruptors such as natural disasters, \nhealth emergencies, and conflict.9 It is clear to us that innovators are \nanxious to provide solutions that cater to the needs of educators, that \nin turn will have a positive impact on students. What are some ways, \nbeyond teacher professional development, in which innovations can \nuniquely address the needs of the people who make education \npossible? These types of solutions can be found in a more \nholistic approach to teacher wellbeing that can be found \nin innovations like S.M.I.L.E.S. in Education (selected \nfor the Global Collection 2020), or in innovations that \nconsider unique learning environments and the \nmitigating effects of climate resilient education.\nINNOVATIVE LEARNING ENVIRONMENTS\nCreativity in the curation of learning environments \npresents unique opportunities for teachers and \nstudents alike. Learning environments have shifted \nfrom solely physical classrooms to incorporate virtual \nlocations, which allow for increased access. Alongside \nthese virtual spaces, we see a push to prioritise outdoor \nlearning; encouraging teachers and learners to reconnect \nwith nature. Learning about Ecosystems and Forests (LEAF), \nwhich was selected for our last three collections, is one such example, \nnoting that “encouraging outdoor time for children is supported by a \nwide range of research highlighting various physical, mental, and social \nbenefits” and promoting “outdoor activities for holistic child development \nthat are a critical component of quality education everywhere.”10 More \nsuch innovations are expected to submit and expand our horizons about \nthe potential for different learning spaces.\nCLIMATE RESILIENCE AND EDUCATION\nDeveloping educational programmes that highlight nature and promote \nunique learning environments is important. However, physical spaces for \nlearning are threatened all over the world, especially those regions that \nare impacted by climate change. We call for innovations that address the \nways in which education spaces can be more sustainable with respect \nto keeping children in school in spite of disruptions brought about by \nclimate change related challenges. There are many ways to think about \nclimate resilience in education; for example, The Green Bronx Machine \n(selected for HundrED’s Global Collection 2021) takes a food \nstewardship approach by educating children about how to \ncultivate gardens within a city environment. Keeping \nchildren nourished in a world where food insecurity \nis a reality for many, is one way in which education \ninnovations can work toward climate resilience.\nDIGITAL CITIZENSHIP\nEdtech and AI innovations have become all \npervasive, which is no surprise given global \ndependence on the use of computers and smart \ndevices for many everyday activities. We have seen \nover a 100% increase in selected innovations using \nsome form of EdTech - 55 out of our 100 selected \ninnovations this year are either fully digital or blend tech \ninto their programs, up from 26 last year. This includes the \nuse of tech in the early years of schooling. At the same time, \na lack of focused instruction on digital citizenship can lead to a \nhost of problems, from overuse to abuse. Whilst we have had innovation \nsubmissions that address digital citizenship, such as Digital Citizenship \nStudent Curriculum (selected for Spotlight on Digital Wellbeing and Global \nCollections 2020-2022), there is a need for more of these far-reaching \nand holistic approaches to preparing young people to use technology \nsafely, respectfully and ethically. \nWe have seen over a \n100% increase in selected \ninnovations using some \nform of EdTech.\n" }, { "year": 2025, "page": 23, "text": "23\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nVoices from our Community\nWe asked HundrED Community Leads and innovators from the \nselected innovations to comment on the trends in the 2025 Collection \nas well as share insights about education innovation globally.\n\nCOMMUNITY LEADS, SHARING THEIR THOUGHTS ABOUT THEIR ROLE \nAND TRENDS IN THE GLOBAL COLLECTION:\n\n“While I always love an emphasis on creative and \ncritical thinking as we prepare students for an \nunknowable future, I’m especially excited this year to \nsee an increase in holistic approaches to education. \nWell-being innovations including those designed for \nmental health, self-esteem, and student voice honour \nthe whole person.” – Kendra Thornton, Founder, Neuro-Holistic \nWellness, LLC \n\n“I think we have an impact by mapping out \ninnovations and connecting them to where there is \nreal need for them. Collaborative learning and the \ncreation of learning ecosystems is every day more \nrecognized. I think this is great because people are \nstarting to understand that schools can’t be isolated \nfrom community happenings and social problems. I see a real trend \ntowards holistic education.” – Alejandra Ycaza, Leader of Institutional \nand Global Development, Fundación Reimagina\n\n“I am in constant seek and share mode with existing \nand emerging education innovations globally. The \nHundrED community gives us common reference \npoints and allows a vibrant exchange with those \nmaking significant positive impact in learning, \neducation and schools.” – Alex Bell, Co-founder, \nwww.YES-fest.com\n\n“The HundrED Community plays a crucial role, by \nhighlighting impactful solutions and bringing in fresh \nperspectives that inspire others to pursue their own \nideas. This creates a powerful ripple effect, fostering a \nculture of continuous innovation in education. \nReflecting on the trends worldwide, there is a \nsignificant focus on fostering collaborative and creative skills - on \nequipping students with the ability to work together effectively and think \noutside the box. The strong emphasis on digital programs and AI indicates \na continued focus on integrating technology to improve and make \nlearning more personalised, accessible, and engaging.” – Özgen Bağcı \nCervo, Academic Program Director, Goal Testing\n" }, { "year": 2025, "page": 24, "text": "24\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n\nINNOVATORS REFLECT ON HOW THEIR INNOVATIONS FILL UNIQUE \nNEEDS NOT REPRESENTED BY THE COLLECTION’S OVERALL TRENDS: \n\n“PROYECTIVIDA solves a situation that has not been \naddressed in the environment in which it has been \ndeveloped. It seeks to strengthen the life project of \nstudents based on information and communication \ntechnologies, with the STEAM methodology \nenvironmental friendliness. It links topics of \nentrepreneurship and financial education, among others. There is no \nsimilar project that links all these areas to strengthen the individual and \ncommunity life project.” – Andrés Camilo Cardona Franco, \nPROYECTIVIDA\n\n“Raster Master fills a critical gap by offering a holistic, \nculturally sensitive, and family-centric approach to \neducation that directly tackles the root causes of \neducational inequity. The 3G model is about \nempowering entire families to take control of their \ndestinies. By involving mothers and grandmothers in \nthe learning process, we’re creating a ripple effect of knowledge and \nempowerment that spans generations. This isn’t just education—it’s \nliberation, about empowerment, creating a sustainable learning \nenvironment where children, mothers, and grandmothers learn \ntogether.” – Deep Narayan Nayak, Raster Master, 3G Learning Model\n\n“‘My Learning Story’ fills a unique need by offering a \nhighly personalised, reflective, and comprehensive \napproach to documenting and assessing learning. It \nsupports lifelong learning habits, facilitates learner-\ndriven inquiry, enhances family communication, and \nadapts to diverse learning styles. These unique \nfeatures address gaps not fully covered by current trends, providing a \nvaluable addition to the educational landscape.” – Annette de Graaf, \nMy Learning Story\n\n“By transforming teachers into edupreneurs, we fulfil \nthe need for career growth and personal satisfaction, \nensuring they stay in the industry. This approach not \nonly aligns with trends but also tackles the critical \nissue of retaining skilled educators, which is essential \nfor long-term educational success.” – Yap Yee Yee, \nFrom Educator to Edupreneur\n\n“We all know that children (especially in early learning) \nlearn best through play and when the entire body and \nall the senses are involved. Although most in \neducation agree with this, do they really have the \ntools, the training or the experience to fully deliver on \nthis? Many teachers and schools still reach for out-\ndated, desk-based, traditional teaching methods. We see this in places \nlike South Africa and Africa. Being experts in the field of arts with \nextensive experience in schools and education, our argument is that \nTHE EXPRESSIVE ARTS are very useful and effective tools to help \nteachers PLAY more in the teaching environment.” – Hanneke Mackie, \nBuzz Kidz\n" }, { "year": 2025, "page": 25, "text": "25\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nACADEMY MEMBERS, RELATING THEIR EXPERIENCES EVALUATING \nINNOVATIONS FOR THE COLLECTION:\n\n“Growing up as the first child in my family to attend \nuniversity, I have always firmly believed that \neducation transforms lives and is the key to opening \ndoors to a world of freedom and intellectual growth. \nBeing part of the Academy has allowed me to fulfil my \ncalling to give back to the community. Seeing all the \ninnovations that serve underprivileged individuals has been incredibly \ninspiring. This experience has been profoundly enriching and has \nstrengthened my commitment to fostering positive change through \neducation and innovation.” – Christine Chang, Senior Advisor, EU \nAffairs, Helsinki-Uusima Region, Finland\n\n“Participating in the HundrED Academy has been an \nincredibly rewarding experience. I valued the detailed \ninformation provided and the chance to help select \nimpactful initiatives. This experience has expanded my \nunderstanding of educational entrepreneurship and \nconnected me with a community of passionate \nindividuals dedicated to transformative education.” – Mmanti Umoh, \nExecutive Director, PurShe Teacher Academy & Schools, Nigeria\n\n“One of the most significant aspects of this experience \nhas been the validation of my own expertise in \neducational innovation. My background in this field has \nalways been rooted in the belief that education must \nevolve to meet the needs of all learners. Participating \nin HundrEd’s review process allowed me to apply this \nbelief practically. Reviewing various innovative projects, I was able to \nassess their methodologies, outcomes, and scalability. This not only \nreaffirmed my understanding of what constitutes effective innovation \nbut also highlighted the importance of context-specific solutions.” \n– David Vidal Lorente, Chief of Innovation, EIM Consultores, Spain\nJUNIOR ACADEMY MEMBERS, COMMENTING ON THEIR FIRST-TIME \nEVALUATING SHORTLISTED INNOVATIONS: \n\n“We represent our generation’s view point because \neventually, we will be the ones to encounter these \neducation innovations. I felt I was doing something for \nthe betterment of society and the world. I’m happy to \nbe a part of the HundrED Community, from being in \nthe IB Ambassador programme to being a part of \nevaluating the meticulously built innovations that solve issues taking a \ntoll upon our society and environment.” – Pratha Mehta, India\n\n“It is such a marvellous experience to review exciting \ntech innovations around the world! I wasn’t aware of \nhow technology could bring different professionals \ntogether and now I do! Innovations are important, no \nmatter big or small.” – Daven Sze-Chai Chan, United \nKingdom\n\n“It was very inspirational to see such a diverse range of \ninnovations. I got to learn so much - it enabled me to \nmotivate my fellows in our region to come up with \ntheir stories of solutions to education transformations. \nIt was a wonderful opportunity to update, create, and \neducate myself.” – Maryam Saleem, Pakistan\n\n“The HundrED Junior Academy has been an excellent \nprogram for me. It has provided me with insights on \ndifferent projects people are working on across the \nglobe and the growing impact that is being created. The \ninnovation review process was simple and easy to grasp \nwith the guide provided allowing me to effectively \nreview the innovations.” – Rishabh Mittal, United \nArab Emirates\n" }, { "year": 2025, "page": 26, "text": "26\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHundrED’s curation of the Global Collection always begins with our \ndatabase of over 3000 innovations, which includes those submitted \nfor the year. Expert Academy and Junior Academy reviews were then \nevaluated by the HundrED Research Team to make a final selection of \none hundred innovations from fifty-three countries. For a more detailed \ndescription of our research methodology, please see Appendix B. \nWe extend a special congratulations to the solutions evaluated most \nfavourably by the Academy: The innovation with the highest average \ncombined score and the highest average impact score was Protsahan \nGirl Champions Program. The Youth Academy rated Udhyam Shiksha \nhighest overall. Innovations with the highest average scalability score \nwere Breshna.io and Wisdom: The World of Emotions.\nBy the Numbers \n" }, { "year": 2025, "page": 27, "text": "27\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSUBMISSIONS AND SHORTLISTING:\n SUBMISSIONS DATA\nACADEMY CHOICE: \nPROTSAHAN GIRL CHAMPIONS PROGRAM\n\"Protsahan \nIndia \nFoundation \nempowers \nadolescent girls who have faced severe \ngender-based violence, transitioning them \nfrom forced early marriage, labour, and abuse \nto self-reliant futures. By providing trauma-\ninformed care in education and linking families with essential \ngovernment schemes, we prevent institutionalisation and \nexploitation. By integrating arts-based mental health \nsupport and access to essential services, we also critically \nequip parents, educators, and childcare workers with the \nscience-backed tools to nurture healthy development. Our \nmission focuses on unlocking care, capabilities, and capital \nfor migrant girls (age 10-19) facing extreme adversity.\" – \nSonal Kapoor, Founder-CEO, Protsahan\nYOUTH CHOICE: \nUDHYAM SHIKSHA\n “Udhyam’s innovation supports youth in in \nthree unique ways: Firstly, it is built on a belief \nthat all youth have immense potential. The \ndesign hence depends on youth autonomy \nand agency, eg., to come up with their own \nideas - based on what they believe is important! Secondly, \nthe trust in youths’ abilities is backed up with a cash grant \nfrom the government for doing real world business and social \nprojects. Finally - the four-year scaffolded journey enables \nthe youth to gradually build mindsets and skills that enable \nthem to take on progressively bigger challenges in the real \nworld.” - Mekin Maheshwari, Founder and CEO, Udhyam\n700 + \ninnovations \nsubmitted\n244\ninnovations \nshortlisted\n230 \nAcademy Members \n(including youth, aged 16+)\n15\nJunior Academy Members \n(aged 12–15)\n4,135\ntotal reviews \nmade\n" }, { "year": 2025, "page": 28, "text": "28\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nThe founder of Breshna.io had this to say about their approach to \nenhancing learning outcomes: “We empower students as content \ncreators of educational games and involve them in the creation of their \nown learning tools.”\nWisdom: The World of Emotions has successfully scaled “by combining \ndigital games and hands-on activities and addressing global education \ntrends in a transversal way: From educational equity, wellbeing and \nmental health, to edtech, play and gamification, developing life skills and \n21st century skills.”\nFigure 6: Submitted Innovations’ Continents of Origin.\n" }, { "year": 2025, "page": 29, "text": "29\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSince 2019, we have been monitoring the evolution of the HundrED \nCollection. As we strive to balance the composition of each year’s cohort, \nour stance is that selecting based on reach does not equal diversity. We \nwant to represent a variety of origins as well. The percentage of selected \ninnovations originating in Africa and Asia continue to trend upward, while \nEurope and North America show an overall decline. South American and \nOceanian innovations consistently represent a smaller percentage of \nselected innovations; we acknowledge that the HundrED Community in \nthese two continents is still growing, and we are committed to identifying \nand amplifying more excellent innovations there. In order to increase \nthe diversity of the collection, we also believe that HundrED has a \nresponsibility to help shift the mindset around what innovation looks like; \nhighly contextualised innovations still have the potential to scale globally. \nAs we aim to stay on the forefront of global education innovation, we also \nhave to think outside of the box and continue to push at the boundaries \nof what innovation looks like in different places.\nFigure 7: The Evolution of the Global Collection by Continent\n" }, { "year": 2025, "page": 30, "text": "30\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nEach year, in its quest to find the 100 most impactful and scalable \neducation innovations worldwide, the HundrED Research Team looks \nto a global community of experts to evaluate the shortlist. In early June, \nveteran and newly selected Academy members volunteer their time to \ncarefully read through innovation pages, application forms, websites and \nextra documentation. Their scores and comments are then synthesised by \nthe Research Team to present a full picture of all shortlisted innovations \nduring the final selection process. Academy members think contextually, \ncritically evaluating whether an innovation has or could have scale and \nimpact, and whether an innovation is speaking to current needs in \neducation. We could not have a Global Collection without the input of \nthese highly valued members of our HundrED community.\nThis year, we were happy to officially convene our first ever Junior \nAcademy. Aged 12-15, they evaluated 10 innovations, providing their \nunique perspectives and giving us a window into the thoughts of our \nyoungest stakeholders. Junior Academy members were selected from \nHundrED and International Baccalaureate Organisation’s Spring 2024 \nYouth Ambassador cohort; they were among the most enthusiastic \nand dedicated members of our Academy! Veteran reviewer Marigold \nMioc echoed the experiences of her peers: “I was honoured to review \ninnovations for a second time since participating as a Youth Ambassador \nwith HundrED in 2019. I am very pleased to have ongoing opportunities to \nHundrED Academy\n" }, { "year": 2025, "page": 31, "text": "31\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nshare my voice. I loved seeing creative solutions and answers to questions \nand problems in the education system.”\nFor the second year, we will highlight members whose participation \nstands out on two levels: Those who reviewed over 80% of their assigned \ninnovations will be awarded Special Mention, and Honorary Distinction \nwill be conferred on those whose participation has continued for three \nor more years. Please see Appendix B for more information on the \nAcademy’s role in the selection process, and Appendix C for a list of all \nAcademy Members.\n" }, { "year": 2025, "page": 32, "text": "32\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHall of Fame \nInnovations\n" }, { "year": 2025, "page": 33, "text": "33\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nThe History and Future of the \nHundrED Hall of Fame\n•\t\nProof of significant scale and impact since their selection. This could \ntake the form of (but was not limited to) impact reports, randomised \ncontrolled trial studies, analytics/metrics, and/or testimonials.\n•\t\nEngagement in and willingness to give back to the HundrED \ncommunity in a creative way per their own description; and\n•\t\nWillingness to keep us updated on their progress.\nThe information presented in the following section was provided by Hall of \nFame innovators to tell about the changes that have been happening for \neach innovation since last year (2023) unless otherwise indicated. \nWe warmly welcome our newest member of the Hall of Fame, \nRoom to Read!\nThe HundrED Hall of Fame is a category within our Global Collection that \ngives special recognition to education innovations that have demonstrated \nsustained growth of impact and scalability year after year. Over time, these \ninnovations have shown evidence of being responsive to the current needs \nin education worldwide.\nThe HundrED Hall of Fame was first instituted in 2021 for the 2022 Global \nCollection, and its main criteria was selection to at least three HundrED \nCollections (Global and/or Spotlight). As we prepared for the 2025 Collection \nand the selection of a new Hall of Fame inductee, we realised it was time to \nreconsider and revamp our Hall of Fame objectives and criteria. Given the \nsheer number and impressive quality of innovations selected to multiple \nCollections, we invited twenty-four out of the 205 eligible innovations to \napply. Of these, only twelve submitted documentation. Applicants were \nrequired to demonstrate:\n" }, { "year": 2025, "page": 34, "text": "34\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nPhoto by Room to Read.\n" }, { "year": 2025, "page": 35, "text": "35\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n39.9 M\nCHILDREN / USERS\n(+21% SINCE 2022)\n23\nCOUNTRIES \n(+9% SINCE 2022)\n2000\nYEAR ESTABLISHED\nRoom to Read\nUnited States\nWorld change starts with educated children.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nFounded in 2000, Room to Read is creating a world free from illiteracy \nand gender inequality by helping children in historically low-income \ncommunities develop literacy skills and a habit of reading, and by \nsupporting girls as they build skills to succeed in school and negotiate key \nlife decisions. We collaborate with governments and partner organisations \nto deliver positive outcomes at scale.\nH\nU\nN\nD\nR\nE\nD\n \nG\nL\nO\nB\nA\nL\n \nC\nO\nL\nL\nE\nC\nT\nI\nO\nN\nH\nU\nN\nD\nR\nE\nD\n \nG\nL\nO\nB\nA\nL\n \nC\nO\nL\nL\nE\nC\nT\nI\nO\nN\n20\n23\nH\nU\nN\nD\nR\nE\nD\n \nG\nL\nO\nB\nA\nL\n \nC\nO\nL\nL\nE\nC\nT\nI\nO\nN\nH\nU\nN\nD\nR\nE\nD\n \nG\nL\nO\nB\nA\nL\n \nC\nO\nL\nL\nE\nC\nT\nI\nO\nN\n20\n24\nSince our first selection, Room to Read has successfully surpassed a \nsignificant goal set in our Vision 2025 strategic plan: to benefit at least \n40 million children worldwide by 2025. In fact, Room to Read was able to \nmeet this goal one year in advance, and we have now benefited more than \n45 million children in historically under-resourced communities around \nthe globe. In our 25-year history, that’s three children every minute who \nhave reshaped their futures with access to foundational literacy and life \nskills that promote gender equality.\nWe have also been able to expand our work to more countries – highlights \ninclude joining new USAID consortiums in Rwanda and Nepal; opening \nnew libraries in non-formal education centres in the Beqaa Valley of \nnortheastern Lebanon; and partnering with TaRL Africa, supported by \nthe Jacobs Foundation through the School Action Learning Exchange \nprogram, to expand evidence on Teacher Coaching in Cote d’Ivoire, \nNigeria, South Africa, India and beyond.\n" }, { "year": 2025, "page": 36, "text": "36\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nTHE HUNDRED HALL OF FAME\nROOM TO READ\nBRAC REMOTE PLAY LABS\nDESIGN FOR CHANGE\nECO-SCHOOLS\nEDUCATE!\nFUNDACIÓN ESCUELA NUEVA\nGLOBAL ONENESS PROJECT\nMYMACHINE \nROOTS OF EMPATHY \nSLAM OUT LOUD \nSPEED SCHOOL \nWORLD’S LARGEST LESSON\nBRAC Remote Play Labs\nBangladesh\n475K\nCHILDREN / USERS\n5\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nFacilitating learning, development, and healing \nthrough the transformative power of play.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nBRAC’s Play Lab approach continues to expand and adapt in new \ncontexts and geographies. It has grown to impact 497,000 children, \nand has expanded to a total of 5 countries. We applied to the HundrED \nSpotlights on EdTech: Bangladesh, Wellbeing in Schools, and Child-\nCentred Learning to further the reach of our innovation and connect with \nother partners working in the space. HundrED collections have been a \ngreat opportunity to gain exposure and networks around our areas of \nwork. BRAC representatives have attended the HundrED Summit and \ncontinue to engage with online content and peers in the education space.\n" }, { "year": 2025, "page": 37, "text": "37\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n2.2M\nCHILDREN / USERS\n71\nCOUNTRIES\n2009\nYEAR ESTABLISHED\nDesign for Change\nIndia\nDesign for Change is a global movement that \ncultivates the ‘I CAN’ belief in every child.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nDesign for Change’s selection to the HundrED Collections marks a major \nmilestone, opening doors to partnerships, expanding our network, and \nshowcasing the innovative work of our young changemakers globally. \nThis recognition strengthens our commitment to nurturing children’s \ncreativity and leadership, aligning closely with global education trends. \nOver the past year, our engagement with the HundrED Community \nhas focused on raising awareness of this achievement. We’ve proudly \nfeatured the HundrED recognition on our website and shared it within our \nnetwork, underscoring its significance to our mission and stakeholders.\n19M\nCHILDREN / USERS\n101\nCOUNTRIES\n1994\nYEAR ESTABLISHED\nEco-Schools\nDenmark\nEco-Schools is the largest global sustainable \nschools programme.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nEco-Schools encourages young people to engage in their environment \nby allowing them the opportunity to actively protect it. It starts in the \nclassroom, it expands to the school, and eventually fosters change in the \ncommunity at large. Now in its thirtieth year, Eco-Schools is implemented \nin 101 countries by a network of Foundation of Environmental Education \n(FEE) member organisations and International Schools.\n" }, { "year": 2025, "page": 38, "text": "38\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n2.06M\nCHILDREN / USERS\n21\nCOUNTRIES\n1987\nYEAR ESTABLISHED\nFundación Escuela Nueva\nColombia\nWe’re an NGO that contributes to improve the \nquality, relevance and efficiency of education \nthrough the Escuela Nueva Activa model.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nEscuela Nueva, meaning ‘New School’ in Spanish, transforms the \nconventional school model by rethinking the teaching and learning \nprocesses to ensure that every child, everywhere, receives high-quality, \naccessible and relevant education. We contribute to improve the quality, \nrelevance and efficiency of education by rethinking the way we learn.\nEducate!\nUganda\n380K\nCHILDREN / USERS\n4\nCOUNTRIES\n2002\nYEAR ESTABLISHED\nEducate! prepares youth in Africa with the skills to \nsucceed in today’s economy.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nEducate! is continuing to iterate and scale our inclusive and accessible \nlivelihood bootcamps to expand economic opportunity for young people \nleft out of secondary. In 2024, we’re projected to serve 5,000 youth. We \naim to engage in important learning to deepen our evidence base and \nposition for scale in 2025 and beyond. Being selected for the HundrED \nCollections has significantly elevated our organisation’s visibility, \nconnecting us with a global network of educators and innovators. This \nrecognition has not only validated our efforts but also inspired us to \nexpand our impact and continue innovating in education.\n" }, { "year": 2025, "page": 39, "text": "39\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nGlobal Oneness Project\nUnited States\n400K\nCHILDREN / USERS\n80\nCOUNTRIES\n2006\nYEAR ESTABLISHED\nWant to use powerful visual stories & films to \ndevelop global citizenship?\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nThe Global Oneness Project brings the world’s global cultures alive in the \nclassroom. They provide award-winning films and photo essays which \nexplore cultural, social, and environmental issues and accompanying \nlesson plans using stories as a pedagogical tool to inspire growing minds. \nAll for free.\nMyMachine \nBelgium\nMyMachine is a unique collaboration of all \neducational levels to create dream machines \ninvented by kids.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n17.5K\nCHILDREN / USERS\n32\nCOUNTRIES\n2008\nYEAR ESTABLISHED\nIn the past year, we formed a new partnership to launch MyMachine \nArmenia, set to begin its first cycle in fall 2024. Our 2024 DreamsDrop \nCampaign has registered over 900 students from four continents, \nincluding, for the first time, Dream Machines from children in Ukraine. \nHundrED and its network have positively impacted our work, inspiring \nour global team with pride and motivation to continue. We’ve built \nworldwide connections with like-minded people, helping however we can, \nfrom presenting at events to writing articles. We closely follow HundrED \nCommunity members’ work, reaching out to share expertise and ideas \nwhen needed.\n" }, { "year": 2025, "page": 40, "text": "40\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSlam Out Loud \nIndia\nWe run online & offline programs that use \nthe arts to help disadvantaged children find \ntheir voice.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n4.7M\nCHILDREN / USERS\n16\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nSlam Out Loud (SOL) is a non-profit that uses the artforms of poetry, \nstorytelling, theatre, and visual arts to help children from under-resourced \ncommunities find their voice through creative expression. We work \nwith teachers & professional artists and create contextual curriculum \nresources to help children build Social-Emotional Learning skills and learn \nabout gender equity and climate change.\nRoots of Empathy \nCanada\nHelping children develop empathy for \nmental health, wellbeing, learning and \nconnecting to others.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n1.2 M\nCHILDREN / USERS\n8\nCOUNTRIES\n1996\nYEAR ESTABLISHED\nAround the world, schools are still feeling the pandemic’s impact. Teachers \nare more stressed than ever, with children’s mental health and its impact \non student behavior as their biggest concern. Roots of Empathy (ROE) \nis honored to support them in helping students become ready to learn \nagain. From 2022-23 to 2023-24, ROE programs in classrooms grew by \n20%. Selected for the HundrED Collections from 2018 to 2022, then \ninducted into the HundrED Hall of Fame in 2023, this recognition has \nexpanded our reach, helping us promote empathy and connect with \nsupporters globally. Last fall, our Founder Mary Gordon gave the opening \nkeynote at the HundrED Innovation Summit for the 2024 Collection.\n" }, { "year": 2025, "page": 41, "text": "41\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSpeed School \nMali\nAn accelerated learning program for children \nwho have been denied the opportunity to \ngo to school.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n541K\nCHILDREN / USERS\n5\nCOUNTRIES\n2004\nYEAR ESTABLISHED\nSpeed School consists of a condensed curriculum covering the first three \nyears of primary education. The Speed School model is being implemented \nand adapted across multiple African countries to help marginalised out-\nof-school children catch up on education in supportive, joyful classrooms \nwith remarkable results. Upon completion, children transfer to formal \nschools to continue their education.\nWorld’s Largest Lesson\nUnited Kingdom\n17M\nCHILDREN / USERS\n98\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nWe produce free & creative tools for students to \ntake action for the SDGs.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nStanding alongside partners including UNICEF and UNESCO, we produce \nfree and creative resources for educators to teach lessons, run projects \nand stimulate action in support of the Sustainable Development Goals \n(SDGs). These resources are free, open source and translated into over 30 \nlanguages reaching 17.9 million children located in over 70 countries.\n" }, { "year": 2025, "page": 42, "text": "42\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nGlobal \nCollection \n2025\n" }, { "year": 2025, "page": 43, "text": "43\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHUNDRED GLOBAL COLLECTION 2025\n" }, { "year": 2025, "page": 44, "text": "4 4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n1.\t\n7 Gen Blocks\n2.\t\n50/100 Menstrual ED by With Red \n& Period Museum\n3.\t\nAlpha Tiles\n4.\t\nAnthill Creations\n5.\t\nASANKA - An Offline Learning \nManagement System\n6.\t\nAugmented Reality Games for \nChildren with Special Needs\n7.\t\nBarabar\n8.\t\nBebbo Parenting App\n9.\t\nBig Ear: Learn & Make Music\n10.\t\nBoard Games For Improved \nLearning Outcomes\n11.\t\nBreshna.io\n12.\t\nBright Eyed\n13.\t\nBuilding Blocks (BB) - The Maths \nLearning App\n14.\t\nBuzz Kidz\n15.\t\nCan’t Wait to Learn\n16.\t\nCatnClever\n17.\t\nCherry Creek Innovation Campus \n(CCIC)\n18.\t\nClosegap\n19.\t\nColorearte\n20.\t\nCommunity Education Volunteers\n21.\t\nCommunity Keepers\n22.\t\nCurious Learning\n23.\t\nEducating the Solutionary \nGeneration!\n24.\t\nEduFalcons\n25.\t\nEi Mindspark\n26.\t\nEmbedding wellbeing in Ethiopian \nschools\n27.\t\nEngidea\n28.\t\nEveryday Kindness\n29.\t\nEYEYAH!\n30.\t\nFarmpreneur\n31.\t\nFlying Colors\n32.\t\nFrom Educator to Edupreneur\n33.\t\nGiddy2School Education Initiative\n34.\t\nGirl Boy Empowerment and Parent \nPrograms\n35.\t\nGirl Icon Program\n36.\t\nGleding United - Childhood for life\n37.\t\nGlobal Action Days\n38.\t\nGlobal EdTech Testbed Network\n39.\t\nGoniter Jhuli by Banglar Math\n40.\t\nGraphoGame\n41.\t\nGrassroot Soccer: MindSKILLZ\n42.\t\nGreat Place to Study\n43.\t\nHappy Schools\n44.\t\nHoloTracker\n45.\t\nHygiène en milieu scolaire\n46.\t\nI READ ARABIC\n47.\t\nInspire High\n48.\t\nInternet Free Education Resource \nBank (IFERB)\n49.\t\nJade Autism\n50.\t\nKialo Edu\n51.\t\nKizazi\n52.\t\nKomodo Wellbeing\n53.\t\nLeague for Green Leaders\n54.\t\nLecturas Arenalinas mobile \napplication\n55.\t\nLively Minds\n56.\t\nLokopakar\n57.\t\nMathematics Initiatives in Nepal \n(MIN)\nThe Global Collection 2025 Innovations from A to Z\nThis list of innovations is presented in alphabetical order. \nClick on the innovation’s title to read more about it on the HundrED website.\n" }, { "year": 2025, "page": 45, "text": "45\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n58.\t\nMy Learning Story\n59.\t\nNaina’s Inclusive Duniya\n60.\t\nNFTE World Series of Innovation\n61.\t\nNikmati\n62.\t\nNova Escola’s Lesson Plans\n63.\t\nOpportunity International \nEducation Finance\n64.\t\nOuro - Financial Literacy for Kids\n65.\t\nPartners in Learning (Seekho \nSikhao Saathi in Urdu)\n66.\t\nPatio Vivo\n67.\t\nProtsahan Girl Champions Program\n68.\t\nPROYECTIVIDA\n69.\t\nRaster Master 3G Learning Model\n70.\t\nRead Smart Cinyanja\n71.\t\nRealLives Simulation Game\n72.\t\nResolute Education\n73.\t\nRising Tide\n74.\t\nS-Cool Days — wellbeing at school\n75.\t\nSchool the World’s Accelerated \nLearning Recovery Program\n76.\t\nSeenaryo\n77.\t\nShupavu291 SMS e-learning \nplatform\n78.\t\nSkolla Community\n79.\t\nSpinPoi\n80.\t\nStory Arts\n81.\t\nStorytelling and Digital Technology \nfor Inclusive Education\n82.\t\nSystemic Approach: Mindful \nMinutes in Early Childhood \nEducation\n83.\t\nThe B!G Idea\n84.\t\nThe Happiness Lesson Integrated \nProgrammes\n85.\t\nThe Happiness Project\n86.\t\nThe Inspired Teaching Approach\n87.\t\nThe Stephanie Alexander Kitchen \nGarden Program\n88.\t\nThe Village That Reads!\n89.\t\nThe Zones of Regulation, Inc.\n90.\t\nThink-Out-of-The-Box\n91.\t\nTicTacLearn (TTL)\n92.\t\nTOY for Inclusion Play Hubs\n93.\t\nTransformative Training for \nLiteracy Proficiency\n94.\t\nUdhyam Shiksha\n95.\t\nUsing Play to Better our World\n96.\t\nVirtual Parent Teachers Meeting \nWeek\n97.\t\nVoto Estudiantil Colombia | \nStudent Vote Colombia\n98.\t\nWisdom: The World of Emotions\n99.\t\nWOOF\n100.\t WoW: Wheels of Wisdom\n" }, { "year": 2025, "page": 46, "text": "46\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n240K\nCHILDREN / USERS\n4\nCOUNTRIES\n2022\nYEAR ESTABLISHED\n7 Gen Blocks\nUnited States\nWe turn curriculum publishers into game publishers. 7 Generation Games’ \n7 Gen Blocks platform is specifically built to develop customised learning \ngames that teach, test and track. With low-code and no-code versions, \n7 Gen Blocks is like an educational game developer version of toy bricks, \nmodular code that can be customised and virtually “snapped” together to \ncreate an infinite number of games.\nMake customised interactive learning games in \nminutes.\n→ VISIT WEBSITE\n300K\nCHILDREN / USERS\n6\nCOUNTRIES\n2019\nYEAR ESTABLISHED\n50/100 Period education by \nWith Red & Period Museum\nTaiwan\nEast Asian society grapples with discussing menstruation, hindered by \ncultural taboos and scarce resources. 50/100 Menstrual ED offers an \nengaging, interactive program that educates on periods while nurturing \nempathy, diversity, and self-love. Welcoming parents, adolescents, \neducators, and nurses of all genders, we break barriers and empower \nindividuals to compassionately explore menstruation.\nMenstruation Matters to 100% of us as someone \nyou love is bleeding with strength.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 47, "text": "47\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nAnthill Creations\nIndia\nOver 200 million marginalised children in India are deprived of a safe \nplay-space which hinders their physical and cognitive development. \nMeanwhile, about 275 tons of tyres are discarded in India every day. \nAnthill Creations is a response to both these problems. Our mission is \nto make play accessible to all children. Using tyres, we build upcycled \nplaygrounds that enable holistic development.\n200K\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nMaking Play Accessible to All. \n→ VISIT WEBSITE\nAlpha Tiles\nMexico\nThere are no literacy game apps for 98% of the world’s languages. \nUsing our open-source platform, new apps can be created in one-week \nworkshops or via online collaboration in a Google Drive. Around the world, \nhundreds of millions of children start school in an unknown language. \nWith the Alpha Tiles app, children can begin reading in their own language \nbefore adding study of regional and national languages.\n2K\nCHILDREN / USERS\n40\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nCreating literacy games for the world’s 7,164 \nlanguages. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 48, "text": "48\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n800K\nCHILDREN / USERS\n4\nCOUNTRIES\n2011\nYEAR ESTABLISHED\nASANKA - An Offline Learning \nManagement System\nGhana\nASANKA connects offline learners to local content for free. It is a low- \ncost, low-powered (5-Watts), durable system that shares any content via \nWiFi (without internet). You can load your own content or purchase it \npreloaded with local content and curriculum. ASANKA Analytics provides \ndecision-makers with evidence-based educational tools to improve \nteaching and learning outcomes. One ASANKA can support up to 30 \nconnections for best performance without incurring data or any other \ncosts.\nConnecting the unconnected with quality \neducation.\n→ VISIT WEBSITE\n12K\nCHILDREN / USERS\n9\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nAugmented Reality Games for \nChildren with Special Needs\nPakistan\nWonderTree is a technology company using gamification to inject joy \ninto physical and cognitive therapy for kids through fun, interactive, \naugmented reality games. We are an unlikely pair of clinically trained \npsychologists and game developers who believe play has the power to \naccelerate development and recovery for kids, and recent results prove \nmovement and cognition is enhanced through games.\nReinventing Learning Experiences.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 49, "text": "49\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nBebbo Parenting App\nSerbia\nBebbo, UNICEF’s open-source app, provides parents with comprehensive, \nevidence-based guidance in their local language to develop their child’s \npotential from birth through early childhood. Already benefiting over one \nmillion parents in 15 countries, this app equips parents with a wealth of \nresources, including activities, and developmental milestones, to meet \nthe diverse needs of young learners.\n1.17M\nCHILDREN / USERS\n15\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nSupporting the first teachers for better child \noutcomes. \n→ VISIT WEBSITE\nBarabar\nBulgaria\nBarabar is innovation in human rights education. It offers lighthearted and \nenjoyable gamified storytelling that subtly introduces diverse notions of \nanti-discrimination, gender equality, and inclusion. It develops key 21st \ncentury skills alongside empathy and awareness towards vulnerability. \nIt works for school, home, and parties, if you want to make the world a \nbetter place one game at a time!\n3.5K\nCHILDREN / USERS\n20\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nMake the world a better place one game at a time. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 50, "text": "50\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n100K\nCHILDREN / USERS\n2\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nBig Ear: Learn & Make Music\nFinland\nMusic education relies commonly on musical instruments and traditional \nnotation, which create a high threshold! Big Ear makes music learning \nfun, accessible and sustainable. It focuses on learning “how music works”, \ncreativity, and social interaction, and emphasises future skills, e.g. STEM \nand mental wellbeing. Teacher tools help any teacher to teach and \nevaluate their students at school or at home.\nBig Ear empowers all students with musical IQ \nand future skills..\n→ VISIT WEBSITE\n17K\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nBoard Games for Improved \nLearning Outcomes\nNigeria\nEvery year in Nigeria, over 30M children experience education through \nrote learning. Rote learning makes education dry, lacking interest and \nvoid of skills and experience. At TAW ACADEMY, we design fun innovative \nlearning tools that translate core subjects such as numeracy, literacy and \nSTEM into fun lessons, improving learning outcomes in these subjects \nand developing success skills in children.\nRedefining learning and translating education to \nfun, skills and solutions to African children.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 51, "text": "51\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nBright Eyed\nTrinidad and Tobago\nBright Eyed (BE) aims to empower Caribbean children using stories about \nus, told by us. Our mission is to make every child feel seen, heard, and \nvalued by providing media that reflects their world and experiences. Our \nstory pedagogy merges the arts and writing to bring educational material \nto life, igniting curiosity, exploring different ideas, and encouraging co-\ncreating.\n10K\nCHILDREN / USERS\n1\nCOUNTRY\n2016\nYEAR ESTABLISHED\nWe bring learning to life! \n→ VISIT WEBSITE\nBreshna.io\nUnited States\nVideo games are powerful education tools but are costly and complicated \nto create. Breshna.io empowers educators to make games customised to \ntheir curriculum with no cost and in minutes. Whether it’s a run and catch \ngame to catch even numbers or a tile-matching game to match flags to \ntheir countries, Breshna enables students and teachers to create their \nown educational games. Think Canva for games!\n100K\nCHILDREN / USERS\n4\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nBreshna.io is a no code game maker empowering \nteachers to create educational video games in \nminutes. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 52, "text": "52\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n1M\nCHILDREN / USERS\n1\nCOUNTRY\n2019\nYEAR ESTABLISHED\nBuilding Blocks (BB) – \nThe Maths Learning App\nIndia\nEdTech worldwide has been limited to tools and content for those with \nchoice and access. BB seeks to provide the ‘bottom of the pyramid child’ \nexposure to math learning at their pace. A set of over 425 interactive \nmath learning games for children in grades 1 to 8, BB is FREE and a \nsupplemental self-exploratory learning tool for all children, but especially \nfocused on children from low-income families.\nMaking maths fun and interactive, for joyful \nlearning.\n→ VISIT WEBSITE\n300K\nCHILDREN / USERS\n1\nCOUNTRY\n2012\nYEAR ESTABLISHED\nBuzz Kidz\nSouth Africa\nSince 2012, Buzz Kidz has revolutionised education through the arts in \nSouth Africa. Our curriculum, accredited by the Education Alliance of \nFinland, blends drama, dance, and singing, nurturing children’s creative \ngenius and other 21 st Century Skills. 300,000+ children from all walks of \nlife have engaged in our programme. We extend our reach via our NGO, \nour franchise network and our pioneering TV show, our training and \nonline resource for teachers, helping them bring everyday learning to life \nwith music and structured play.\nEducation and Child Development Through \nthe Arts.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 53, "text": "53\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nCatnClever\nSwitzerland\nCatnClever, an AI-powered play-based app for ages 3-7, fosters \nfoundational skills. Using playful interactive stories, it teaches math, \nliteracy, SEL, and physical education. With subject-specific competency \nframeworks and adaptive learning, CatnClever offers personalised \nlessons and encouraging feedback. A data dashboard provides parents \nwith insights in their children’s learning.\n7M\nCHILDREN / USERS\n18\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nCatnClever is a AI-powered serious game that \ngives preschoolers a head start at school and for \nlife.\n→ VISIT WEBSITE\nCan’t Wait to Learn\nSudan\nCan’t Wait to Learn delivers cost-effective personalised learning \nopportunities through proven, evidence based gaming technology. It is \ncurrently supporting learning in Ukraine, Uganda, South Sudan, Chad, \nSudan, Jordan, Lebanon and beyond. Our research drives change in the \ngames that are co-created by children to be culturally, contextually, and \nnational curricula appropriate.\n210K\nCHILDREN / USERS\n7\nCOUNTRIES\n2013\nYEAR ESTABLISHED\nCan’t Wait To Learn is a digital game-\nbased learning programme for education in \nemergencies. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 54, "text": "5 4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n6.35K\nCHILDREN / USERS\n1\nCOUNTRY\n2019\nYEAR ESTABLISHED\nCherry Creek Innovation \nCampus (CCIC)\nUnited States\nWe bring a widely diverse group of students together in courses \nlike Aviation, Automotive, Business, Hospitality, IT, Manufacturing, \nConstruction, and Healthcare. Our classrooms are the intersection of \nindustry credentials, college credit, professional skills, and industry-grade \nequipment and standards. By doing this we connect student interests \nwith labour needs to serve our community.\nMerging excellence in education with the \ninnovation of industry.\n→ VISIT WEBSITE\n200K\nCHILDREN / USERS\n25\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nClosegap\nUnited States\nSchools are on the frontlines of the youth mental health crisis. Closegap \nequips schools with the technology to more effectively support students. \nThrough a fun and interactive daily check-in for students, Closegap \ncaptures need-to-know information (emotions, energy level, physical \nneeds) and delivers it to educators and school counsellors through an \neasy-to-use dashboard to intervene in real-time.\nA daily mental health check-in for K-12 students.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 55, "text": "55\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nCommunity Education \nVolunteers\nUganda\nResponding to a deficit of 15 million teachers in sub-Saharan Africa, \nBuilding Tomorrow has multiplied communities’ education resources by \nrecruiting and training local leaders as Community Education Volunteers \n(CEVs). CEVs work to ensure all children have access to education and \nimprove student outcomes by facilitating our Building Tomorrow’s \ncommunity-based Roots to Rise literacy and numeracy camps.\n309K\nCHILDREN / USERS\n1\nCOUNTRY\n2015\nYEAR ESTABLISHED\nBuilding Tomorrow mobilises Community \nEducation Volunteers to deliver foundational \nlearning. \n→ VISIT WEBSITE\nColorearte\nChile\nWhat educational instances allow students to develop creativity and \ncollaborative work through art? Few, if not almost none. At Colorearte we \ncombine art and care for the environment to develop 21st century skills in \nboys and girls such as creativity, critical thinking, collaborative work and \ncommunication.\n¿Qué instancias educativas permiten desarrollar en los estudiantes la \ncreatividad y el trabajo colaborativo de la mano del arte? Pocas, si no casi \nninguna. En Colorearte unimos el arte y el cuidado del medio ambiente \npara desarrollar en los niños y niñas habilidades del Siglo XXI como la \ncreatividad, pensamiento crítico, trabajo colaborativo y comunicación.\n15K\nCHILDREN / USERS\n5\nCOUNTRIES\n2004\nYEAR ESTABLISHED\nWe bring the magic of colour to the boys, girls \nand teachers of Chile and Latin America/Llevamos \nla magia del color a los niños, niñas y docentes de \nChile y Latinoamérica. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 56, "text": "56\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n77.5K\nCHILDREN / USERS\n1\nCOUNTRY\n2008\nYEAR ESTABLISHED\nCommunity Keepers\nSouth Africa\nCommunity Keepers creates safe spaces, on school premises, manned by \na professional therapist and a community member, with lived experience, \nwho is trained in mental health first aid. By investing in the social, \nemotional and mental well-being of learners and their caregivers, we can \ncreate an environment where everyone feels a sense of belonging and \neveryone can thrive.\nBeautiful minds in every school.\n→ VISIT WEBSITE\n1M\nCHILDREN / USERS\n120\nCOUNTRIES\n2014\nYEAR ESTABLISHED\nCurious Learning\nSouth Africa\nCurious Learning curates, localises, optimises and distributes open-\nsource learning apps that provide a path to literacy in over 50 languages, \nregardless of proximity to schools. Curious Learning has more than \n10 years of proven impact, harnessing a child’s natural curiosity and \nleveraging the neuroscience of how the brain learns to read. Together \nwith content partners, Curious Learning has reached around 5 million \nlearners. In addition, data collection and research partners provide an \nobjective measure of our effectiveness and facilitate a cycle of constant \nimprovement.\nCurious Learning is a non-profit putting literacy \napps in the hands of children giving them the \nopportunity to learn to read.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 57, "text": "57\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nEduFalcons\nMongolia\nEduFalcons, endorsed by the President of Mongolia, provides open \nsource educational contents ranging from interactive lessons to \npodcasts for students, teachers and parents. Through these contents, \nthat are accessible in every corner of Mongolia, contribute to equality \nin educational access and opportunity, aiming to bridge gaps and foster \ninclusivity.\n12.5K\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nThis is where learning takes flight! \n→ VISIT WEBSITE\nEducating the Solutionary \nGeneration!\nUnited States\nAt this point in history, knowing how to solve problems in ways that \nproduce systems-based change is fundamental to creating a future that \nis sustainable, just, and humane. The Solutionary Framework provides \nteachers with the tools they need to guide students to think systemically, \nact compassionately, and address global challenges at a local level. The \nframework provides students with agency, optimism, and skills to build \na better future.\n500K\nCHILDREN / USERS\n28\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nGiving students the skills to solve real-world \nproblems and become the next caretakers of our \nplanet. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 58, "text": "58\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n500K\nCHILDREN / USERS\n5\nCOUNTRIES\n2007\nYEAR ESTABLISHED\nEi Mindspark\nIndia\nDespite high school enrolment in India, many students do not learn \neffectively and fall behind their grade level. Research suggests computer-\nassisted learning can help. Ei Mindspark, a personalised adaptive \nlearning tool, caters to students’ individual learning needs by grasping \nmisconceptions and making differentiated paths. It enables Teaching at \nRight Level, with students learning at their own pace.\nTechnology enabled learning.\n→ VISIT WEBSITE\n63K\nCHILDREN / USERS\n3\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nEmbedding wellbeing in \nEthiopian schools\nEthiopia\nWomen and girls in rural Ethiopia face multiple barriers to reaching their \npotential. The link uses two approaches: train female teachers to deliver \nSocial Emotional Learning (SEL) via Girls’ Clubs to improve resilience \nand confidence for vulnerable girls, and themselves; and embed SEL \napproaches in all teacher and leader training so that wellbeing is at the \ncore of all teaching and learning practices.\nImproving wellbeing in rural Ethiopian schools for \nlearners and teachers.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 59, "text": "59\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nEveryday Kindness\nVietnam\nSchool violence has been occurring more and more frequently. Students \nfighting each other is a pretty normal story every day. Students and \nparents attacking teachers is heartbreaking. How can we address violence \naround schools? Kindness is the answer. Children as well as teens can not \nlearn kindness just by thinking or talking about it. They must understand \nand practise it.\n27K\nCHILDREN / USERS\n23\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nChildren can’t learn kindness just by thinking \nor talking about it. This project aims to bring \nchildren the value of goodness in life. \n→ VISIT WEBSITE\nEngidea\nVenezuela\nWe are the 1st Makerspace in Venezuela, whose purpose is to teach all \npeople through STEAM or MAKER education, allowing them to carry out \ntheir ideas through the creation of project-based technology.\n5.5K\nCHILDREN / USERS\n1\nCOUNTRY\n2016\nYEAR ESTABLISHED\nDesign Innovation Ideas for Education. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 60, "text": "60\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n100K\nCHILDREN / USERS\n6\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nEYEYAH!\nSingapore\nEYEYAH! creates visual conversations around social issues, developing \nsocial emotional learning, critical and creative thinking. We design pop-up \nexhibitions that tour schools, supported by classroom based discussions \naround hot topics such as internet safety, sustainability and mental \nhealth.\nA Visual Language to See the Real World.\n→ VISIT WEBSITE\n90K\nCHILDREN / USERS\n1\nCOUNTRY\n2012\nYEAR ESTABLISHED\nFarmpreneur\nIndia\nPoor nutrition impedes learning. The Farmpreneur project mentors \nstudents to set up a School Nutrition Garden. Nutrition education \nfacilitates adoption of healthy diet behaviour. The garden is used as an \nopen science and mathematics laboratory to achieve improved learning \noutcomes through an Activity-Based learning approach. The project \nprovides the young learners exposure to Farm Entrepreneurship.\nLearning and growing through a School Nutrition \nGarden.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 61, "text": "61\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nFrom Educator to \nEdupreneur\nMalaysia\nThis program addresses educator burnout and limited career growth by \ntransforming teachers into edupreneurs through work-based competency \ntraining. It equips educators with entrepreneurial skills to create and \nimplement their own educational ventures, reigniting their passion and \nfostering innovation. Empowered as change-makers, teachers boost job \nsatisfaction and drive educational improvements.\n100K\nCHILDREN / USERS\n1\nCOUNTRY\n2005\nYEAR ESTABLISHED\nEmpowering Teachers to Shape the Future. \n→ VISIT WEBSITE\nFlying Colors\nUganda\nOne third of the world cannot access the Internet, and for learners in these \nareas, there are also fewer opportunities to benefit from project-based \nlearning approaches. Technology can be a strong enabler. Flying Colors \nleverages technology to implement project-based learning to build skills \nand knowledge acquisition facilitated through real-life experiences, all in \nlow-resource environments.\n1.4K\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nTech-enabled, project-based learning to build \nfoundational skills in emergencies and crisis \ncontexts. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 62, "text": "62\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n6.9K\nCHILDREN / USERS\n2\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nGiddy2School Education \nInitiative\nNigeria\nNigeria currently has 20.6 million children out of school—one of the \nhighest numbers in the world—an endemic situation we are committed \nto addressing by using quality education to empower communities and \nreduce the illiteracy rate. We have three thematic solution approaches \nand the overall aim is to reduce the out-of-school index in Africa, empower \nyouth leadership, and overall sustainable development.\nQuality Education for All.\n→ VISIT WEBSITE\n5K\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nGirl Boy Empowerment and \nParent Programs\nKenya\nThe Girl/Boy Empowerment and Parent programs were created in \nresponse to a spike in teen pregnancies and gender-based violence \nduring the pandemic. As a result, through consultation with community \nstakeholders, Kenya Connect developed a three-tiered approach with \na year-long Girl/Boy Empowerment Program for students, a four week \nworkshop for parents and a community wide advocacy program.\nCommunication, Knowledge and Healthy \nRelationships are Key to Shifting the Culture of \nGBV.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 63, "text": "63\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nGleding United – \nChildhood for Life\nNorway\nGleding started as a word opposite of bullying. Instead of focusing on \nwhat we do not want - Gleding gives a mindset, tools, books and digital \ncontent to build a strong community from the beginning of life. We are \nespecially passionate about bringing parents, professionals, caretakers \nand children together around a shared platform to develop empathy, \nshared focus and human skills.\n87K\nCHILDREN / USERS\n2\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nChildhood for life - unite, engage and change. Let \nevery child find their superpower. \n→ VISIT WEBSITE\nGirl Icon Program\nIndia\nMilaan launched the Girl Icon program in 2015 to address gender \ninequality in poor parts of India. It is an 18-month leadership program \nthat teaches adolescent girls life skills, creating pathways for them to \ncomplete secondary education, delay early marriage, and make informed \nchoices about their health and wellbeing.\n100K\nCHILDREN / USERS\n1\nCOUNTRY\n2015\nYEAR ESTABLISHED\nBuilding a movement of grassroots Girl Leaders \nacross rural communities of India. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 64, "text": "6 4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n400K\nCHILDREN / USERS\n114\nCOUNTRIES\n2014\nYEAR ESTABLISHED\nGlobal Action Days\nPortugal\nThe annual Global Action Days campaign is a rallying cry for environmental \nchange-makers worldwide. With a focus on sustainability and community \nempowerment, we are igniting a global movement to shape a better \ntomorrow for all. From tackling climate change to ecosystem restoration, \neach year hundreds of thousands of participants take action together, to \nbuild a brighter, more sustainable world.\nComing together to show how individual actions \ncan greatly impact our own and our Earth’s well-\nbeing.\n→ VISIT WEBSITE\n100K\nCHILDREN / USERS\n10\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nGlobal EdTech Testbed \nNetwork\nUnited Kingdom\nA global saturation of EdTech solutions challenges teachers, schools, \nentrepreneurs, and researchers in choosing, designing, and generating \naccessible evidence on effective EdTech. The Global EdTech Testbed \nNetwork offers a community to trial EdTech in authentic contexts and \nprovide access to resources and networks to improve EdTech, driving \nimproved educational outcomes for all K-12 learners.\nDemocratising evidence generation through a \nglobal community of systemic EdTech trialling \nnetworks.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 65, "text": "65\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nGraphoGame\nFinland\nGraphoGame is an evidence-based learning app and methodology \ndesigned to teach literacy in 14 languages. It features a teacher platform \nwith predictive data models enabling early interventions, ensuring \nchildren learn to read. GraphoGame, the 2023 UNESCO King Sejong \nLiteracy prize-winner and recent ICEIE Efficacy certificate recipient, is a \nmarket leader in France, Finland, Brazil, and Norway with over 7 million \ndownloads.\n7M\nCHILDREN / USERS\n39\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nThe Literacy Game Made by Scientists. \n→ VISIT WEBSITE\nGoniter Jhuli by Banglar Math\nBangladesh\nGoniter Jhuli (MathPack) by Banglar Math is a series of gamified, \ncurriculum-focused mathematics teaching-learning kit boxes, available \nboth physically and digitally, designed to help students learn math \nwith fun. The incorporation of gamification into mathematics learning \nfor students from class 3 to class 8, with localization, is an innovative \napproach to classroom teaching and learning, addressing the significant \nproblem of lecture-based instruction in schools.\n1K\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nMath is fun with us. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 66, "text": "66\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n10K\nCHILDREN / USERS\n6\nCOUNTRIES\n2002\nYEAR ESTABLISHED\nGrassroot Soccer: \nMindSKILLZ\nUnited Kingdom\nMindSKILLZ is a sport-based mental health program that uses a positive \napproach to address sensitive topics such as substance misuse, emotional \nregulation, and depression. Through community-based programs, \nGRS reinforces positive coping skills and engages young people in \nconversations about mental health, breaking the stigma associated with \nseeking help.\nEmpowering Youth Through Positive MindSKILLZ.\n→ VISIT WEBSITE\n500K\nCHILDREN / USERS\n9\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nGreat Place to Study\nMexico\nGreat Place to Study addresses the critical need for wellbeing (WB) in \neducation as identified by leading global organisations as OECD, WHO, \nWEF, UN, etc. Our innovation is a process that measures the school WB \nwith the School Flourishing Index (SFI), provides a detailed report with \ndata driven action plan personalised to each community for driving \nannual sustainable change nurturing a WB culture.\nCultivating wellbeing of the educational \ncommunity to flourish excellence.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 67, "text": "67\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHoloTracker\nSingapore\nHoloTracker drives connection and visibility of learners’ social emotional \ngrowth and development. By empowering the capture, synthesis and \ncommunication of observational data, it enables educators to make \nlearning explicit, adaptive and joyful. They are better positioned to \nmentor individual learners’ character development, personalise teaching \nstrategies,and support social-emotional wellbeing.\n30K\nCHILDREN / USERS\n8\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nYou can’t support what you don’t observe. \n→ VISIT WEBSITE\nHappy Schools\nKenya\nChezaCheza pioneers dance as a creative solution in schools across \nKenya’s underserved areas by blending dance movement therapy, \nSEL, and mindfulness. We identify and train local dancers to facilitate \ndance sessions for children in schools, alleviating mental health issues, \nstrengthening self-esteem, and fortifying life skills necessary to build \nresilient communities.\n1.5K\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nPioneer dance as a creative solution for happiness \nand wellbeing in schools. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 68, "text": "68\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n10K\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nHygiène en milieu scolaire\nCôte d’Ivoire\nOur innovation breaks taboos around menstrual health. As a result, girls \nare able to discuss the subject of menstrual hygiene without shame and \nuse those hygienic practices at school when the need arises. They are also \nprovided sanitary napkins at school.\nNotre innovation vient briser les tabous liés à la santé menstruelle. Comme \nsolution, les filles aborderons le sujet de l’hygiène menstruelle sens gêne \net pourront pratiquer cette hygiène à l’école en cas de déclenchement de \nleurs menstrues. Aussi, elles auront la possibilité d’avoir des serviettes \nhygiéniques à l’école.\nI’m not ashamed to talk about periods in front of \nboys. Je n’ai pas honte de parler des menstrues en \nprésence des garçons.\n→ VISIT WEBSITE\n450K\nCHILDREN / USERS\n10\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nI READ ARABIC\nJordan\nI Read Arabic is a scientifically proven, cutting edge literacy platform \nthat aims to advance the quality of Arabic language learning, Arabic \nliteracy and instruction for students in K-12. The programs offer levelled, \npersonalised journeys enriched with over 3000 digital resources and \ntests, aligned with curricula to support learning outcome attainment and \nsupport teachers and students inside and outside the classroom.\nThe No.1 Arabic Language Learning Program.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 69, "text": "69\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nInternet Free Education \nResource Bank (IFERB)\nQatar\nThe essence of IFERB is learning from and with the world around you. \nIFERB provides more than 500 projects, games, and activity-based \nlearning resources that are cost-free, technology-free, interdisciplinary, \nand student-led. It has led to increased learning outcomes for 6.5 million \nusers in over 14 countries through holistic, accessible, and discovery-\nbased learning in low-resource and crisis settings.\n6.5M\nCHILDREN / USERS\n13\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nEnsuring learning continuity in low-resource \ncontexts. \n→ VISIT WEBSITE\nInspire High\nJapan\nInspire High is an EdTech program that connects teenagers to the world’s \nmost creative minds. Guides from various fields share their passion, \nprojects, challenges and visions in an interactive, participatory session \nthat invites members to share their thoughts and exchange feedback. \nOur goal is to expand horizons and inspire teenagers to live to their fullest \npotential.\n50K\nCHILDREN / USERS\n2\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nExpand your horizons. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 70, "text": "70\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n180K\nCHILDREN / USERS\n3\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nJade\nBrazil\nJade is a game-based platform that accelerates the education of \nneurodivergent children. The solution has 1,500 games that stimulate \ncognitively and track cognitive data during gameplay, which is converted \nto educational prognosis and developmental reports. We also train \nteachers to use this data for an individualised educational approach based \non the needs of each child.\nGame-based platform, accelerating education for \nneurodivergent children.\n→ VISIT WEBSITE\n950K\nCHILDREN / USERS\n143\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nKialo Edu \nGermany\nCritical thinking and civil discourse are vital skills for students and society \nat large, but they can be challenging to teach. Kialo is designed to do just \nthat. Starting from a central thesis, students add pro and con arguments \nto explore a topic in depth. This free, online discussion platform can \nalso increase participation, boost student confidence, and lighten the \nteachers’ workload.\nThe free tool for smarter, more productive class \ndiscussions.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 71, "text": "7 1\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nKomodo Wellbeing\nNew Zealand\nKomodo Wellbeing is an evidence-based software solution that \nintegrates wellbeing measurement, mental health initiatives, social-\nemotional learning, and mindfulness practices into schools. Our custom-\nbuilt surveys, intelligent check-in system, and cohort analytics empower \nstudents and enable effective interventions. Moving beyond reactive \nprocesses to proactive management of student wellbeing.\n100 000\nCHILDREN / USERS\n22\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nThe school-wide wellbeing solution. \n→ VISIT WEBSITE\nKizazi\nIndia\nKizazi enables local leaders to design, implement and codify breakthrough \nschool models. Our creative and collaborative methodology involves \nstudents, educators, families and local government officials developing \na renewed purpose and philosophy of education that is contextual and \nresponsive to their lived experience, needs and dreams. This guides us \nto co-create outcomes, curriculum and measurement systems for ‘whole \nchild - whole school’ transformation. Our multi-year partnerships create \nenduring shifts in culture, practice and structures in public school systems.\n40K\nCHILDREN / USERS\n5\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nCatalysing contextual innovations in government \nschools around the world for the whole child. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 72, "text": "72\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n1.4K\nCHILDREN / USERS\n5\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nLeague for Green Leaders\nHong Kong\nAre you looking for climate education resources to help students with \ntheir eco-anxiety and to improve engagement and empowerment? Invite \nyour students to join the League for Green Leaders, an engaging online \nclimate-action competition where they play to learn, play together, and \nplay for our future. With learning-by-doing, students take agency over \nclimate action and become leaders for our future\nEngage every kid in climate education through a \nplayful, relevant and action-based approach.\n→ VISIT WEBSITE\n1K\nCHILDREN / USERS\n1\nCOUNTRY\n2020\nYEAR ESTABLISHED\nLecturas Arenalinas mobile \napplication\nPeru\nLecturas Arenalinas is a mobile app that helps students follow a weekly \nreading plan, encouraging reading habits and comprehension. It assesses \nreading speed, comprehension, time, and fluency to effectively improve \nreading skills. With a virtual environment, it drives student progress \nin a constant and motivating way, developing their reading ability in a \ncomprehensive and efficient way.\nDemocratizing reading to educate in the reading \nhabit in the new school.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 73, "text": "73\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nLokopakar\nNepal\nLokopakar is working to equip first generation students with skills and \nresources so that they get an equal footing while representing themselves \nand competing in the global market. Lokopakar is gathering never before \nresearched data of first generation students in Nepal, and providing \nlife long skills while also creating a network of first generation students \nwhere they can come together and share their experience.\n4.5K\nCHILDREN / USERS\n2\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nBringing First Gen Students together. \n→ VISIT WEBSITE\nLively Minds: empowering \nrural parents as ECD providers\nGhana\nThe first 5 years of a child’s life are decisive, yet low-income countries \nstruggle to provide quality early childhood services. Our mission is to get \nquality ECD to children in last-miles communities by empowering parents \nas ECD providers. We reach 250,000 children per year at a cost of $14 per \nchild in Ghana and Uganda, and in the next 5 years we will expand to all \nrural Ghana and a new country.\n250K\nCHILDREN / USERS\n2\nCOUNTRIES\n2008\nYEAR ESTABLISHED\nGetting quality early childhood care and \neducation (“ECCE”) to last mile communities. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 74, "text": "74\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n18K\nCHILDREN / USERS\n1\nCOUNTRY\n2020\nYEAR ESTABLISHED\nMathematics Initiatives in \nNepal (MIN)\nNepal\nMathematics Initiatives in Nepal(MIN) is transforming math education by \nmaking it engaging and accessible for all students. Through innovative \nprograms like Junior Mathematics Olympiad Camps and Olymprep, \noutside typical coursework, MIN nurtures young talent with a focus on \neradicating rote learning and making math fun. By bridging the quality \ngap between schools, MIN empowers the next generation.\nMath’s Future: Crafted in Nepal, Powered by You.\n→ VISIT WEBSITE\n1K\nCHILDREN / USERS\n2\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nMy Learning Story \nNetherlands\nMy Learning Story is a dynamic tool for learners to document evidence of \ntheir growth and curiosity. From pre-assessments to reflections, it guides \nlearners through a structured yet flexible journey. Learners organise prior \nknowledge, explore questions, and showcase milestones—all culminating \nin a compelling video story of personal growth.\nDigital documentation of the process and \nprogress of learning and growth\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 75, "text": "75\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nNFTE World Series of \nInnovation\nUnited States\nNFTE’s World Series of Innovation is a project-based, online business \nidea competition that challenges young people ages 5 to 24 from around \nthe world to create solutions to the U.N. Sustainable Development \nGoals. Corporate Social Responsibility teams act as sponsors to craft the \nchallenges in collaboration with the NFTE team and then support student \nimplementation by acting as volunteer coaches and judges.\n45K\nCHILDREN / USERS\n77\nCOUNTRIES\n2009\nYEAR ESTABLISHED\nInterested in solving problems that matter? \nWelcome to the World Series of Innovation. \n→ VISIT WEBSITE\nNaina’s Inclusive Duniya\nIndia\nNaina’s Inclusive Duniya (i.e. World) is a comic series building awareness \nabout intellectual & developmental disabilities (IDDs). The comic illustrates \nlived experiences of a group of neurodiverse friends and showcases \nsimple, meaningful acts of allyship. As reflective conversations based on \nthe comic, Inclusive Duniya Circles sensitise children and inspire them to \nbecome allies for inclusion.\n25K\nCHILDREN / USERS\n3\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nCelebrating neurodiversity with friends and allies. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 76, "text": "76\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n2.6K\nCHILDREN / USERS\n1\nCOUNTRY\n2020\nYEAR ESTABLISHED\nNikmati\nEl Salvador\nNikmati: All children deserve to have good teachers. We offer free, \ncustomised professional development for teachers in El Salvador’s \nunderserved areas with the use of professional teacher volunteers. By \nenhancing their skills, we amplify the impact of the quality of education \nand benefit thousands of students, catalysing positive change in their \nlives and the region.\nAll children deserve to have good teachers.\n→ VISIT WEBSITE\n15.7M\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nNovaEscola’s Lesson Plans\nBrazil\nIn 2017, the new National Common Core Curriculum (BNCC) was approved, \nbringing a new way to organise and follow students’ learning. We worked \nto offer the teachers a faster, free, and high quality solution to understand \nhow to apply it in the classroom, by creating over 6,000 lesson plans, \ndeveloped with the teachers. In 3 years, the plans were being accessed by \nalmost 1M teachers monthly.\nLesson Plans from teachers to teachers. A simple, \nbut novel way to transform public education.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 77, "text": "7 7\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nOuro – \nFinancial Literacy for Kids\nIsrael\nIn an unstable financial climate, Zbenko’s game redefines financial \neducation for 10-16 year-olds. Empowering financial literacy in students, \nwe merge interactive gameplay with real-life scenarios to foster a strong \nfoundation in money management and decision-making. Experience our \nunique, engaging game-based approach for a secure financial future.\n10K\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nDiscover the Riches of Financial Literacy Through \nFun and Games! \n→ VISIT WEBSITE\nOpportunity International \nEducation Finance\nGhana\nOpportunity EduFinance mobilises capital for school owners and parents, \nand boosts the capacity of school leaders and teachers. To do this, the \nEduFinance Technical Assistance team works with socially-focused \nfinancial institutions to develop, launch and grow sustainable education \nlending portfolios. We also offer affordable non-state schools a holistic \nthree-year school development program.\n14.6M\nCHILDREN / USERS\n32\nCOUNTRIES\n2012\nYEAR ESTABLISHED\nGetting more children into better schools with \nsocial finance. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 78, "text": "78\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n4.2K\nCHILDREN / USERS\n2\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nPartners in Learning \n(Seekho Sikhao Saathi in Urdu) \nPakistan\nPartners in Learning, a programme by Cities for Children, is a unique \nsolution for vulnerable children at risk of dropout, motivating them to \nenter, stay in, and thrive in school. This participatory programme involves \ntraining older children as champions of education, delivering playful \nearly learning sessions for younger children. It is designed to build key \nsocioemotional skills, promote wellbeing and associate learning with joy.\nHappy memories build resilience for children to \nkeep coping, hoping and learning.\n→ VISIT WEBSITE\n53.5K\nCHILDREN / USERS\n1\nCOUNTRY\n2014\nYEAR ESTABLISHED\nPatio Vivo\nChile\nAt Patio Vivo, we transform school grounds into Learning Landscapes. \nFor learners to acquire 21st century skills, educational spaces in contact \nwith nature that promote the development of physical, cognitive and \nsocio-emotional capabilities, are required. We visualise the schoolground \nas a pedagogical tool, to promote the development of socio-emotional \nskills, such as resilience, dialogue and perseverance, through play. And \nthus make the spaces more inclusive, improving the well-being of \nchildren. These school grounds also encourage outdoor learning and \nclimate resilience in cities, regenerating biodiversity through schools. In \n2019, UNICEF highlighted us as one of the 7 innovative initiatives in early \nchildhood in Latin America and the Caribbean.\nWe transform school grounds, so they promote \nplay, outdoor learning and contact with nature.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 79, "text": "79\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nPROYECTIVIDA\nColombia\nPROYECTIVIDA is a significant experience that seeks to strengthen the \nlife project of students from the Area of ​Technology and Computing and \nICT in general, as well as the STEAM Methodology and innovation that so \nthat Students can leave school with a life plan according to their tastes \nand aptitudes.\nPROYECTIVIDA es una experiencia significativa que busca fortalecer \nel proyecto de vida de los estudiantes a partir del Área de Tecnología \ne Informática y las TIC en general, así como la Metodología STEAM y la \ninnovación que para que los estudiantes puedan salir del colegio con un \nplan de vida acorde a sus gustos y aptitudes.\n1.7K\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nWith ICT I strengthen my life project/Con las TIC \nfortalezco mi proyecto de vida. \n→ VISIT WEBSITE\nProtsahan Girl Champions \nProgram \nIndia\nProtsahan Girl Champions Program aims at care, rehabilitation, healing \nand reintegration of marginalised and disadvantaged girls facing SGBV. It \naddresses gaps in learning and pedagogy from early childhood education \nthrough high school for first generation learners in urban slums through \narts and technology based interventions that result in higher economic \ninclusion through financial and digital literacy.\n90K\nCHILDREN / USERS\n1\nCOUNTRY\n2010\nYEAR ESTABLISHED\nEducate, Elevate, Excel. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 80, "text": "80\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n12K\nCHILDREN / USERS\n2\nCOUNTRIES\n2010\nYEAR ESTABLISHED\nRaster Master 3G Learning \nModel\nIndia\nThe ‘3G learning model,’ ($1 changes 100 lives), educates first-generation \nlearners who in turn educate their parents and grandparents. It breaks the \ncycle of illiteracy and poverty, bridges learning gaps, promoting gender \nequality, empowers women and fosters holistic development. It addresses \neducation of underprivileged children and marginalised communities, \nfosters new gen skills and sustainable development, transforming walls \ninto blackboards and roads into classrooms.\n‘Where there is a Wall there is a Way’ and ‘$1 can \nchange 100 lives’.\n→ VISIT WEBSITE\n1K\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nRead Smart Cinyanja \nZambia\nRead Smart is an innovative project to improve early literacy outcomes \nbased on the use of phonetic charts, illustrating the mouth positions \nassociated with each sound. External literacy assessment data from a \nUSAID-funded Let’s Read Zambia project showed that after two years, \nthe proportion of our third grade students below minimum literacy \nstandards was 3% compared to 30% nationwide.\nRead Smart Cinyanja: A Mouth-Chart Phonics \nProgram to Teach Early Literacy.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 81, "text": "81\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nResolute Education\nSouth Africa\nIn an era where technology is redefining human potential, education \nsystems are failing to equip our youth with crucial skills for the future, \nsuch as resilience, creativity, and problem-solving. We equip educational \ninstitutions to prepare young minds for an unpredictable future through \nfuture-focused subjects like Coding and Robotics.\n150K\nCHILDREN / USERS\n10\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nBuilding Tomorrow’s World in Today’s Schools. \n→ VISIT WEBSITE\nRealLives Simulation Game\nUnited States\nRL immerses players in global life scenarios using authentic data to foster \nempathy and understanding. This game equips players with future-\nready skills by educating them on diverse human experiences and global \nchallenges, aligned with the Sustainable Development Goals (SDGs). It \nencourages global citizenship by allowing players to experience and \nunderstand the realities faced by people and families.\n1M\nCHILDREN / USERS\n8\nCOUNTRIES\n2005\nYEAR ESTABLISHED\nRealLives Simulation brings global stats to life, \ndepicting the experiences and challenges of \npeople. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 82, "text": "82\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n10K\nCHILDREN / USERS\n2\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nRising Tide\nAustria\nGlobal warming persists amidst a lack of awareness and engaging \neducational materials. Existing resources fail to captivate, leaving a gap \nin understanding and action on climate change. Through playing Rising \nTide in three groups, the students learn about the short- and long-term \nconsequences of climate change in just one to two class periods, with \nminimal preparation for teachers necessary.\nConfront the climate crisis through an educational \ngame in a classroom setting.\n→ VISIT WEBSITE\n5K\nCHILDREN / USERS\n6\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nS-Cool Days – \nwellbeing at school\nHungary\nThe tangible, colourful tools of the S-Cool Days program make hidden, \nyet present emotions visible and literally tangible for kids and educators \nas well. Using them regularly in the classroom creates an ecosystem \nwhere supportive behaviour and student wellbeing become the new \nnorm. Behavioural problems almost completely disappear. The remaining \nbecome easily manageable for both children and teachers.\nHow to build a sustainable ecosystem that \ncreates student and teacher wellbeing in schools?\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 83, "text": "83\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSeenaryo\nLebanon\nThe Seenaryo Playkit is a phone app and training which allows teachers \nof 3 - 8 year-olds to deliver their curriculum through play. It contains \nhundreds of games, songs and stories, all linked to curriculum topics. \nOriginally developed for Syrian refugee settings, the Playkit has reached \n4293 teachers and 97,454 children in Lebanon and Jordan, with funds to \nexpand to Palestine this summer.\n97.5K\nCHILDREN / USERS\n3\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nUnleashing the power of play in classrooms to \ndevelop the whole child. \n→ VISIT WEBSITE\nSchool the World’s Accelerated \nLearning Recovery Program\nGuatemala\nLearning loss after the pandemic was extensive. Accelerated Learning \nRecovery is a small group tutoring program adapted to extremely poor \nrural and indigenous communities in Guatemala, Honduras and Panama. \nSchool the World works with students according to their learning level \nto build numerical and reading-writing skills with the goal of reaching \nfunctional literacy after two years of programming.\n7.9K\nCHILDREN / USERS\n3\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nSchool the World Tackling Learning Poverty with \nPlayful Small Group Tutoring in Central America. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 84, "text": "84\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n1.22M\nCHILDREN / USERS\n3\nCOUNTRIES\n2011\nYEAR ESTABLISHED\nShupavu291 SMS e-learning \nplatform\nKenya\nIn Africa, learners with low-income backgrounds face the triple pressures \nof lack of adequate teachers, inadequate textbooks, and scarce revision \nmaterials. Shupavu291 provides these learners with 24-hour-a-day access \nto national curriculum topical lessons, quizzes, revision papers, offline \nWikipedia, and ‘Ask a Teacher’ feature, enabling them to learn anytime, \nfrom anywhere and at their own pace.\nLeveraging readily available technology to unlock \nthe potential of underserved learners in Africa.\n→ VISIT WEBSITE\n349K\nCHILDREN / USERS\n9\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nSkoll EdTech\nIndonesia\nSkolla EdTech is a leading educational technology company partnering \nwith the Indonesian government to revolutionise learning. We offer \ncomprehensive learning solutions, hard, soft, and life skills development \nfor students, teachers, and parents. Powered by advanced technologies \nlike AI, VR, and blockchain, our Omni Learning System delivers an \nintegrated online and offline learning experience.\nNo. 1 Omni Learning Platform.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 85, "text": "85\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nStory Arts\nUnited States\nStory Arts is a curriculum for students ages K through MFA that \nbrings entertainment industry experts into the classroom to teach the \nfundamentals of storytelling. Our ready-to-teach courses are aligned \nwith national standards and equip students with practical skills for future \nacademic and professional success. Story Arts inspire creativity, critical \nthinking, communication, and empathy.\n25K\nCHILDREN / USERS\n9\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nEmpowering the Next Generation of Storytellers. \n→ VISIT WEBSITE\nSpinPoi\nNew Zealand\nSpinPoi is dedicated to improving health and wellbeing through an \nindigenous art called poi, a ball on a cord that is swung in circular patterns \naround your body. SpinPoi is fun, affordable, accessible, and scientifically \nproven to be good for your brain and body.\n10K\nCHILDREN / USERS\n15\nCOUNTRY\n2018\nYEAR ESTABLISHED\nImproving quality of life, one orbit at a time.. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 86, "text": "86\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n567K\nCHILDREN / USERS\n3\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nStudent Vote Colombia | \nVoto Estudiantil\nCanada\nImagine a classroom where elections are not just events in textbooks, but \ndynamic experiences shaping future citizens. That is the power of Voto \nEstudiantil. We are revolutionising civic education by turning real-world \npolitical events into immersive learning opportunities. In our program, \nstudents engage in democracy, learning firsthand about elections, \npolitics, and civic responsibilities.\nEmpowering Students, Strengthening \nDemocracy.\n→ VISIT WEBSITE\n51K\nCHILDREN / USERS\n2\nCOUNTRIES\n2013\nYEAR ESTABLISHED\nStorytelling and Digital \nTechnology for Inclusive \nEducation\nTanzania\nIn Tanzania, where just 2% attain tertiary education, our content—\nanimations, comics, and radio stories—promotes behaviour change to \nbridge education gaps. Tai engages communities, providing relatable \ndigital/print content. Through community dialogues, we empower youth, \nfostering positive change & challenging norms. By striving for community-\nled solutions, we contribute to reshaping our future. Our areas of focus \nare health and wellness, digital literacy, terrablue, and inclusive society.\nTai leverages the power of storytelling and digital \ntechnology to achieve inclusive education.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 87, "text": "87\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nThe B!G Idea\nIreland\nThe B!G Idea is a creative thinking initiative that teaches the world’s \nmost in-demand skills to 15 to 19-year-olds. With the help of hundreds of \nindustry professional mentors, who bridge the gap between education, \nindustry, and society, thousands of students develop solutions to issues \nthey identify as major stressors in their lives using creative thinking skills \nand activating their voices.\n10K\nCHILDREN / USERS\n2\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nBecause one B!G Idea can change our world!. \n→ VISIT WEBSITE\nSystemic Approach: Mindful \nMinutes in Early Childhood \nEducation\nLithuania\nWe stand at the forefront of social-emotional development in early \nchildhood. By implementing our unique curriculum in practice for 14 \nyears, we trace its effectiveness: our students know how to navigate their \nemotional world, set clear boundaries, and communicate confidently and \neffectively. It lays foundations for better academic performance and \nfosters harmonious living within society.\n6K\nCHILDREN / USERS\n1\nCOUNTRY\n2013\nYEAR ESTABLISHED\nSocial-emotional preschool education: raising \na generation of courageous and emphatic \nindividuals. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 88, "text": "88\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n150K\nCHILDREN / USERS\n8\nCOUNTRIES\n2014\nYEAR ESTABLISHED\nThe Happiness Lesson \nIntegrated Programmes\nHungary\nThe Happiness Lessons introduce mental health and positive psychology, \nespecially strategies for increasing the subjective wellbeing in school \neducation through teacher training and a strategically developed \n10-month annual programme. More than 7500 educators and over 1500 \ninstitutions have incorporated the Happiness Lessons into their work \nengaging over 150,000 children and teens between 3 and 20 years olds.\nThe World is Better with You!\n→ VISIT WEBSITE\n250K\nCHILDREN / USERS\n8\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nThe Happiness Project\nPakistan\nThe Happiness Project (THP) is a social and emotional learning programme \ndesigned to help children (aged 6-14) to understand their emotions and \ndevelop strong social connections with others. The programme is made \nup of five different learning modules, focused on connections, kindness, \ngratitude, creativity and movement. THP is delivered in partnership with \nWall’s Ice Cream and Project Everyone.\nHelping children and young people learn about \nhappiness and spread it to others in their \ncommunity.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 89, "text": "89\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nThe Stephanie Alexander \nKitchen Garden Program\nAustralia\nA positive, preventative health and education program supporting cross-\ncurriculum learning and development outcomes including STEM, literacy, \ncultural studies, health, PE and the arts. The program improves school \nengagement and social connection for children, young people, their \nfamilies and communities, enabling them to form positive food, health, \nsustainability, and wellbeing habits for life.\n1M\nCHILDREN / USERS\n1\nCOUNTRY\n2001\nYEAR ESTABLISHED\nWe aim to see children form positive food habits \nfor life, through supporting educators to deliver \npleasurable food education. \n→ VISIT WEBSITE\nThe Inspired Teaching \nApproach\nUnited States\nWith the Inspired Teaching Approach, teachers take on the role of \nInstigators of Thought, rather than merely “deliverers of information.” \nThrough our improvisation-based professional development, they learn \nto center their instruction on our 4 I’s and 5 Core Elements, creating \nclassrooms where students are authentically engaged, joyfully motivated, \nand active participants in their learning.\n1.25M\nCHILDREN / USERS\n32\nCOUNTRIES\n1995\nYEAR ESTABLISHED\nEvery child and teacher should love school. The \nInspired Teaching Approach makes that possible. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 90, "text": "90\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n6K\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nThe Village That Reads!\nKenya\nIt’s not enough to have books. Kenya Connect’s library program \nincorporates various strategies to build a culture of reading. Our “Magic \nSchool Bus” and “Reading Rover Truck” roll into school yards bringing \nbooks for library check-out. Fun Book Enrichment Days, LitClubs, The \nReading Challenge, Literacy Teacher professional development, and \nLitMoms are components of our comprehensive program.\nKenya Connect is building a culture of readers \nthrough our multi-layered library program in rural \nKenya.\n→ VISIT WEBSITE\n500K\nCHILDREN / USERS\n19\nCOUNTRIES\n2010\nYEAR ESTABLISHED\nThe Zones of Regulation, Inc.\nUnited States\nFeelings come in different intensities and are unique within our brains \nand bodies. To make them easier to understand, The Zones of Regulation \norganises feelings, states of alertness, and energy levels into four coloured \nZones – Blue, Green, Yellow, and Red. This simple, common language and \nvisual structure helps make the complex skill of regulation more concrete \nfor learners.\nA simple approach to understanding, \ncommunicating, and regulating our feelings.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 91, "text": "91\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nTicTacLearn (TTL)\nIndia\nIndia’s linguistic and socio-economic diversity poses challenges in ensuring \nequitable access to quality education. Our innovation, TicTacLearn, \nattempts to bridge this gap, by offering access to high-quality learning \nresources in six Indian languages at no cost. With 14,000 meticulously \ncrafted videos and aligned assessments in Hindi, English, Marathi, Gujarati, \nOdia, Telugu and Tamil, TicTacLearn caters to the medium of instruction of \nover 200 million school students in India. Since its inception, TicTacLearn \nhas reached 50 million students and gained 300 million views via YouTube \nand Government of India’s DIKSHA platform.\n50M\nCHILDREN / USERS\n1\nCOUNTRY\n2019\nYEAR ESTABLISHED\nMaking learning accessible to all \n→ VISIT WEBSITE\nThink-Out-of-The-Box\nIndia\nIn regions like India, K-12 computing education faces barriers like cost, \ndevice scarcity, and inaccessible labs, limiting future skill development. \nThink-Out-of-The-Box is a $10 creative maker box facilitating PS and \ncreativity, making it the most affordable computing kit globally. It \nstrives to democratise 21st-century skills, ensuring access for every child \nirrespective of socioeconomic status.\n10.4K\nCHILDREN / USERS\n2\nCOUNTRY\n2022\nYEAR ESTABLISHED\nA Creative Computing Tool For All. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 92, "text": "92\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n40K\nCHILDREN / USERS\n9\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nTOY for Inclusion Play Hubs\nNetherlands\nTOY for Inclusion aims to improve the transition experience of vulnerable \nchildren, especially those with a Roma, minority or migrant background, \nto schools. It does so by creating community-based ECEC Play Hubs, \nwhere relationships between young children and families from different \nbackgrounds are built. There are 37 Play Hubs and 3 Mobile Play Hubs in \n9 European countries.\nSocial inclusion begins with young children’s \neagerness to play together.\n→ VISIT WEBSITE\n1.5K\nCHILDREN / USERS\n1\nCOUNTRY\n2019\nYEAR ESTABLISHED\nTransformative Training for \nLiteracy Proficiency\nZambia\nThe innovation empowers disadvantaged, vulnerable and marginalised \nchildren (aged 11-14), youths and adults to access technologically enhanced \nquality education for improved educational (e.g. academic performance) \nand life (e.g. success, wellbeing and social life) outcomes. Using discovery \nbased learning and guided instructions, beneficiaries acquire essential \nknowledge and skills.\nSkilling children, youths and adults for better \neducational and life outcomes.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 93, "text": "93\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nUsing Play to Better our World\nIndia\nMany children in India lack access to safe and stimulating play opportunities, \nhindering their development. Research shows that lack of playfulness and \njoyfulness in childhood ecosystems, disrupts developmental milestones \nfor children and risks maladjusted adulthood. The Opentree Foundation \nis committed to building critical life skills in at-risk children through our \nConscious Play™ approach.\n77K\nCHILDREN / USERS\n1\nCOUNTRY\n2004\nYEAR ESTABLISHED\nFor every child to achieve their full potential. \n→ VISIT WEBSITE\nUdhyam Shiksha\nIndia\nAs the youngest country with just 10% formal employment, a radical \nshift in mindsets is needed to realise youth potential. Our programme \ndevelops entrepreneurial mindsets using experiential pedagogy and real-\nworld projects, facilitated by government school teachers in resource-\nconstrained environments. Through this journey, students build \ntransformative agency and learn to thrive in complexities.\n2.5M\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nUnlocking student agency and human potential. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 94, "text": "94\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n2.4M\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nVirtual Parent Teachers \nMeeting Week\nIndia\nGlobally, 1.6 billion children are at risk of dropping out of school. Students \nfrom public schools face this adversely due to low-income backgrounds. \nParents and teachers do not know how to support children. Virtual PTMs \nis a state-led initiative aimed at setting up a recurring space for parents, \nteachers and students to develop strong partnerships towards improving \nstudent outcomes.\nParent voices guiding the state.\n→ VISIT WEBSITE\n250K\nCHILDREN / USERS\n20\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nWisdom: \nThe World of Emotions\nUnited States\nChildren struggle daily with difficult emotions like anxiety, anger, and \nsadness. That is why we created Wisdom: The World of Emotions, the \nworld’s first game-based social emotional learning app for kids ages 4 to \n8. Through interactive games, Augmented Reality exercises, and real life \npractice activities, kids have fun learning how to identify their feelings \nand use healthy coping strategies.\nSocial Emotional Learning through Play.\n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 95, "text": "95\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nWoW: Wheels of Wisdom\nBangladesh\nIntroducing ‘WoW - Wheels of Wisdom’: A mobile library and internet \nhotspot initiative empowering underprivileged children in Bangladesh. \nBridging the digital and educational divide, we bring books and \nconnectivity directly to their doorstep, ensuring access to knowledge \nand learning opportunities for a brighter future. Join us in driving positive \nchange, one page and one connection at a time.\n16K\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nBridging the Gap: Mobile Library and Internet \nHotspot Empowering Underserved Children in \nBangladesh.\n→ VISIT WEBSITE\nWOOF\nDenmark\nWOOF addresses the urgent need for student wellbeing by empowering \nteachers to create inclusive classrooms. Our unique digital solution \ncombines real-time data insights and student-driven approaches, \nfostering tangible positive change. As a highly scalable SaaS-platform \nwith tangible impact on student wellbeing, WOOF is ready to impact \nmillions of children and change the way we work with wellbeing.\n50K\nCHILDREN / USERS\n4\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nWOOF: Empowering Students, Empowering \nTeachers – one WOOF at a time. \n→ VISIT WEBSITE\n" }, { "year": 2025, "page": 96, "text": "96\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n1.  Ramya Vivekanandan, “Integrating 21st century skills into education systems: From rhetoric to \nreality,” Brookings Commentary, February 14, 2019, https://www.brookings.edu/articles/integrating-\n21st-century-skills-into-education-systems-from-rhetoric-to-reality.\n2.  Times Higher Education Staff, “How Will Universities Across the Globe Fare in the ‘Year \nof Elections’?”Inside Higher Ed, January 25, 2024, https://www.insidehighered.com/news/\nglobal/2024/01/25/how-will-universities-fare-2024s-year-elections; Visual Capitalist, “Mapped: 2024 \nGlobal Elections by Country,” https://www.voronoiapp.com/Politics/Mapped:-2024-Global-Elections-\nby-Country-735; The New York Times, “International Elections 2024: What You Need to Know,” March \n21, 2024, https://www.nytimes.com/interactive/2024/world/international-elections-2024.html.\n3.  Ina Liem, “Same, same, but different: What to Expect from Indonesia’s New Government,” Acumen \nEducation, April 4, 2024, https://acumen.education/same-same-but-different-what-to-expect-\nfrom-indonesias-new-government; Nurhadi Hafman, “Could liberating education be the solution \nto Indonesia’s democratic backsliding?,” East Asia Forum, June 20, 2024, https://eastasiaforum.\norg/2024/06/20/could-liberating-education-be-the-solution-to-indonesias-democratic-backsliding.\n4.  Abishek Nair, “India’s education sector braces for change as Modi wins third term,” The PIE \nNetwork, June 7, 2024, https://thepienews.com/indias-education-sector-braces-for-change-as-modi-\nwins-third-term.\n5.  Rachel M. Perera, Jon Valant, and Katharine Meyer, “Project 2025 and education: A lot of bad \nideas, some more actionable than others,” Brookings Commentary, August 12, 2024, https://www.\nbrookings.edu/articles/project-2025-and-education-a-lot-of-bad-ideas-some-more-actionable-\nthan-others; Libby Stanford, “What We Know About Kamala Harris’ Education Record,” Education \nWeek, July 21, 2024, https://www.edweek.org/policy-politics/what-we-know-about-kamala-\nharris-education-record/2024/07; The White House, “FACT SHEET: Biden-Harris Administration \nAnnounces Improving Student Achievement Agenda in 2024,” The White House Briefing Room \nStatements and Releases, January 17, 2024, https://www.whitehouse.gov/briefing-room/statements-\nreleases/2024/01/17/fact-sheet-biden-harris-administration-announces-improving-student-\nachievement-agenda-in-2024.\n6.  HundrED, “Looking forward - AI in Education,” facilitated by Stephen Noonoo, HundrED \nInnovation Summit 2023, posted November 7, 2023, by HundrED, YouTube 00:37:54, https://www.\nyoutube.com/watch?v=2FeE9GX-WKQ.\nEndnotes\n7.  Zuheir N. Khlaif and Soheil Salha, “Using TikTok in Education: A Form of Micro-learning or \nNano-learning?,” Interdisciplinary Journal of Virtual Learning in Medical Sciences, 12, no. 3 (2021): \n213-218, http://dx.doi.org/10.30476/ijvlms.2021.90211.1087; A. D. Samala, L., D. Bekiroglu, and R. \nWatrianthos, “Microlearning: transforming Education with Bite-Sized Learning on the Go–Insights \nand Applications,” International Journal of Interactive Mobile Technologies, 17, no.21 (2023):4-24, \nhttp://dx.doi.org/10.3991/ijim.v17i21.42951; Kristina Söderberg, “What’s the Deal with Microlearning?,” \nMarch 4, 2023, PDF, https://www.diva-portal.org/smash/get/diva2:1744733/FULLTEXT01.pdf; Rene \nCorbeil and Maria Elena Corbeil, “Microlearning: The ‘OG’ or Hot New Trend?,” Educause Review, \nAugust 2, 2023, https://er.educause.edu/articles/2023/8/microlearning-the-og-or-hot-new-trend.\n8.  Project FUEL, HundrED Hall of Fame innovator survey response, 2024.\n9.  Inter-agency Network for Education in Emergencies, “Teacher Wellbeing,” Resource Collections, \naccessed October 16, 2024, https://inee.org/collections/teacher-wellbeing; Sinéad Mc Brearty, \n“Teacher wellbeing - a global challenge,” Education International, October 10, 2023, https://www.ei-ie.\norg/en/item/28077:teacher-wellbeing-a-global-challenge.\n10.  Learning about Ecosystems and Forests (LEAF), HundrED Hall of Fame innovator survey \nresponse, 2024.\n" }, { "year": 2025, "page": 97, "text": "97\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nReferences\nAshar, Lina. “The new millennium revolution: Home-schooling and micro-schooling.” The Times of \nIndia, April 22, 2023. https://timesofindia.indiatimes.com/blogs/voices/the-new-millennium-\nrevolution-home-schooling-and-micro-schooling/\nBedrick, Jason and Matthew Ladner. “Let’s Get Small: Microschools, Pandemic Pods, and the Future \nof Education in America.” The Heritage Foundation Backgrounder, No. 3540, 2020. https://files.\neric.ed.gov/fulltext/ED609716.pdf.\nCorbeil, Rene and Maria Elena Corbeil, “Microlearning: The ‘OG’ or Hot New Trend?” Educause Review, \nAugust 2, 2023. https://er.educause.edu/articles/2023/8/microlearning-the-og-or-hot-new-\ntrend \nHafman, Nurhadi. “Could liberating education be the solution to Indonesia’s democratic backsliding?” \nEast Asia Forum, June 20, 2024. https://eastasiaforum.org/2024/06/20/could-liberating-\neducation-be-the-solution-to-indonesias-democratic-backsliding.\nHundrED, “Looking forward - AI in Education.” Facilitated by Stephen Nono. HundrED Innovation \nSummit 2023, November 2, 2023. Posted November 7, 2023, by HundrED. YouTube, 00:37:54. \nhttps://www.youtube.com/watch?v=2FeE9GX-WKQ. \nInter-agency Network for Education in Emergencies. “Teacher Wellbeing.” Resource Collections. \nAccessed October 16, 2024. https://inee.org/collections/teacher-wellbeing. \nKhlaif, Zuheir N. and Soheil Salha. “Using TikTok in Education: A Form of Micro-learning or Nano-\nlearning?” Interdisciplinary Journal of Virtual Learning in Medical Sciences 12, no. 3 (2021): 213-218. \nhttp://dx.doi.org/10.30476/ijvlms.2021.90211.1087.\nLiem, Ina. “Same, same, but different: What to Expect from Indonesia’s New Government.” Acumen \nEducation, April 4, 2024. https://acumen.education/same-same-but-different-what-to-expect-\nfrom-indonesias-new-government.\nMc Brearty, Sinéad. “Teacher wellbeing - a global challenge.” Education International, October 10, \n2023. https://www.ei-ie.org/en/item/28077:teacher-wellbeing-a-global-challenge. \nMcDonald, Kerry. “Micro-School Network Expands Learning Options.” Forbes, October 21, 2019. \nhttps://www.forbes.com/sites/kerrymcdonald/2019/10/21/micro-school-network-expands-\nlearning-options.\nMeckler, Laura. “For many home-schoolers, parents are no longer doing the teaching.” \nThe Washington Post, August 17, 2023. https://www.washingtonpost.com/education/\ninteractive/2023/homeschooling-microschools-pods-esa-vouchers/.\nNair, Abishek. “India’s education sector braces for change as Modi wins third term.” The PIE Network, \nJune 7, 2024. https://thepienews.com/indias-education-sector-braces-for-change-as-modi-wins-\nthird-term.\nPerera, Rachel M., Jon Valant, and Katharine Meyer. “Project 2025 and education: A lot of bad ideas, \nsome more actionable than others.” Brookings Commentary, August 12, 2024. https://www.\nbrookings.edu/articles/project-2025-and-education-a-lot-of-bad-ideas-some-more-actionable-\nthan-others.\nSamala, A. D., L. D. Bekiroglu, and R. Watrianthos. “Microlearning: Transforming Education with Bite-\nSized Learning on the Go–Insights and Applications.” International Journal of Interactive Mobile \nTechnologies 17, no. 21 (2023): 4-24. http://dx.doi.org/10.3991/ijim.v17i21.42951.\nStanford, Libby. “What We Know About Kamala Harris’ Education Record.” Education Week, July 21, \n2024. https://www.edweek.org/policy-politics/what-we-know-about-kamala-harris-education-\nrecord/2024/07. \nSöderberg, Kristina. What’s the Deal with Microlearning? RISE, 2023. PDF https://www.diva-portal.\norg/smash/get/diva2:1744733/FULLTEXT01.pdf.\nThe New York Times. “International Elections 2024: What You Need to Know,” The New York Times, \nMarch 21, 2024. https://www.nytimes.com/interactive/2024/world/international-elections-2024.\nhtml. \n​The White House. “FACT SHEET: Biden-Harris Administration Announces Improving Student \nAchievement Agenda in 2024.” The White House Briefing Room Statements and Releases, \nJanuary 17, 2024. https://www.whitehouse.gov/briefing-room/statements-releases/2024/01/17/\nfact-sheet-biden-harris-administration-announces-improving-student-achievement-agenda-\nin-2024.\nTimes Higher Education Staff. “How Will Universities Across the Globe Fare in the ‘Year of Elections’?” \nInside Higher Ed, January 25, 2024. https://www.insidehighered.com/news/global/2024/01/25/\nhow-will-universities-fare-2024s-year-elections. \nUNESCO. “Teaching and Learning,” in Global Education Monitoring Report 2023 Technology \nin education: A Tool on Whose Terms? United Nations Educational, Scientific and Cultural \nOrganization, 2023. PDF. https://unesdoc.unesco.org/ark:/48223/pf0000385723/PDF/385723eng.\npdf.multi.page=101. \nVisual Capitalist, “Mapped: 2024 Global Elections by Country.” Voronoi, February 27, 2024. https://\nwww.voronoiapp.com/Politics/Mapped:-2024-Global-Elections-by-Country-735.\n" }, { "year": 2025, "page": 98, "text": "98\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nAppendix A: Categories\nIn previous years, HundrED has encouraged innovators to create their \nown or select from a list of featured or predefined categories. To \nstreamline information for our trend analysis, we have requested for \nthe 2025 Collection submission period that all innovations select up to \neight categories, or “Keywords” within four classifications: Focus, Skills, \nMethods, and Tools. Below we list all the Keywords available, noting that \ninnovations for which pages were created prior to our revision process \nmay have selected more than eight keywords and/or created custom \ncategories. Subcategories in bold text indicate the ones that were \nselected by Global Collection 2025 innovators.\nFOCUS\nAccess to Education\nBilingual Education\nBoys Education\nBullying prevention\nChild Protection\nChildren’s rights\nClimate education\nCurriculum\nDigital Divide\nDisplaced Children\nDiversity Inclusion\nEarly Childhood\nEducation in \nEmergencies\nEducational Equity\nEnvironmental \nEducation\nGender Responsive \nEducation\nGirls Education\nGlobal Citizenship\nHealth\nInclusive Education\nLearning environment\nLGBTQIA+\nLow Resource\nMental Health\nMigrants\nMulticulturalism\nMultilingual \nEducation\nNature\nNeurodiversity\nNutrition\nOut of School \nChildren\nPeace Education\nPhysical Education\nPhysical Health\nPoverty\nRacial Equality\nRefugees\nRespectful \nrelationships\nRural Education\nSchool Leadership\nScience\nSex and Relationships\nSocial Justice\nSpecial educational \nneeds and disabilities\nSTEM Education\nStudent Voice and \nAgency\nSustainability\nSustainable \nDevelopment Goals \nSDGs\nTeacher Agency\nTeacher Professional \nDevelopment\nTeacher Training\nVocational Education\nWellbeing\nYouth-led Innovation\nMETHOD\nAfter School \nPrograms\nArts Integration\nAssessment\nBlended Learning\nCLIL (Content \nLanguage Integrated \nLearning)\nCollaborative \nLearning\nCommunity \nPartnerships\nDramatic Arts\nEdTech\nFlipped Classroom\nFormative \nAssessment\nGamification\nHomeschooling\nInquiry-based \nlearning\nMaker Education\nMedium of \nInstruction\nMobile Learning\nMulti-disciplinary \nlearning\nOnline platforms\nOpen resource \nplatforms\nPeer Learning\nPersonalised \nLearning\nPlay\nProject Based \nLearning\nReal World Learning\nRemote Learning\nRole-Play\nSelf-assessment\nStorytelling\nStudent Mentoring\nStudent-Led\nTech-Based Learning\nTheater\nWhole-School \nModels\n" }, { "year": 2025, "page": 99, "text": "99\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSKILL\n21st Century Skills\nArchitecture\nCareer Skills\nCivics\nCoding\nCommunication\nCompassion\nComputer \nprogramming\nCreative Thinking\nCritical Thinking\nDance\nDesign Thinking\nDigital Skills\nDrama\nElectronics\nEmpathy\nEntrepreneurship\nFinancial skills\nFoundational Skills\nInterdisciplinary\nInterpersonal Skills\nLanguage Learning\nLeadership\nLife Skills\nLiteracy\nMathematics\nMedia Literacy\nMindfulness\nMultilingualism\nMusic\nNumeracy\nPoetry\nPublic Speaking\nResilience\nRobotics\nSEL (Social and \nEmotional Learning)\nSelf-esteem\nSkills Training\nSocial Skills\nTechnical Skills\nVisual Arts\nWorkplace Skills\nWritten and Spoken \nArts\nTOOL\nArtificial Intelligence\nAugmented Reality\nBooks\nCrafting Materials\nDigital Programmes\nGames\nNetworks\nPlayground\nRadio\nScratch\nSustainable \nResources\nVirtual Reality\n" }, { "year": 2025, "page": 100, "text": "100\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nAppendix B: Methodology\n•\t\nIMPACT: Evaluated as a valuable improvement within the \ninnovation’s context; measured by innovators via different forms of \nevidence, including numbers of children reached and data reflecting \nthe innovation’s effect on its target group. All innovations must have \nat least one year of being implemented with their intended users. \n•\t\nSCALABILITY: Either the innovation is actively expanding to other \ncontexts (regionally or globally) or has the potential for a high degree \nof transferability for others to adopt its practice/technology.\n•\t\nEVIDENCE BASED: Supportive evidence could include submitted \ninternal or external impact and research reports, external media, \nawards, internal videos, reviews, and anecdotal evidence. All forms \nof evidence will be triangulated and a holistic view of the evidence \nis considered in relation to the resource capability and size of the \ninnovation. Additionally, HundrED’s Ambassador community of over \n1000 stakeholders in education in more than 100 countries (and \ngrowing) may provide first hand perspectives to confirm or refute \nthe claims being made. \nTHE SELECTION PROCESS\nInspired by Everett M. Rogers’ classic book Diffusion of Innovations, we \nuse the following definition for innovation in education:\n“Innovation in education can be defined as meaningful improvements \nconsidered within the place of implementation to a new or modified \npractice and/or technology that supports any part of the educational \necosystem (for example, skills, teachers, assessment, environment and/\nor systems, and leadership).”\nTo progress through each phase, all innovations must have shown \nevidence of impact and scalability by the reviewers using the following \ndefinitions:\n" }, { "year": 2025, "page": 101, "text": "101\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHundrED has a growing database of \nover 3000 published innovations. \nDuring the yearly global call for \nsubmissions, new innovations are \nadded through recommendations \nby our community and targeted \nsearches by the HundrED Research \nTeam based on current trends in \neducation. \nBased on HundrED’s Standards \nof Evidence and using a Holistic \nEvaluative Score, the Research Team \nthoroughly reviews each submitted \ninnovation for its impact, scalability, \nand innovativeness. The curated \nshortlist of innovations will be \nreviewed in the next phase. \nEach year, hundreds of stakeholders \nin education, including educators, \ninnovators, experts, leaders, and \nstudents, are recruited globally to \nform a HundrED Academy which \nevaluates the shortlisted innovations \nand makes recommendations \ntowards the final selection. \nThe reviews by the Academy \nare thoroughly assessed by the \nResearch Team members during \nstructured workshops in which they \naim to make a geographically and \nthematically balanced representation \nof innovations for the final selection.\nPHASE 1: \nSEARCH AND SUBMISSIONS\nPHASE 2: \nSHORTLIST\nPHASE 3: \nACADEMY REVIEW\nPHASE 4: \nFINAL \nSELECTION \nWORKSHOPS\nThis selection cycle, the Research \nTeam has, based on annual internal \nreview, revised and improved its \nmethodology. While the general \nprocess remains unchanged, our \nrubrics (Standards of Evidence and \nHolistic Evaluative Grade) were \nupdated to increase clarity for both \nthe internal and Academy review.\nFigure 8. How HundrED identifies and selects \ninnovations for the Global Collection.\n" }, { "year": 2025, "page": 102, "text": "102\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nPHASE 1: DISCOVERY\nThe first phase involves the Research Team’s search for leading innovations \nwhich is supported by HundrED’s Global Community. The main areas of \nactivity for HundrED’s Research Team are outlined in Figure 9.\nDiscovery activities by the HundrED Research Team include:\n•\t\nconducting targeted outreach and personalised applicant support to \npotential submissions;\n•\t\nmobilisation of the HundrED Community, who serve as our local eyes \nand ears on the ground. They recommend and report education best \npractices and solutions, especially in locations that are difficult to \naccess, such as rural schools and regions with limited connectivity.;\n•\t\nattending major education events and conferences, monitoring high \nprofile innovation competitions from around the world, speaking \nwith experts in and out of education, and studying academic and \nnon-academic texts such as peer-reviewed journals and blogs; and \n•\t\nhighlighting innovations from previous years’ Global Collections and \nSpotlights that are thematically relevant and regionally balancing. \nSome of these previously selected innovations are added to the pool \nto be reviewed along with the new applications. \nFigure 9: ​Identification Activities by the HundrEd Research Team.\ni. \nConducting \ntargeted outreach\nPHASE 1\nIdentification \nActivities\nby the HundrED \nResearch Team\nii. \nConsulting our \nrapidly growing \nglobal education \ncommunity of \nAmbassadors, \nCommunity Leads, and \nAcademy Members from \nover 100 countries\niii. \nFormal identification \nchannels\niv. \nNon-formal \nidentification \nchannels\n" }, { "year": 2025, "page": 103, "text": "103\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSTRENGTH OF EVIDENCE\nImpact\nMeasurable change/improvement \nwithin the context for at least 1-year.\nScalability\nActively expanding to other contexts or \nhigh potential of transferability. \nLEVEL \n5\nVERY HIGH – An independent source verifies the \ndemonstrated measurable improvement.\nExample: They provide data from independent research evaluations in \ncollaboration with Universities, Research Institutes or organisations that conduct \nexternal impact evaluations.\nLARGER SCALE IMPLEMENTATION – An independent source or sources \nverify the initiative has been implemented by others on a larger scale.\nExample: They provide data from independent research evaluations in collaboration with \nUniversities, Research Institutes or organisations that conduct external impact evaluations in \nseveral contexts. \nLEVEL \n4\nHIGH – An internal study provides evidence of the large \nmeasurable improvement. \nExample: They can demonstrate research analysis of the data and evidence \nthey have collected in the form of Innovations’ Impact reports, annual reports, \npresentations, and powerpoints.\nIMPLEMENTED ELSEWHERE – The initiative can be implemented in \nmore than one setting and/or with different groups with at least the \nsame impact. Documentation supports implementation.\nExample: The innovation has been implemented in more than one school, district, region or country \nand it provides documentation that supports implementation (user manuals, curriculum materials, \nreplication models, teacher training materials). \nLEVEL \n3\nMODERATE – A reasonable explanation describes the \ninitiative and supports attribution of a measurable change, \nbut they cannot prove they have caused it.\nExample: Innovation page includes data that shows improvement (social media \nposts, video content, testimonials), but they cannot prove they have caused it.\nWELL DOCUMENTED – Documentation exists about how the \ninitiative is implemented and is comprehensive enough to enable \nimplementation with different groups or in other settings.\nExample: The innovation provides documentation on how this innovation has been implemented \nin one context. It includes user manuals, curriculum materials and replication models, as well as it \nintegrates teacher training as a process for consistent replication.\nLEVEL \n2\nLOW – A logical plan describes the initiative and its \nobjectives, target and outcomes.\nExample: Innovation page and website convincingly describes what the initiative \ndoes and why it matters.\nCOULD WORK – Documentation describing the implementation of the \ninitiative in one setting exists.\nExample: A reasonable explanation describes how the innovation is implemented in practice. \nLEVEL \n1\nUNKNOWN – The design of the initiative or the quality of \nthe data is not sufficient to measure impact.\nExample: Innovation page or website does not include enough information to \nmeasure impact. \nUNKNOWN – Insufficient documentation exists on the initiative. \nExample: Innovation page or website does not include enough information of how the initiative is \nimplemented in practice. \n" }, { "year": 2025, "page": 104, "text": "104\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nHUNDRED’S HOLISTIC \nEVALUATIVE GRADE: \nHolistic grade given based \non HundrED’s experience \nfrom previous Spotlights and \nGlobal Collections of the three \nindicator definitions and their \nrelative weights to the right.\nIMPACT, SCORE 1-100 (40% \nWEIGHTING): \nImplemented for at least one \nyear. Claimed impact clearly \narticulates \na \nmeaningful \nimprovement above the status \nquo for the context(s).\nSCALABILITY, \nSCORE \n1-100 \n(40% WEIGHTING): \nThe \ninnovation \nclearly \narticulates how the innovation \nis scaling and could be scaled to \nmore contexts. “Contexts” are \ndefined as countries, regions, \ncities, or areas, as well as types \nof users, backgrounds, and \nages.\nINNOVATIVENESS, \nSCORE \n1-100 (20% WEIGHTING): \nThe innovation is a new or \nmodified \nsolution \nput \ninto \npractice and not simply a \nrepackaging of existing idea(s).\nPHASE 2: SHORTLIST\nIn this phase, the HundrED Research Team thoroughly reviews each \ninnovation’s application for impact, scalability, and innovativeness using \nthe following standards of evidence: This year 244 were shortlisted for \nthe next phase of the review process.\nTo be selected for the shortlist, each innovation must have shown \nevidence for impact and scalability using the aforementioned definitions. \nThe Research Team’s Phase 2 evaluations are based on the existence of \nthe above types of evidence, not the quality of evidence presented on the \nHundrED Innovation Page.\nPHASE 3: ACADEMY REVIEW \nWe believe that a diversity of experienced perspectives from a wide \nrange of contexts is fundamentally vital to our selection process. \nHundrED’s crowdsourcing method of finding Academy members \nis refined by a vetting and selection process that ensures potential \nmembers support HundrED’s mission to help every child flourish in life. \nHundrED Research Team also tries to maintain a range of experienced \nstakeholders in education who can offer valuable perspectives on \neducation innovation across the world.\nThis year, the Academy consisted of 246 members from over 60 countries \nand included educators, academics, innovators, experts, students \nand leaders in education. They reviewed the innovations over a two-\nweek period in June 2024 and extended their wealth of knowledge and \nexpertise on a global and local scale to identify the most impactful and \nscalable innovations featured in the collection. Refer to Appendix C for the \nfull list of the Academy and Junior Academy Members. \nFigure 10: HundrED’s review tool.\n" }, { "year": 2025, "page": 105, "text": "105\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSTEP 1: During an innovation review, the factors of impact and scalability, \nscored 1-100, are plotted on a graph by each Academy member using \nHundrED’s review tool. Innovations that have a majority of scores in the \ntop right of the plot tool are considered as highly impactful and highly \nscalable. This step provides quantitative data to measure the average \nscore of impact and scalability for every innovation. \nSTEP 2: Each reviewer also provides specific comments about each \ninnovation that explain their quantitative score This qualitative data helps \nus to understand how impactful and scalable an innovation would be \nif implemented in each Academy member’s context, as well as to make \nsense of their evaluation. \nFigure 11: Academy Member review plots for the Global Collection shortlisted innovations.\nThis year, shortlisted innovations were divided into fourteen batches with \nbalanced representation of themes and geographic locations and were \nevaluated by at least fourteen Academy members. The plots diagrams \nrepresent the total of 4,136 reviews made by the Academy. \nPHASE 4 - SELECTION WORKSHOPS\nIn Phase 4, the HundrED Research Team participates in a structured \nworkshop to select the innovations to be highlighted in this collection. In \nthe workshop, we consider the Academy reviews while aiming to cover a \ndiverse range of: (a) effective pedagogies in education, (b) age levels, (c) \ntarget groups, and (d) educational contexts and geographical spread.The \nmain challenge in this phase is achieving a balance of approaches and \ncontexts for a comprehensive final collection.\nLIMITATIONS \nThe methodology of this study has several limitations, but this year, we \nfocus on two key factors. \nOne factor is the automatic inclusion of innovations that have applied \nto the Spotlights that HundrED has conducted this year. Of course, this \ndoes not lessen the impressive impact or scalability of the collection, \nbut it could skew the focus of the submissions pool, and potentially the \noverall trends within the collection. Readers might also question the \ninfluence of HundrED itself on the trends it reports. Similarly, each year \nin this report HundrED calls for submissions from particular areas of the \neducation ecosystem based on global indicators. Still, these solicitations \nare necessary, and positive response indicates that innovators agree.\nThe second limiting factor requiring attention is the nature of the \nHundrED platform itself. Requiring applications for the Global Collection \nin the form of online innovation pages excludes some of those regions \nand populations whose work could be really transformative if given \nmore visibility. While the HundrED pages are a free service, creating one \nand applying to the collections requires access to a device and internet \nconnection. In some cases, although an innovator may have access to a \nmobile device, creating a page and updating it can be challenging without \nthe use of a laptop with a larger screen and keyboard.\nHundrED Research Team continues to be mindful of its own influence \nas well as the barriers that prevent innovators from submitting, and is \nworking towards finding solutions that will remove these limitations.\n" }, { "year": 2025, "page": 106, "text": "106\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n" }, { "year": 2025, "page": 107, "text": "107\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nAppendix B: \nAcademy Member List\nThe expertise of our 2024 Global Collection Academy members was \nessential to curating this set of 100 outstanding educational innovations. \nWe are grateful for their time, effort, and volunteerism. Academy \nMembers who have reviewed for three or more Global Collections are \nconferred the special status of Distinguished Academy member, and are \nhighlighted at the end of this section.\nName\nCountry \nPosition\nOrganisation\nA.J. Ernst*\nUnited States\nDirector\nSocial Impact Education\nAaron Kirunda*\nAishworya Shrestha*\nNepal\nFounder\nAntardhoni Nepal\nAlbus D. Hoang*\nVietnam\nDirector General\nSky-Line Education\nAlejandra Ycaza*\nEcuador\nLeader of Institutional Development\nFundación Reimagina\nAlessia Zucchetti*\nUruguay\nResearch and Cooperation Projects Coordinator\nLACNIC\nAli Mansour*\nIran\nEdTech Founder/Researcher\nLiveBook\nAllan Kjaer Andersen*\nIndia\nDirector\nChaman Bhartiya School\nAlvi Ahmed*\nBangladesh\nCo-founder\nMathTronics\nAna Luisa Vázquez Bórquez*\nMéxico\nHead of Academics, English Faculty\nInstituto Simón Bolívar de Popocatéptel\nAnaggha Nethra\nIndia\nAnagha Krishna Prasad*\nDenmark\nHundrED Youth Ambassador, 2023\nAnamaria Sukhitashvili*\nGeorgia\nLearning Experience Designer\nLearning Lab\nAnastasiia Bashmachenkova*\nUkraine\nStudent\nAndrea Buffara*\nBrazil\nCOO Gamut Education, Co-Founder Rio Learning \nStudio\nGamut Education\nAndrea Campaña Guevara\nEcuador\nEducational Consultant\nAPCounsulting\nAndrew Reeve*\nUnited Kingdom\nDirector of Studies\nWinchester College\nAndy McLaughlin*\nScotland, United Kingdom\nLecturer in Education\nUniversity of Aberdeen\nAngel Georgiev*\nBulgaria\nFounder and CEO\nSindeo Academy\nAngel Jesús Tello Vargas*\nPeru\nContent creator\nCOAR\nAnoop Erakkil*\nIndia\nFounder\nBeyondEdu Ventures\nAnoushka Gupta*\nIndia\nResearch Lead\nProject DEFY\nAnthony M. Yadao*\nPhilippines\nSHS Math Teacher\nPinili National High School\nAnuja Kadam*\nIndia\nConsultant\nThe Bridgespan Group\n*Indicates Academy Members who reviewed over 20 innovations for the 2024 Collection, or who\nhave completed 80% or more of their assigned innovations. \n" }, { "year": 2025, "page": 108, "text": "108\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nAnupam Sharma*\nIndia\nSenior Incharge\nIndirapuram Public School Indirapuram\nArgy Nestor*\nUSA\nEducator, Connector, Blogger\nArun Kapur*\nBhutan\nDirector\nDruk Gyalpo's Institute\nBen Gross*\nUSA\nHistory Teacher\nOak Mountain Academy\nBen Johnson*\nCanada\nTeaching/Research Assistant and Graduate Student\nBrock University\nBenedicta Neysa Nathania\nBhavani Arumugham*\nIndia\nEducationist\nBianca Peel*\nScotland\nLearning Designer/ Creative Therapist\nBianca Peel Consultancy and Education/ NitA\nBushra Yousaf\nPakistan\nAssistant Manager Academics\nThe Educators - A project of Beaconhouse\nCanan Kaçar*\nTürkiye\nEducator | Architect\nTURMEPA\nCarl Kervin M Sapungan*\nPhilippines\nSchool Head\nDeped Panluan Hagan Mangyan High School\nCarlos Eduardo Atalluz Ganoza\nPeru\nAdvisor\nCarrie Lau*\nUnited Kingdom\nCarolina Gutierrez Arrieta*\nArgentina\nInstructional Designer, Early childhood Educator, \nTeacher, Educational Manager\nREDES NGO\nCelia Gueto Melo*\nSpain\nEducation Program Manager\nNous Cims Foundation\nCeren Çağlıyurt*\nTürkiye\nChaea Lee*\nUnited Arab Emirates\nChandra Bilash Bhurtel*\nNepal\nChief Executive Officer\nGoldmine Business Group\nChieh Yu Shen*\nTaiwan\nFounder\nTo Be Educational Catalyst\nChristopher Bush*\nAustralia\nHead of Student Voice\nUniversity High School\nChristine Chang*\nFinland\nSenior Advisor\nHelsinki-Uusimaa Regional Council\nChristopher Klune\nClare Sadd*\nKenya\nEducation in Emergencies Advisor\nPeople in Need\nDana Robb*\nCanada\nRetired Principal\nNorthern Lights Public Schools\nDaniel Orievweruvwe*\nDanjuma Shehu Ibrahim*\nNigeria\nTeaching at Public Service\nGombe State University\nDarcy Bakkegard*\nUnited States\nChange Consultant, Co-Founder\nThe Educators' Lab\nDavid Secomb*\nJapan\nElementary Principal\nYokohama International School\nDavid Vidal*\nSpain\nChief of innovation\nEIM Consultores\nDhivya Gayathri U*\nIndia\nAcademic Expertise\nDinesh Kumar K*\nIndia\nMentor and Advisor\nBigBodhi Academy\nDr. Abhilasha Singh Panwar*\nQatar\nSenior Education Specialist\nMinistry of Education and Higher Education-Qatar\nDr. Eglė Pranckūnienė*\nLithuania\nCEO\nCentre for School Improvement, Lithuania\nDr. Nicole Ivarsson-Keng*\nFinland\nUniversity Lecturer\nAalto University, Finland\nDr. Ryan Burgess*\nUnited States\nManaging Principal\nWhole Child Advisors\nDr. Samia Kazi\nUnited States\nDr. Selçuk Yusuf Arslan*\nTürkiye\nTeacher/Teacher Trainer\nAtatürk MTAL\nEbenezer S. Thomas*\nFrance\nFounder\nAfrican Children and Youth Development Network \n(ACYDN)\nEdmond Lam*\nVarious countries\nEevamaija Vuollo*\nChile\nCoordinator\nFinnish Embassy in Chile\n" }, { "year": 2025, "page": 109, "text": "109\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nEleanor Sykes*\nUnited Kingdom\nInternational education consultant\nEleanor Sykes Consultancy\nElena del Valle\nSpain\nPedagogical Director\nASM Formación On Line\nElena Karpilova*\nPortugal\nFounder\nArchitectural Thinking School for Children\nElizabeth Lopez*\nMalaysia\nElizaveta Belkina*\nUnited Kingdom\nImpact Education Coordinator\nSkoll Centre, Saïd Business School, University of \nOxford\nEnung Hasanah*\nIndonesia\nLecturer\nUniversitas Ahmad Dahlan\nEray Hayrettin Özer\nTürkiye\nStudent\nEsther Omoye*\nEuan Wilmshurst*\nDenmark\nFounder\nKW Strategy\nEvan Trinh*\nUnited Arab Emirates\nStudent Researcher\nEVAN TRINH\nEzequiel Chavez Colli*\nMexico\nDirector General\nRIEMX\nFelix Wong*\nFetiye Erbil*\nTürkiye\nResearcher/Lecturer\nBogazici University\nFrancisco José Martínez Navarro*\nSlovakia\nForeign Languages Coordinator\nEnglish International School of Bratislava\nFreddie Schneider*\nGermany\nStudent\nGabrielle Bello\nUnited States\nDirector\nOasis Foundation\nGamze Damgacı*\nTürkiye\nGaye Koçer*\nTürkiye\nHigh School English Teacher, Level Coordinator and \nIB-CAS Advisor\nThe Koç School\nGena Rabinowitz*\nGisela Zipp*\nSouth Africa\nGizem Kendik Önduygu*\nTürkiye\nFounder\nİhtimam\nGreg Russak*\nUnited States\nPrincipal Consultant\nConscientious Capitalists LLC\nGustavo Calderón De Anda*\nMéxico\nDirector of Educational Innovation\nFundación Azteca\nHanan Mostafa Kamal Syed*\nBangladesh\nProgram Assistant\nAsian University for Women Laboratory School\nHanna Dudich*\nUkraine\nHanyun Cui*\nHemant Somasekharan*\nBhutan\nHuidrom Boicha*\nIndia\nSenior Learning Space Designer\nProject DEFY\nHuyen Nguyen\nVietnam\nIvonne Blanco de Martínez*\nVenezuela\nEducation Consultant\nINSU, MEDIAX\nIzabel Rego de Andrade*\nSwitzerland\nResearcher\nJanaína Fernandes Pessoa*\nBrazil\nTeacher\nLíngua Portuguesa Divertida\nJennifer Lim*\nSingapore\nDesign Educator and ESports Club Teacher\nXCL World Academy\nJephthah Adelowo*\nNigeria\nAssessment Officer\nQuest Schools\nJobert Ngwenya*\nFinland\nMaster of Arts (Learning Education and Technology) \nStudent\nUniversity of Oulu\nJohathan Nalder, the Edunaut*\nAustralia\nDirector\nEdunauts.net\nKader Adjout*\nUnited States\nDirector of Teaching, Learning, and Innovation\nBeaver Country Day School\nKaisu Pallaskallio*\nFinland\nChair\nEdtech Finland\nKim Flintoff*\nAustralia\nFacilitator/Special Projects\nInnovation Design Entrepreneurship Academy (IDEA)\n" }, { "year": 2025, "page": 110, "text": "110\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nKrishna Agarwal*\nIndia\nStudent\nSanskriti the Gurkul\nKudzai Bingisai*\nZimbabwe\nSocial Researcher\nLeah Van der Sluis*\nUSA\nDirector of Teaching and Learning\nEXPLO\nLene Jensby Lange*\nDenmark\nCEO and education entrepreneur\nAutens\nLina Marcela Gómez Quintero*\nColombia\nFounder\nTejido STEM Colombia\nLissette Rojas*\nVenezuela\nCEO of TrixandTrax Academy\nTrixandTrax\nLorenzo Raffio*\nUnited Kingdom\nDigital and Monitoring and Evaluation Lead\nTony Blair Institute\nMagaga Enos*\nKenya\nSTEAM Lead Educator at BEADS for Education\nBEADS for Education\nMaggie Lin*\nUnited States\nFounder\nTwin Oaks Education\nMahmut Akcan*\nTürkiye\nMaja Mačinko*\nCroatia\nProfessor of physics and technology\nPrimary scool Ivan Cankar\nManon van Mil*\nManthoula Bountri*\nFinland\nMarc Neesam*\nUnited Kingdom\nHead of Education Systems Solutions\nInternational Baccalaureate Organization\nMarcela Gómez*\nUnited States\nMaria Cordova*\nVenezuela\nMaria Cristina Bevilacqua*\nItaly\nTeacher, Teacher Trainer and Researcher, social Media \nexpert\nItalian Ministry of Education ad Merit\nMarta Figueiredo*\nPortugal\nMarta Alicia Libedinsky*\nArgentina\nDirectora de la Maestría en Tecnología Educativa\nUniversidad Abierta Interamericana\nMathangi Anandan*\nJapan\nStudent\nOsaka YMCA International School\nMd. Abdul Malek*\nBangladesh\nMd. Naibur Rahman*\nBangladesh\nErasmus Mundus Scholar\nUniversity of Glasgow and Autonomous University \nof Barcelona\nMd. Salim Uddin*\nBangladesh\nResearch Officer\nNational Curriculum and Textbook Board, Ministry of \nEducation, Bangladesh\nMEd. Magally Ulloa Ferraez*\nMexico\nIB School Academic School Leader\nColegio Hebreo Maguen David\nMeghna Singh*\nIndia\nMia Doces*\nUnited States\nInternational Vice President\nCommittee for Children\nMichael Chijioke Ukwuma*\nNigeria\nExecutive Director\nSEVICS - Society for Empowering Vulnerable \nIndividuals, Communities and Systems\nMiguel Angel Herrera Vivar\nEcuador\nHead of Programmes\nEmpleo Jove Ecuador\nMilan Kumar Sardar Tharu\nNepal\nCEO\nHimalayan Development Initiative\nMirela Tanc*\nRomânia\nTeacher|teachers mentor\n\"Oltea Doamna\" Secondary School\nMmanti N. Umoh*\nNigeria\nExecutive Director\nPurShe Teacher Academy & Schools\nMohaddesa Hassani*\nAfghanistan\nStudent\nDaricha\nMost. Bristi Khatun*\nBangladesh\nCo-founder and Chief instructor\nMathTronics\nMrs. Duru Genevive Chinanu*\nNigeria\nProprietress\nMichlom Schools\nMs. Gwenne Hannah H. Oxtero*\nTaiwan\nMYP Physical and Health Education Teacher and \nSubject Head\nMingdao High School\nMs. Parvani Dawar*\nIndia\nAssociate Director, Academics\nLittle Millennium Education Private Limited\nMs. Sabrina McCartney*\nUnited States\nIB Middle Years Programme Coordinator\nCarrollwood Day School\nMs. Shruthi Venkatesh Reddy*\nIndia\nCurriculum designer\nWise consulting Finland\n" }, { "year": 2025, "page": 111, "text": "111\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nNadya Escandon-Francis*\nUnited States\nCAS Coordinator- World Language IB and MYP \nteacher\nSt. Andrew’s School RI\nNaila Izhar*\nPakistan\nManager Academic-The Educators Regional Office-\nSouth\nThe Educators: A project of Beaconhouse\nNamya Josh*i\nIndia\nStudent\nSat Paul Mittal School, India\nNeeru Mittal*\nIndia\nPGT Computer Science\nShaheed Rajpal DAV Public School\nNgozi Edeagu*\nGermany\nResearcher\nReCent Globe, Leipzig University\nNigel Ngiam*\nMalaysia\nHundrED Ambassador\nMalaysia\nNiketa Suri*\nChina\nMaths & Science Teacher\nISA International Wuhan Campus\nNilanjana Bera Dasmajumder*\nIndia\nHOD-Additional Learning Support\nPathways School Noida,India\nNoble Selorm Dzreh\nGhana\nAssociate, Continuous Professional Development\nGhana Society for Education Technology, GSET\nNuno Fraga*\nPortugal\nProfessor/Researcher\nUniversity of Madeira (Portugal)\nNurhadi Hafman\nIndonesia\nDoctoral Research Student in Pedagogical Work at \nthe Department of Applied Educational Sciences\nUmeå University, Sweden\nOmoniyi Lawson*\nNigeria\nDigital Communications Officer\nAid for Rural Education Access Initiative (AREAi)\nOmotola Adedeji*\nNigeria\nFounder/C.E.O\nBorderless Education Studio\nOscar Contreras-Villarroel*\nChile\nFounder & Chairman\nFundación Ciencia Joven\nOnuh Oyigoga John*\nNIgeria\nChief Education Officer\nBenue State Teaching Service Board, Makurdi, \nNigeria\nPallavi Sharma*\nIndia\nPedagogical Leader, Workshop Trainer and \nProgramme Leader\nInternational Baccalaureate | HUS International, \nChennai\nPaul Neira Del Ben\nPeru\nFounder and Managing Director\nThe Learning Factor\nPayal Singh*\nIndia\nEx-Fellow\nTeach For India\nPerrin Laxa*\nPius Faith Oghenehalome\nNigeria\nAssociate graphic designer\nErasmus Mundus Association\nPJ Marques*\nBrazil\nPrincipal Customer Success Manager\nLinkedIn\nPrashant Muley*\nIndia\nPrincipal (Head of K-12 School)\nJSW Jindal Adarsh Vidyalaya, India\nPreeti Manchanda*\nIndia\nIndependent Consultant\nPriscilla Silveira*\nBrazil\nQuality and Innovation Manager\nSenac RN, Brazil\nPriyanka Handa Ram*\nBotswana\nCo-founder and Chief Energy Officer\nLearn To Play\nRanita Sarma*\nIndia\nSocial Impact Professional\nRatul Chowdhury*\nIndia\nSenior Manager, Learning and Innovation\nRoom to Read\nRebecca Akinyi Migwambo\nKenya\nProfessional Learning Community Coordinator\nKenya Connect\nRebecca Gitomer*\nUnited States\nDirector of Development\nCareerVillage.org\nRenee Rainville*\nUnited Kingdom\nInternational Consultant\nDestination Imagination, Inc.\nRichard Downs*\nThailand\nHead of Senior School\nDenla British International School, Bangkok\nSaadat Tayyibah*\nBangladesh\nHundrED Youth Ambassador\nSabrina Espasandin*\nSalisu Isah Ahmed\nNigeria\nDirector\nSIA Teachers Training School Kano, Nigeria\nSally Ng\nSam Ramaila*\nSouth Africa\nProfessor\nUniversity of Johannesburg\nSameer Arora*\nIndia\nVice Principal\nShiv Nadar School, Gurgaon\nSandeep Rai*\n" }, { "year": 2025, "page": 112, "text": "112\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nSandra C. Ospina*\nSaudi Arabia\nHead of School\nSEK International School Riyadh\nSanjeevani Jain\nIndia\nAcademic Head - Arts Education\nK12 Techno Services Pvt. Ltd.\nSara Cecchetelli von der Meden*\nMexico\nDesigner and IB DP teacher\nTecnológico de Monterrey/ Fad UNAM\nSarah Guidas*\nUnited Kingdom\nSenior Partnerships Officer\nMercy Corps\nScarlet Coopman*\nBelgium\nInternational project manager\nd-teach\nSegun Ogundairo*\nNigeria\nTeacher Coach\nTeach for Nigeria\nSelvin Rivas*\nEl Salvador\nCEO and Founder\nEdunet Latinoamérica\nŞerife Durna*\nTürkiye\nEnglish Lecturer\nKahramanmaraş Sütçü İmam University\nShama Kheraj*\nTanzania\nShwetabh S. Verma*\nIndia\nSilvana Carnicero*\nArgentina\nTeacher\nSimon James Gillow*\nHong Kong\nDirector\nIncredible Content\nSimrat Kaur*\nIndia\nSenior Program Associate\nDream a Dream\nSofya Smyslova*\nUnited Kingdom\nLearning experience specialist, PhD candidate \nUniversity of Cambridge\nSophie Poisel\nSrikrishna Paritala*\nCanada\nStephen Whitaker*\nMexico\nCTO\nCherish Learning\nStyliani Giota*\nSuchita Ohri Aggarwal\nIndia\nFounder\nCollege & Beyond, Collegey\nSyed Farrukh Raza\nPakistan\nEducationist\nAIOU\nTazeen Jamal Siddiqui*\nIndia\nManaging Director\nMansha Educational society\nTemuulen Munkhbaatar*\nMongolia\nTito Ribeiro*\nBrazil\nCEO\nEscola de Lá\nTolulope Adeola Adebayo*\nNigeria\nFounder and Chief Strategist\nDivasity.com\nUday Krishna\nIndia\nVenture Capital Advisor\nSeed Stars\nVaishak Raj*\nVanessa Tenório*\nMozambique\nSustainability Education Consultant\nVedika Chamaria*\nUnited States\nHundrED Youth Ambassador\nHundrED & IB\nVictoria Malvisalo*\nFinland\nEducation Expert and Consultant\nVivaan Mathur*\nIndia\nStudent\nGenesis Global School\nVivian Lai Dini*\nWendy Ng*\nSingapore\nWisdom Mawuenyefia Amenyo*\nCanada\nBiomedical Engineer, MEng\nIBBME, University of Toronto\nYamun Sharma*\nEstonia\nFounder\nAlekhni\nYelyzaveta Shelestova*\nUkraine\nStudent Leader Advisory Council Alumna\nTeach For All\nYvette Larsson*\nSweden\nCo-founder of AHA! and Podcast Host at unboxED\nAHA! and unboxED\nZai Ul Abidin\nUnited Kingdom\nOutreach Coordinator\nUniversity of Glasgow\nZubeda Shaaban Maloba*\nKenya\nYouth Ambassador, Student\nHundrED\nZuleima Decán de Rivadeneira*\nVenezuela\nPresidente\nColegio Nacional de Profesionales en Recreación de \nVenezuela\nZunaira Khan*\nBangladesh\nAspire to Innovate (a2i) Programme, ICT Division\n" }, { "year": 2025, "page": 113, "text": "113\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nJunior Academy Members\nName\nCountry \nPosition\nOrganisation\nAnastasiia Khrapko*\nUkraine\nYouth Ambassador\nHundrED\nArnav Khandelwal*\nIndia\nYouth Ambassador\nHundrED\nArta Mirmohammadrezaei*\nYouth Ambassador\nHundrED\nAubakir Zhanabil*\nKazakhstan\nYouth Ambassador\nHundrED\nAyaan Bhimwal*\nIndia\nYouth Ambassador\nHundrED\nDaven Sze-Chai Chan*\nUnited Kingdom\nYouth Ambassador\nHundrED\nEcem Aydin*\nGeorgia\nYouth Ambassador\nHundrED\nHemani Gollapalli*\nIndia\nYouth Ambassador\nHundrED\nLyon Maximo*\nMozambique\nYouth Ambassador\nHundrED\nMarigold Mioc*\nCanada\nYouth Ambassador\nHundrED\nMaryam Saleem*\nPakistan\nYouth Ambassador\nHundrED\nMinseo Cha*\nYouth Ambassador\nHundrED\nMyesha Rizwan*\nPakistan\nYouth Ambassador\nHundrED\nPratha Mehta*\nIndia\nYouth Ambassador\nHundrED\nRishabh Mittal*\nUnited Arab Emirates\nYouth Ambassador\nHundrED\nTaroub Mounla*\nLebanon\nYouth Ambassador\nHundrED\n" }, { "year": 2025, "page": 114, "text": "114\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\nAaron Kirunda\nAditi Pathak\nAlbus D. Hoang\nAndrea Buffara\nAnnina Mattsson\nApoorva Singh\nArgy Nestor\nCamile Clarke\nCanan Kaçar\nCarl Kervin Sapungan\nDana Robb\nDaniel Orievweruvwe\nElizabeth Lopez\nMagaga Enos\nEzequiel Chávez Collí\nGisela Zipp\nIvonne Blanco\nJanice (JD) Williams\nJephthah Adelowo\nKudzai Cathrine Bingisai\nLene Jensby Lange\nLissette del Carmen\nMarta Figueiredo\nMeghna Singh\nMirela Tanc\nOyigoga Onuh\nParvani Dawar\nPatricia Rigueira\nPerrin Laxa\nPriyanka Handa Ram\nRakhi Iyer\nRenee Rainville\nSalisu Isah Ahmed\nSally Ng\nSegun Ogundairo\nSelçuk Yusuf Arslan\nStephen Whitaker\nSuchita Ohri\nTito Ferraz\nU. Nurhadi Hafman\nVanessa Tenório\nVivian Lai Dini\nWendy Ng\nDistinguished Academy \nMembers\nAcademy members who completed reviews \nfor three or more Global Collections. \n" }, { "year": 2025, "page": 115, "text": "INTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n115\nPhoto by EduFalcons.\n" }, { "year": 2025, "page": 116, "text": "hundred.org\ninfo@hundred.org\n" }, { "year": 2026, "page": 1, "text": " HUNDRED.ORG\nNOVEMBER 2025\nHundrED\nGlobal \nCollection \n2026\n" }, { "year": 2026, "page": 2, "text": "Photo by Projet Jeune Leader.\n" }, { "year": 2026, "page": 3, "text": "Introduction\t\n\b\n4\nTrends in the Global Collection 2026\t\n\b\n10\nHall of Fame Innovations\t\n\b\n26\nGlobal Collection 2026: Selected Innovations\t\n\b\n34\nEndnotes\t\n\b\n88\nReferences\t\n\b\n89\nAppendix A: Categories\t\b\n90\nAppendix B: Methodology\t\n\b\n91\nAppendix C: HundrED Academy 2026\t\n\b\n93\nHUNDRED GLOBAL COLLECTION 2026\nAuthors: Ariunkhishig Gonchigdorj \nLead Investigator: Ariunkhishig Gonchigdorj\nReviewed and Edited by: Mariah Voutilainen, \nMeghan Hammond, Annina Huhtala, Jamie Lee, \nand Alex Shapero\nGraphic design & Layout: Jyri Öhman / Kilda\nCover photo: Teaching at the Right Level by \nPratham Education Foundation\nCite as: Ariunkhishig Gonchigdorj. HundrED Global \nCollection 2026. HundrED, 2025.\nhttps://doi.org/10.58261/JPGS2584.\nGlobal Collection 2026. HundrED Research.\nhttps://hundred.org/en/research\nRelease date: November 11, 2025\nIntended Audience: Innovators, Teachers, School \nLeaders, Students, Parents, Policymakers, Education \nProviders, Curriculum Designers. \nConclusions and recommendations from HundrED reports \nrepresent the authors’ own views.\nInnovators featured in this report have granted HundrED \nconsent to use certain images and written works.\nThis is an interactive document.\nContents\n" }, { "year": 2026, "page": 4, "text": "4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nIntroduction\n" }, { "year": 2026, "page": 5, "text": "5\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nLet’s start with the obvious: the continued rise of AI, and the return of \nthe human. AI is transforming every sector, including education. Many \ninnovations highlighted in this Collection integrate AI tools to enhance \nteaching, learning, or system efficiency. Yet as education systems race \nto adopt sophisticated technologies, labour market needs are quietly \nshifting in the opposite direction—towards human and interpersonal \nskills. This creates a compelling tension. While education systems strive \nto become more tech-oriented, employers increasingly value empathy, \ncollaboration, and adaptability—the deeply human capabilities that \nmachines cannot replicate.\nSecond, we are witnessing a rapid decolonisation of education delivery, \nespecially across low- and middle-income contexts. Financial restructuring \nand the sudden cuts of global aid translate to stronger local ownership \nof how education is organised. In our recent HundrED Innovator Aid \nSurvey 2025, locally rooted organisations reported gaining ground as \nseveral international programmes scaled down or withdrew. This shift is \nempowering local actors to design solutions that are culturally grounded, \ncommunity-driven, and financially more resilient.\nTogether, these two forces are creating both potholes and possibilities. \nOrganisations reliant on traditional global funding channels are \nexperiencing uncertainty, while those deeply embedded in their contexts \nForeword\nPartnership is the New \nLeadership\nPhoto by Integrated Maths Program.\n" }, { "year": 2026, "page": 6, "text": "6\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nare discovering new momentum. Both, however, are increasingly turning \nto AI – not to replace human capacity, but to extend reach, personalise \nlearning, and build resilience.\nResilience does not come from technology or funding alone, but \nfrom how available resources interact with and reinforce each other. \nThrough HundrED’s Resource Portfolio framework, we can see that \nthe most enduring education innovations are those that align multiple \nforms of capital – financial, material, social, value-based, and time. The \norganisations featured in this year’s Collection show that sustainability \nemerges when communities, teachers, and learners become co-owners \nof change, not merely its recipients. \nIn this changing landscape, partnership becomes the new leadership. No \nsingle organisation, government, or donor can navigate these transitions \nalone. Collaboration, mutual learning, and shared accountability are \nqualities that now define the frontrunners of educational change. Also, \nacross the philanthropic sector, there is growing recognition that good \ngovernance is no longer about managing risk, but about trust-building \nand empowering partners to act, learn, and adapt together. \nAt the HundrED Foundation, we see this as a pivotal moment to \nstrengthen the bridge between global funders and local innovators. We \ninvite funders, governments, and education leaders to use our platform \nto identify proven solutions, to co-design pathways for scaling them, and \nalign resources to maximise their impact for learners near and far.\nFinally, on behalf of the whole HundrED community, I extend warmest \ncongratulations to all the innovators selected for the HundrED Global \nCollection 2026. Your work shows what becomes possible when creativity \nmeets courage, and partnership truly becomes leadership.\n \nLasse Leponiemi\nCHAIR, \nTHE HUNDRED FOUNDATION\nPhoto by Roblos del Futuro.\n" }, { "year": 2026, "page": 7, "text": "7\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nIn 2025, against a backdrop of turbulent global politics, economic \nuncertainty, and shifting of financing, innovative solutions in education \ncontinue to provide hope. It is built daily through concrete solutions in \nclassrooms, schools, communities, and systems; solutions that not only \nrespond to the most pressing challenges, but also harness emerging \nopportunities to extend benefits to the learners, and ultimately to society \nat large. \nHundrED Global Collection exists to identify and amplify such solutions. \nEvery year, we curate and share 100 of the most impactful and scalable \ninnovations of the year, providing recognition, visibility, and opportunities \nfor their growth. The Global Collection 2026 continues this tradition with \nnearly 800 submissions from around the world, reviewed by our diverse \nAcademy of experts, educators, and youth. The 100 selected innovations \nspan fifty-two countries and six continents, showcasing a remarkable \ndiversity of approaches and a collective reach of millions of learners and \neducators.\nThis report offers a window not only into the breadth of ideas, but also \nthe efforts and determinations behind them. Innovators are navigating \nshrinking budgets, volatile aid, and uneven access to resources, yet they \ncontinue to push forward. Their work reminds us that innovation \nin education is not a luxury, but a necessity for every child to \nOverview\nflourish. They show how educators, students, and communities are \nreimagining learning to ensure equity, foster wellbeing, integrate \ntechnology responsibly and efficiently, and build future-ready skills. \nThe pages that follow share their stories, highlight emerging trends, and \ninvite policymakers, educators, and learners everywhere to join a global \ncommunity committed to ensuring that every child can flourish, no \nmatter what the future holds.\nWe extend our heartfelt appreciation to everyone who made this \nyear’s Global Collection possible: to every innovator who submitted their \nwork and shared their vision; to our Academy members who devoted \ntheir time and expertise to carefully reviewing and evaluating hundreds \nof innovative solutions; and to the many community members around \nthe world who represent HundrED, recommend inspiring initiatives, and \nintroduce our mission to their own networks. Your dedication, insight, \nand generosity are the foundation of this Collection.\n" }, { "year": 2026, "page": 8, "text": "8\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nHundrED’s Mission\nHundrED, a Finland-based mission-driven global organisation, identifies, \nresearches and shares inspiring innovative solutions in K12 education. \nOur goal is to help improve education and foster a movement through \nencouraging impactful and scalable innovative solutions to spread across \nthe world, while staying mindful of context. \nThe purpose of education is to help every child flourish, no matter what \nhappens in life. \nAs such, assessment has to be aligned with the core purpose of helping \nchildren flourish and all of this should be reflected in the learning \nenvironments of the future. \nIn a fast changing world, focusing on traditional academic skills will remain \nimportant, but that is not enough. To thrive as global citizens, children \nmust be equipped with a breadth of skills. While we are advocates of a \nchild-centric approach and personalised, passion-based learning, the \nrelationship between an inspired teacher and a motivated student will \nremain essential. \nTo make this happen, we need visionary leadership at every level of our \neducation system with ambitious, impactful, and scalable innovative \neducation solutions that are effective globally. The world of education \nis full of hardworking specialists who are making this happen every day. \nOur mission at HundrED is to give them the recognition and visibility \nthey deserve.\nHUNDRED’S THEORY OF CHANGE\nWe believe that through validating, resourcing, and facilitating the \nimplementation of innovative solutions in K12 education, our global \neducation systems can be transformed and students equipped with the \nskills to thrive as global citizens.\nIMPACT\nOUTCOMES\nACTIVITIES\nOUTPUTS\nINNOVATION \nADAPTATION\nSYSTEM \nEVOLUTION\nPROFESSIONAL \nDEVELOPMENT\nRESEARCH\nKNOW-HOW\nCONNECTIONS\nINSPIRATION\nIMPACTFUL \nINNOVATIONS \nSCALED TO HELP \nEVERY CHILD TO \nFLOURISH\nIDENTIFY\nAMPLIFY\nIMPLEMENT\nFigure 1: HundrED Theory of Change\n" }, { "year": 2026, "page": 9, "text": "9\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nHUNDRED’S APPROACH TO INNOVATION\nAt HundrED, we see innovation in education as meaningful improvement \nthat helps every child to flourish. Innovation is not always about new \ntechnology and tools, but about practices and ideas that respond to real \nneeds, create positive change, and can be shared across different contexts. \nRooted in local realities and challenges, these innovative solutions hold \npotential to inspire and inform solutions globally.\nOur approach recognises that innovation is not a fixed recipe to be \nrepeated, but a continuous process that requires resourcing, nurturing, \nand sustaining. Financial support matters, but relationships, shared \nvalues, trust, and time, often left unrecognised, are the main resources \nthat give innovators the energy to persist. In our work with innovators, \nwe see resilience, collaboration, and determination at the heart of how \nthey adapt and carry their goals forward, even amid disruption and \nuncertainty.\nBy identifying, amplifying, and connecting these efforts, HundrED \nfosters a community where innovators are heard, ideas are exchanged, \nand practices are strengthened. Within this community, innovative \nsolutions are spotlighted, gaining recognition and the support to scale \nin all directions. In this way, every contribution, whether small or large, \nbecomes part of a collective movement towards quality, equitable, \naccessible education for all children.\nPhoto by Masters of Trivia.\n" }, { "year": 2026, "page": 10, "text": "10\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nTrends in the \nGlobal \nCollection \n2026\n" }, { "year": 2026, "page": 11, "text": "11\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nExternal Influences on Global \nEducation in 2025\nin education and other social services.5 This means fewer resources \nin terms of national and international funds to strengthen schools, \nsupport teachers, and reach vulnerable learners. The consequences are \nmost severe in communities destabilised by conflict and climate-related \ndisasters, where education is a lifeline, providing safety, continuity, and \nhope amid instability.6\nEDUCATION IN CONFLICT AND CLIMATE EMERGENCIES\nCrisis, both conflict-driven and climate-related, continues to be a defining \nforce that is re-shaping global education in 2025. Education Cannot \nWait reports that 234 million crisis-affected children now require urgent \nsupport to access quality education, an increase of 35 million over the \nlast three years.7 Of these children, 85 million receive no schooling at all, \nwhile even those enrolled face severely disrupted learning and critically \nlow outcomes, with just 17 percent achieving foundational skills.8\nSafety at schools is an escalating concern. UNESCO recorded a 44 percent \nincrease in attacks on schools in 2024, leaving students and teachers \ndirectly exposed to violence and making classrooms unsafe spaces \ndespite the protection under international law.9\nEducation does not operate in isolation. Political decisions, economic \npressures, and technological shifts continue to shape classrooms \nworldwide, and 2025 has been no exception.\nPOLITICAL AND FINANCIAL SHIFTS\nThe sharp contraction of international aid emerged as the year’s most \nsignificant policy shock. UNESCO reported a steep drop in global \neducation aid in 2024, with further decline projected by 2027.1 Low- and \nlower-middle-income countries already face an annual 97 billion USD \nfinancing gap to meet education targets.2 At the same time, the United \nStates confirmed its withdrawal from UNESCO by 2026, heightening \nconcerns about the stability of multilateral cooperation.3 Furthermore, \nthe closure of USAID in early 2025 created an especially deep void. \nPreviously the world’s largest bilateral funder of education with more \nthan 1 billion USD in annual budget, it disbursed funds to support such \ncritical education needs as foundational learning, teacher training, and \nexpanding access for girls and refugees at risk.4\nThis funding shift reflects not only declining budgets, but also a shifting \nof national priorities. Increasing defence expenditures, together with \nthe global cost-of-living crisis, are crowding out essential investments \n" }, { "year": 2026, "page": 12, "text": "12\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nabout the balance between public sovereignty and private interests.14 \nIn short, 2025 marks a turning point where the governance, regulation, \nand investment landscape of AI will decide whether AI becomes a tool \nfor equity and opportunity, or another challenge leading to inequality.\nKey Trends in \nThis Year’s Collection \n“The innovations featured in the HundrED Global \nCollection 2026 are not only impactful and scalable, \nthey also embody resilience, and adaptability. As we \napproach 2026, two major forces are reshaping the \neducation landscape worldwide, both vividly reflected \nin this year’s Collection.” - Lasse Leponiemi, \nChair of the HundrED Foundation\nAcross this year’s Collection, the rapid rise of technology meets a renewed \nfocus on keeping learning human. Innovators are centring around equity \nand access, strengthening wellbeing, addressing learning gaps while \nbuilding future-ready skills, integrating technology more meaningfully, \nand advancing sustainability as a core educational value. Together, these \npriorities reveal how education changemakers are balancing innovation \nwith inclusion, and progress with purpose. This section unpacks these \ntrends through a closer look at the key foci, skills, methods, and tools \nfeatured in the Global Collection 2026.\nClimate-related disasters compound these threats: floods, droughts, \nand storms destroy infrastructure and displace families, interrupting \neducation for millions more. In 2024 alone, climate disasters disrupted \nschooling for at least 242 million students across eighty-five countries, \nwith 74 percent of these affected children living in low- and lower-middle-\nincome countries, adding urgency to an already severe learning crisis.10\nTaken together with financial and budgeting shifts, these trends show \nthat the crisis is no longer a temporary disruption but a destructive force \nshaping education in 2025. Sustaining learning requires coordinated \nglobal action that treats education as both a humanitarian lifeline and a \npathway to structural stability and resilience.\nTECHNOLOGY AND ARTIFICIAL INTELLIGENCE: SECTORAL SHIFTS IN \n2025\nIn parallel with financial and political upheavals, 2025 saw a rapid \ntransformation in governance and investment around technology and \nartificial intelligence with direct implications for education. Governments \nand international organisations have been rapidly working towards \nestablishing guidance on ethical and responsible use of AI, such as \nadoption of European Union’s AI Act and implementation progress on \nUNESCO’s Recommendation on the Ethics of Artificial Intelligence.11\nPrivate sector investment in edtech and AI applications continues to \naccelerate. Market research projects the global edtech market to be \napproximately 252.5 billion USD, a 17.3 percent increase from the previous \nyear, with AI-enabled platforms accounting for a rapidly increasing \nshare.12 Companies are focusing on personalised learning systems, \nadaptive testing, and digital tutoring, while also expanding into teacher-\nsupport tools that promise to reduce administrative burdens. \nMultilateral agencies are also positioning technology at the centre \nof global cooperation while cautioning that without deliberate \npolicy measures and equity frameworks, there is a risk of deepening \ninequality, particularly where digital infrastructure is lacking, thereby \nshifting education governance away from the public sector.13 AI in \neducation continues patterns long visible in the edtech sector, where \nprivate firms have been able to monetise education services while also \ninfluencing national priorities, thus, contributing to the rising concerns \n" }, { "year": 2026, "page": 13, "text": "13\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nKEY FOCUS: EQUITY, ACCESS, AND FUTURE READINESS (FIGURE 1)\nThe 2026 Collection shows that innovators are placing the strongest \nemphasis on education equity and access. Almost one in every five \nselected innovations listed these as their key focus, reflecting the urgent \nglobal priority of ensuring all learners, especially those in marginalised or \ncrisis-affected settings, can access and participate in quality education.\nWellbeing continues to be a significant focus, with selected innovations \naddressing mental health, resilience, and holistic development. \nSustainability and STEM education were equally emphasised, reflecting \nthe dual global imperatives of equipping children with skills, knowledge, \nand awareness needed to respond to long-term challenges. \nKEY SKILLS: BALANCING FUTURE COMPETENCIES AND STRONG \nFOUNDATIONS (FIGURE 2)\nThe skill priorities in the Global Collection 2026 show a clear dual emphasis. \nInnovators strongly lean towards future-oriented competencies—such as \n21st century skills, SEL (social and emotional learning), and critical \nthinking—signaling a recognition that adaptability, collaboration, and \nresilience are indispensable in preparing the children for a world that \nis increasingly described as VUCA: volatile, uncertain, complex, and \nambiguous. \nInnovators in the 2026 Collection did not just look ahead, they also looked \nback to basics. Alongside strong interest in future skills, the frequency of \nselections for Literacy and Foundational Skills shows a clear awareness \nof learning gaps. Global indicators like learning poverty (over half of \nchildren in many low- and lower-middle-income countries are unable to \nread a simple text by age ten), underpin this urgency.15\nKEY METHODS: ACTIVE, COLLABORATIVE, AND WHOLE-SCHOOL \nAPPROACHES (FIGURE 3)\nInteractive and learner-centred methods are the preferred approach for \nthe innovators. Collaborative learning and project-based learning \nlead the list for the key methods, showcasing how innovators are \nprioritising teamwork, problem solving, and real-world applications over \nrote instructions. These approaches, along with play-based learning, \nalign with wider pedagogical shifts that emphasise learner-centred and \nauthentic learning experiences. \nThe prominence of edtech reflects its continued role in the education \nlandscape, but a closer look into the Collection reveals that it is \nconsistently paired with approaches like personalised learning, project-\nbased learning, gamification, and assessment. This underscores \nedtech’s role as an enabler that strengthens student-centered, student-\nled methods rather than as a stand-alone approach. Whole-school \nmodels highlight innovators’ drive for a systemic approach, embedding \ninnovative solutions across leadership, teaching, and community \nengagement to create supportive learning environments.\nKEY TOOLS: BLENDING DIGITAL, SUSTAINABLE, AND PLAYFUL RESOURCES \n(FIGURE 4)\nAmong the tools most frequently cited by innovators, digital programmes \ndominate, reflecting the steady integration of technology into learning \ndelivery and management. Sustainable resources follow closely, \nhighlighting innovators’ commitment to environmentally responsible \npractices and the use of locally sourced or renewable materials. Games also \nemerge as a core tool, showing the continued appeal of playful learning to \nmotivate and engage learners across age groups. Books remain a trusted \nand accessible medium, while the popularity of networks points to the \ngrowing importance of collective learning and collaboration.\nLast year, we noted that while artificial intelligence (AI) holds great \npromise for adaptive learning and personalised assessment, educators \nremain cautious about its risks and about the lack of instructional tools to \nguide students in its safe and effective use.16 Interestingly, this caution is \nalso reflected in the Global Collection 2026: although AI is a major theme \nin global education debates, it does not appear among the top three tools \nin the 2026 Collection. This suggests that for many innovators, AI might \nstill be at an exploratory stage rather than a widely embedded practice. \nFurthermore, this can be an indication that innovators are prioritising \naccessible, proven tools and the human relationships at the core of \nlearning, while recognising that AI adoption will likely grow as guidance, \ncapacity, resources and infrastructure develop.\n" }, { "year": 2026, "page": 14, "text": "14\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nHAS THE GLOBAL COLLECTION 2026 ADDRESSED THE NEEDS WE \nIDENTIFIED IN LAST YEAR’S REPORT?\nIn the previous year’s report, we asked whether Global Collection 2026 \nwould identify more innovative solutions addressing systemic equity, \nteacher wellbeing, creative learning environments, climate resilience, and \neducation, and digital citizenship. This year’s Collection gives us some \nanswers.\nQuality education for all emerged strongly, with equity and access \ntogether representing the most frequently chosen key focus areas. Many \nof this year’s innovations are working with the marginalised learners by \nsupporting learners in emergency contexts, rural communities, girls, \nand out-of-school children; thus, highlighting the shared commitment \nto reaching those children who are at the most risk of being left behind. \nWe also saw notable progress in innovative learning environments. \nPlay-based and outdoor models, whole-school approaches, and digitally \nenabled classrooms all featured prominently, reflecting the energy \ninnovators are putting into reimagining where and how learning happens. \nTeacher wellbeing and professional growth were also visible, though \nless dominant than we had hoped. Selected innovations approached the \nneeds of the teachers in different ways: through providing professional \ndevelopment, collaboration and peer learning, reducing workload by \n21ST CENTURY SKILLS\nSEL\nFOUNDATIONAL SKILLS\nLITERACY\nCRITICAL THINKING\nLEADERSHIP\nCREATIVE THINKING\nDIGITAL SKILLS\nLIFE SKILLS\nNUMERACY\nRESILIENCE\nLANGUAGE LEARNING\nOTHERS\n24\n18\n15\n14\n14\n12\n11\n11\n7\n6\n5\n5\n45\nEDUCATION EQUITY\nACCESS TO EDUCATION\nWELLBEING\nSUSTAINABILITY\nSTEM EDUCATION\nTEACHER PROFESSIONAL DEVELOPMENT\nLEARNING ENVIRONMENTS\nMENTAL HEALTH\nSTUDENT VOICE AND AGENCY\nTEACHER TRAINING\nRURAL EDUCATION\nCLIMATE EDUCATION\nEARLY CHILDHOOD\nOTHERS\n19\n16\n13\n10\n10\n9\n9\n9\n7\n7\n7\n7\n7\n70\nDIGITAL PROGRAMMES\nSUSTAINABLE RESOURCES\nGAMES\nNETWORKS\nBOOKS\nARTIFICIAL INTELLIGENCE\nCRAFTING MATERIALS\nPLAYGROUND\nRADIO\n44\n34\n21\n20\n16\n15\n7\n6\n1\nCOLLABORATIVE LEARNING\nPROJECT BASED LEARNING\nPLAY\nWHOLE-SCHOOL MODELS\nEDTECH\nPERSONALISED LEARNING\nGAMIFICATION\nAFTER SCHOOL PROGRAMS\nREAL WORLD LEARNING\nONLINE PLATFORMS\nBLENDED LEARNING\nARTS INTEGRATION\nOTHERS\n18\n17\n14\n14\n14\n13\n10\n10\n9\n8\n8\n7\n47\nFigure 2. Global Collection 2026 selected innovations’ key focus\nFigure 3. Global Collection 2026 selected innovations’ key skills\nFigure 4. Global Collection 2026 selected innovations’ key methods\nFigure 5. Global Collection 2026 selected innovations’ key tools\n" }, { "year": 2026, "page": 15, "text": "15\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\noffering teaching resources and assistance, or providing mental health \nsupport for educators. These efforts indeed are affirming the recognition \nthat professionally- and emotionally-ready teachers are critical for \nachieving and sustaining learning. However, these innovations’ overall \nshare in the Collection suggests this is an area where more innovative \nsolutions and visibility are still needed.\nSustainability was strongly present in this year’s Collection, with many \ninnovations weaving environmental awareness, responsible resource \nuse, and ecological education into their models. However, when it comes \nto climate resilience specifically, the ability of education systems and \ncommunities to withstand and adapt to climate-related shocks, the picture \nis more limited. A handful of selected innovations connected learning with \nresilience strategies, yet overall the representation is modest compared \nto the scale of climate disruptions affecting education worldwide. This \nsuggests that while sustainability is gaining ground, innovative solutions \nthat directly address climate resilient systems remain an emerging field.\nLastly, digital citizenship did not feature strongly in submissions or the \nfinal selection. While edtech tools and digital programmes are now the \nmost widely used tools across the Collection, relatively few innovators \nexplicitly address safe, ethical, and inclusive digital participation. This \nmirrors global policy debates: AI and digital tools are advancing rapidly, \nbut much-needed guidance on digital responsibility lags behind.\nLooking to 2027\nAs we look beyond 2026 Collection, the next set of pressing priorities are \ncoming into view. Teacher wellbeing, education in emergencies, and the \nequitable and ethical adoption of AI stand out as critical areas where we \nhope to see more innovative solutions in the coming year.\nTeacher wellbeing and retention are urgent. UNESCO estimates that \n44 million additional teachers will be required globally by 2030, with more \nthan half of these needed just to replace those leaving the profession.17 \nAttrition rates have been on a continuous hike. New teachers are especially \nvulnerable, often leaving the profession within the first five years due \nto limited mentoring, lack of collaborative opportunities, insufficient \nresources, and overwhelming workloads. Poor pay, limited career \nprogression, classroom size, and unsustainable workloads also contribute \nto teacher burn-out.18 This year’s Collection included promising initiatives \naround professional development, peer learning, and wellbeing support; \nhowever, addressing global teacher related challenges calls for systemic \napproaches that can be scaled across diverse contexts. Building a \nsustainable teaching profession requires solutions that lighten workload, \nelevate teacher voice, and embed wellbeing into the core of how schools \noperate. Unless the structural causes of stress, burnout, attrition, and \ninequity are addressed, even the best innovative solution can risk adding \npressure rather than relieving it.\nEducation in emergencies stands out as a field where new solutions are \nurgently and continuously needed. The earlier section of this report \nalready shows how conflict, displacement, and climate disasters are no \nlonger temporary disruptions but destructive forces shaping global \neducation.19 What this means for innovation is clear: education systems \nneed approaches that ensure continuity of learning even in the most \nunstable conditions. Although we identified a few innovations designed \nto support learning in emergencies or inhospitable environments for this \nyear’s Collection, the scale and diversity of the challenge calls for more. \nIn next year’s Collection, we hope to see more solutions designed with \nthis reality in mind – portable and low-resource solutions that reach \ndisplaced learners, trauma-informed approaches that support children \nand teachers under stress, and strategies that integrate crisis response \ninto mainstream education planning. \nFinally, the equitable and responsible use of AI remains a frontier. AI \nadoption in education is accelerating, with the global edtech market \nprojected to surpass 700 billion USD by 2030. Still, this year’s Collection, \npartially driven by AI-enabled educational solutions, shows that AI is \nnot yet a mainstream tool.20 For the 2027 Collection, we seek innovative \nsolutions that experiment with AI in ways that are accessible, fair, and \nanchored in ethical principles and that ensures the technology becomes \na lever for opportunity rather than a source of challenge, and a driver of \ninclusion rather than exclusion.\n" }, { "year": 2026, "page": 16, "text": "16\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nVoices from our Community\nThis section brings together voices from across the HundrED community. \nInnovators reflect on the resources, opportunities, and challenges \nshaping their work in today’s changing education landscape, while our \nglobal Youth Ambassadors share how they see innovation empowering \nyoung people and reimagining learning for the future. Together, their \nperspectives reveal both the realities driving education innovation and \nthe hopes that inspire it.\n\n“The recent global funding crisis, coupled with the \ngrowing marginalisation of immigrant and refugee \ncommunities, has made fundraising for Peace Tracks \nespecially difficult. Yet these challenges have also \ncreated new opportunities: individual donors have \nstepped forward to help fill critical gaps, and I’ve seen \nthe global humanitarian community come together with renewed \nsolidarity. For me personally, these shifts have only strengthened my \nresolve to keep building peace through creativity and connection, no \nmatter the obstacles.” – Sandra Rizkallah, Peace Tracks\n\n“As a mission-led venture that started at Stanford and \nnow works across South Asia and the Middle East, \nwe’ve had to adapt to a changing funding landscape \nwhere large checks increasingly go to highly scalable, \nAI-first tools, while contextually grounded innovations \nlike ours, blending physical kits, teacher training, and \nlow-tech AI often get overlooked. That said, this \npressure has sharpened our clarity. We’ve doubled down on what makes \nus different: building tools with teachers and learners, not just for them. \nThe constraints have made us more creative, adapting AI to work offline, \nsimplifying data collection, and finding non-traditional partners who \nbelieve in equity-first innovation.” – Kavindya Thennakoon, Tilli\n\n“Shifting external conditions have opened new \navenues for collaboration. Our approach now actively \ninvolves schools, organisations, and professionals in \nco-curating content. This has enriched the quality of \nour learning materials, aligned them with global health \nand climate priorities, and increased trust among \nlearners. It has also positioned Smarty as not simply a content provider, \nbut as a collaborative hub where knowledge, creativity, and professional \nexpertise converge. These changes have taught us that innovation thrives \nnot in isolation but through networks and partnerships. The challenge is \nimmense, yet so is the opportunity. Together, we can ensure that young \npeople everywhere grow up empowered with the knowledge and skills to \nmake informed decisions for their health and future.” – Phillip Andrew \nMwebaza, Smarty Health Info Hub\nINNOVATORS’ VOICES: NAVIGATING SHIFTING FUNDING \nLANDSCAPES\nAcross the Global Collection 2026, innovators described how volatile \nfunding and external conditions have reshaped their opportunities \nand challenges. Their reflections highlight a shared reality: while \naid contraction and rising competition for resources have created \nobstacles, these pressures have also spurred creativity, resilience, \nand new models of sustainability. This echoes findings from our \nrecent HundrED Innovator Aid Survey 2025, which showed that in the \nface of funding volatility and shifting priorities, many organisations \nresponded with collaboration, adaptive business models, and a \ndetermined focus on sustaining impact despite shrinking resources.21\n\n“Cuts in international aid have created a funding \nvacuum that can leave innovations such as \niLearnabout without support and make new backing \neven harder to find, as scarce resources are stretched \nacross urgent needs. Programmes such as HundrED \nprovide a vital opportunity for exposure to potential \nfunders and supporters, ensuring children in Africa do not miss out on \nessential conservation and climate education at a time of accelerating \nbiodiversity loss and climate change.” – Anne Tudor, iLearnabout\n" }, { "year": 2026, "page": 17, "text": "17\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nYOUTH VOICES: WHAT EDUCATION SHOULD BECOME\nYoung people in our HundrED community shared candid reflections \non what they see as education’s greatest challenges, how innovative \nsolutions might help, and what they wish innovators would focus \non. Across diverse contexts, their voices converge on three themes: \nthe need to address inequality and outdated teaching, to empower \nyouth by connecting learning with real-world action, and to \nprioritise more personalised, inclusive, and meaningful education.\nWHAT ARE THE BIGGEST CHALLENGES IN EDUCATION TODAY, AND HOW \nCAN INNOVATIVE SOLUTIONS HELP ADDRESS THEM?\n\n“The biggest challenge is unequal access and a focus \non rote learning. Students often miss out on critical \nthinking and creativity. Innovative solutions like \ndigital platforms and project-based learning can help. \nThey make education inclusive, personalised, and \nskill-focused.” – Fizza Fatima Zille Hyder\n\n“One of the biggest challenges in education today is \nthat students often don’t feel comfortable or \nconfident while learning, which leads to ineffective \nlearning and an inability to share their opinions and \nideas with others. To address this problem, I believe \nteachers or mentors should check in with every \nlearner to help them feel comfortable during collaborative activities and \nensure that each learner feels involved. Additionally, giving constructive \nfeedback and incorporating more group activities can act as ice breakers \nand support individual learners.” – Rigzen Choden\n\n“I believe the biggest challenge in education today is \nnot just about access, but about relevance. Too often, \nstudents are asked to memorise knowledge that feels \ndisconnected from the world they live in. This creates \na gap between what we learn and what we truly need \nto navigate complex issues like climate change, \ninequality, or the rapid growth of AI. Innovative \neducation solutions, such as project-based learning, AI-powered \npersonalised tools, or STEM programs tied to real community problems, \ncan bridge this gap by making learning meaningful, adaptive, and \nfuture-oriented.” – Anakya Danke Cetta Akhbar\nPhoto by PadHer.\n" }, { "year": 2026, "page": 18, "text": "18\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nHOW CAN EDUCATION HELP YOUNG PEOPLE FEEL EMPOWERED TO ACT \nON ISSUES THEY CARE ABOUT?\n\n“Young people feel most empowered when they know \ntheir voices actually matter. Education shouldn’t only \nbe about memorising facts. It should also help these \nstudents build confidence to drive change in their \ncommunity. Innovative solutions like project-based \nlearning, youth-led programs, and platforms where \nstudents can share ideas make us feel seen and heard. When we’re \nencouraged to connect what we learn to real-world problems, like \nclimate change, inequality, or mental health, we start to see ourselves as \nleaders who can make an impact right now, not just someday.” \n– Chloe Soerjanto\n\n“Education can empower children and youth by giving \nthem not only knowledge, but also the confidence \nand tools to act on the issues they care about. Too \noften, education is framed as passive, students \nabsorb information and repeat it in exams. But if \nschools create spaces where young people can \ndebate, collaborate, and link what they learn to real-world challenges, \nthey begin to see themselves as active participants in society rather \nthan bystanders. Innovative solutions in education can accelerate this. \nWhen students are given that sense of agency, they don’t just learn \nabout the world, they begin to shape it.” – Manuela Medeiros \nIF EDUCATION INNOVATORS COULD FOCUS ON ONE THING TO IMPROVE \nLEARNING, WHAT SHOULD IT BE?\n\n“If education innovators could focus on one thing, it \nshould be making learning more personalised and \npractical, so every student can learn at their own pace \nwhile connecting what they study to real-world \nproblems and opportunities. This would move us \nbeyond memorisation and help us build skills that \ntruly prepare us for life.” – Sarbjit Singh Bal\n\n“It could be a learning experience that empowers \nlearners to pursue their interest and passion. This is to \nmake education more motivating and meaningful. \nFurthermore, it will help learners to show and prove \ntheir abilities, passion, determination, and capabilities \ntowards education.” – Naomi Chabu\n\n“If education innovators could focus on one thing, it \nshould be making learning more engaging and \nrelevant. Too often, education is about memorising \nfacts instead of exploring ideas. I believe learning \nshould spark curiosity, creativity, and problem-\nsolving. When students feel connected to what \nthey’re learning—and see how it relates to real-world \nchallenges—they feel motivated and empowered. Technology and new \nteaching methods can help personalise this experience, but the heart of \nit is making education meaningful.” – Thinlay Phuntsho\n" }, { "year": 2026, "page": 19, "text": "19\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nThe Collection by the Numbers\nThis year we selected 100 innovators from 52 \ncountries. What follows is the story of their selection, \ndepth, spread, and reach—told by the numbers.\nThe Global Collection 2026 is not only about innovative approaches and \nsolutions, but also about their measurable impact. This year’s collection \nspans diverse origins and global reach, touching millions of learners, \neducators, and communities worldwide. The numbers highlight where \ninnovations began, how far they have spread, and the target groups they \nserve. \nGEOGRAPHIC SPREAD\nFigure 7 illustrates the percentage share of innovations from each \ncontinent at three stages of the Global Collection process—submission, \nshortlist, and final selection. The inset highlights countries that stood \nout with three or more selected innovations, showing where innovation \nactivity is most concentrated within each continent.\n•\t\nAsia continues to be the innovation hub: Almost four in ten \nsubmissions came from Asia, and even after the selection process, \nthe region still accounts for nearly one-third of the Collection. Within \nthe region, India stands out as a major innovation hotspot, with the \nhighest number of submitted, shortlisted, and selected innovations.\n•\t\nAfrica gained ground: While Africa represented about 20 percent of \nsubmissions, its share rose to 21 percent in the final selection, a sign \nof strong top-quality innovative solutions.\n•\t\nOceania is small but mighty: Starting at under 3 percent of \nsubmissions, it doubled its share in the shortlist and held steady at \n6 percent in final selections.\n•\t\nNorth America and Europe slipped slightly: While both regions \nsubmitted strong innovative solutions, their shares declined from \nsubmission to final selection, an indication of tougher competition \nthis year.\nEVOLUTION OF THE COLLECTION\nThe line graph in Figure 8 shows how the share of selected innovations \nfrom each continent in the Global Collections has evolved since 2019. \nThe trajectories highlight Asia’s consistent dominance over the recent \nyears, Africa’s overall upward trend despite a slight dip, more fluctuating \npatterns in Europe and North America, and Oceania’s gradual rise from a \nsmall base. The inset captures the latest year-on-year change.\n3360 \nREVIEWS BY\n242 Academy \nMembers \n(Including \nyouth aged 17+)\n11 Junior \nAcademy Members \n(Aged 13–16)\n100 \nINNOVATIONS\nOriginating in 52 \ncountries\nScaling to 181 \ncountries\nReaching 63M \nchildren\n789\nSUBMITTED\n149\nSHORTLISTED\n100\nSELECTED\n23\nRESELECTS\n77\nNEW\nFigure 6. The HundrED Global Collection 2026 represented by the numbers\n" }, { "year": 2026, "page": 20, "text": "20\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n30%\n40%\n20%\n0%\n10%\n19.57%\n17.57%\n21.00%\n38.82%\n32.43%\n31.00%\n16.30%\n19.59%\n18.00%\n13.82%\n15.54%\n15.00%\n2.95%\n6.08%\n6.00%\n8.54%\n8.78%\n9.00%\nSUBMITTED\nAFRICA\nASIA\nEUROPE\nNORTH \nAMERICA\nOCEANIA\nSOUTH \nAMERICA\nSHORTLISTED\nSELECTED\nINNOVATION HOTSPOTS\n(Countries with 3+ innovations)\nAFRICA: 21\nSOUTH AFRICA: 3\nGHANA: 3\nASIA: 31\nINDIA: 12\nTÜRKIYE: 3\nEUROPE: 17\nUNITED KINGDOM: 5\nNORTH AMERICA: 15\nUNITED STATES: 10\nOCEANIA: 6\nNEW ZEALAND: 3\n\nSOUTH AMERICA: 9\nBRAZIL: 4\nGlobal Collection 2025 vs. 2026\nAFRICA \t \t\n▲6%\nASIA \t\n\t\n▲1%\nEUROPE\t \t\n▼4%\nNORTH AMERICA\t\n▼6%\nOCEANIA \t\n▲2%\nSOUTH AMERICA \t\n ±0%\nFigure 8: Trends in the Share of Selected Innovations by Continent, 2019–2026\nFigure 7: Geographic Spread of Submissions, Shortlist, and Selected Innovations for Global Collection 2026\n" }, { "year": 2026, "page": 21, "text": "21\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nTop Scalability Score\n“Teaching at the Right Level” got an average \nof 90 points for its scalability.\nTop Score By Junior Academy\n“Girl Boss Program” received the highest score \nof 86 from the Junior Academy.\nTop Impact Score\n“Period Education – Empowering Girls at Scale” \ngot an average of 89 for its impact.\nMost Reach\n“SEE Learning” has reached \n16 million learners.\nCOLLECTION SUPERLATIVES\nMost Scaled\n“Coach by CareerVillage.org” has been \nscaled to 121 countries.\n121 \ncountries\n16 \nmillion\n90\n89\n86\nFigure 9: Global Collection 2026 superlatives\nHundrED Academy 2026\nEach year, in its quest to find the 100 most impactful and scalable \neducation innovations worldwide, the HundrED Research Team looks \nto a global community of experts to evaluate the shortlist. In early June, \nveteran and newly selected Academy members volunteer their time to \ncarefully read through innovation pages, application forms, websites and \nextra documentation. Their scores and comments are then synthesised by \nthe Research Team to present a full picture of all shortlisted innovations \nduring the final selection process. Academy members think contextually, \ncritically evaluating whether an innovation has or could have scale and \nimpact, and whether an innovation is speaking to current needs in \neducation. This year’s Global Collection would not have been possible \nwithout the invaluable contributions of 253 dedicated members of the \nHundrED Academy 2026.\nWe highlight members whose participation stands out on two levels: \nThose who reviewed over 80 percent of their assigned innovations are \nawarded Special Mention, and Honorary Distinction is conferred on those \nreviewed three or more Global Collections. Please see Appendix B for \nmore information on the Academy’s role in the selection process, and \nAppendix C for a list of HundrEd Academy 2026 members.\n" }, { "year": 2026, "page": 22, "text": "22\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nACADEMY VOICES\nJunior Academy\n\n“Being part of the HundrED Academy has truly been \none of the most meaningful experiences of my \njourney so far. It felt incredible to be trusted with the \nresponsibility of reviewing innovations that are \nchanging lives and shaping the future of education. \nEvery story I read touched me, inspired me, and \nreminded me that small ideas, rooted in love and purpose, can create \nglobal impact. I’m so grateful to have had this opportunity — it didn’t \njust teach me about innovative solutions, it reminded me why I care \nabout making a difference.” – Hardik Chaudhary\n\n“Hats off to Hundred Academy for giving students \nand teenagers the opportunity to review and get the \nknowledge about projects being done worldwide. I \ntake extreme pleasure for being a part of it.” \n– Sudarshini G. S.\n\n“Being a part of the HundrED Junior Academy was \nfantastic! I was exposed to a whole new world of \ninspiring innovative solutions across several areas. \nSome were devoted to making eating vegetables \nmore appealing to kids, while others were prepping \nhigh schoolers for the world of work. All of them were \nso different, yet united by a common purpose: \nreimagining education for young people. Thank you so much for this \nopportunity, and I hope to carry forward everything I’ve learned into my \nown journey as a changemaker.” – Aanyaa Garatikar\n\n“Being a part of the Academy is very interesting! It \nopens my mind about innovations that are unfamiliar \nand new to me. It’s beyond description to see how \nwholesome all the changemakers around the globe are \nworking together to improve the quality of our life. To \nadd up, I find this academy as a bridge to sharpen my \nresearch skills and to voice my opinion as they facilitate us with endless \ninformation to explore.” – Zahra Faiha Askana\n" }, { "year": 2026, "page": 23, "text": "23\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nAcademy\n\n“Being part of the HundrED Academy was an \nincredibly inspiring experience. The review process \nwas thoughtfully designed—clear, well-structured, \nand intellectually engaging. It allowed me to explore \ngroundbreaking innovations from around the world \nand reflect on how global ideas can be adapted to \nlocal contexts.” – Nam Ngo Thanh, School Leader, Academic Director, \nB. School\n\n“Being part of the HundrED Academy as a 19-year-old \nyouth was a truly eye-opening experience. The review \nprocess allowed me to explore innovative educational \nsolutions that went beyond traditional learning — \ntouching on themes like play, gender equality, digital \nliteracy, green skills, and more. The tools made it easy \nto evaluate each innovation thoughtfully, and it was inspiring to see how \neducation is evolving to meet the diverse needs of learners worldwide.” \n– Myat Pan Khit, Chemical Engineering Student, SIIT - Thammasat \nUniversity\n\n“Being part of the HundrED Academy has been an \nenriching and inspiring experience. Reviewing 18 \nglobal education innovations gave me a front-row \nseat to the creativity, commitment, and impact \neducators are driving around the world. The review \nprocess was well-structured and supported by clear \nguidance, which made it easy to engage meaningfully \nwith each submission. I especially appreciated the emphasis on evidence \nof impact and scalability—it allowed me to think critically about how \nthese innovations could be adapted in Kenya. It’s been a rare honor to \ncontribute to shaping the top 100 innovations in the Global Collection \n2026.” – Nabwire Karen Kilwake, Co-Founder, Research & \nCommunications Lead, Digital Pastoralist Africa\nPhoto by Alpha Tiles.\n" }, { "year": 2026, "page": 24, "text": "24\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nACADEMY CHOICE FEATURED INNOVATION\nTeaching at the Right Level (TaRL) has been named \nthe Academy Choice for the HundrED Global Collection \n2026, after receiving the highest overall scores for \nboth its impact and scalability. Academy reviewers \ncommended its proven effectiveness across diverse \ncontexts, supported by series of rigorous Randomised \nControlled Trials and successful adaptation in more \nthan twenty countries and thirty languages. They \npraised its simplicity, scalability, and human-centred design, \nwhich empowers educators and volunteers to reach the most \nmarginalised learners through low-cost, accessible methods.\n\n“Over two decades ago in India, we \nrealised that despite being in school for a \nnumber of years, many children still \nstruggled with basic reading and \narithmetic. A solution was urgently \nneeded. Working closely with children, \nfamilies, teachers, schools, and governments, we evolved \nthe “Teaching at the Right Level” approach (TaRL). This \nmethod has helped children who were eight and older \n“catch up” and quickly acquire foundational skills. Since \nthen, TaRL has iterated and been adapted to be effective in \na variety of contexts, both in India and globally. \nOften called “CAMaL,” meaning “amazing” in several \nIndian languages, TaRL feels magical when it comes alive \nin classrooms worldwide. In a matter of days and weeks, \nchildren are transformed. In the years to come, we hope to \ncontinue working closely with different people and partners \nacross the world to ensure that every child is in school \nand learning well.” – Dr. Rukmini Banerji, CEO, Pratham \nEducation Foundation\nYOUTH CHOICE FEATURED INNOVATION\nSelected by the HundrED Junior Academy as the \nYouth Choice for the Global Collection 2026, \nGirl Boss Program by Launch Girls was recognised \nfor its inspiring mission to empower girls to become \nconfident, independent, and future-ready leaders. \nYoung reviewers praised its relevance to their \ngeneration, noting how it helps girls “find their voice” \nand “learn real-world skills that shape their future.” \nActive in sixteen countries through strong partnerships, \nGirl Boss blends mentorship, practical training, and social \nchange to give girls across South Asia and Africa the tools \nand confidence to build their own paths.\n\n“Girls aren’t just participants in Girl Boss; \nthey are architects of its future. Our Girl \nSquad, comprising current participants \nand alumni, sits at the heart of our \ninnovation, informing every aspect of our \nprogramming and co-creating solutions \nalongside us. This youth-centered approach ensures our \nwork remains relevant, responsive, and transformative.\nAs we look ahead, girls will continue to guide how our \nprograms evolve, ensuring each iteration serves their needs \nmore powerfully. Our alumni communities will become \nengines of change, with graduates supporting successive \ngenerations. This intergenerational model builds a \nsustainable movement where young women lift each other \nup, creating ripples of impact beyond classrooms. When \ngirls are trusted as leaders and innovators, they don’t just \nimagine a more inclusive world, they build it.” – Neha Sahu, \nCo-founder and Co-CEO, Launch Girls\n" }, { "year": 2026, "page": 25, "text": "25\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nACADEMY MEMBER OF THE YEAR:\nWe extend our heartfelt thanks to Sheeba Ajmal \nfor her exceptional commitment to the HundrED \nAcademy. This year, she reviewed two full batches, or \nthirty-six innovations in total, continuing her long-\nstanding record of reviewing nearly every Global \nCollection since 2019. As one of our distinguished \nAcademy Members with Honorary Distinction, she has \ncontinuously demonstrated dedication to ensuring \nthe quality and rigor of the Global Collection. We are deeply \ngrateful for her time, energy, and expertise in supporting our \neffort in identifying the world’s most impactful and scalable \neducation innovations.\n\n“As always it has been truly an honour to \nbe part of the HundrED Academy. \nReviewing the innovations extends my \nown understanding and knowledge about \nhow we can provide quality education to \nall learners irrespective of social class, \nreligion or ethnicity, in innovative ways. I was awe-inspired \nby the innovations and the amazing work educators around \nthe globe are doing to provide quality education \nexperiences to the under-privileged children in the \ncommunity. Reviewing innovations every year is my window \nto the world, and every time I open this window I see \nfantastic ideas that are transforming education in a true \nsense around the globe.” – Sheeba Ajmal, Founder & CEO \nat Technology For A Cause - Enhancing Skills \nEmpowering Kids\nPhoto by SINA\n" }, { "year": 2026, "page": 26, "text": "26\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nHall of Fame \nInnovations\n" }, { "year": 2026, "page": 27, "text": "27\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nSustaining Impact: \nThe HundrED Hall of Fame\nThe HundrED Hall of Fame is a special category within our Global Collection \nthat recognises education innovations demonstrating sustained growth in \nimpact and scalability over time, as well as responsiveness to the evolving \nneeds of learners worldwide. First introduced in 2021 for the Global \nCollection 2022, the HundrED Hall of Fame honors those innovations who \nhave been selected to the HundrED Collections (Global and/or Spotlight) \nmultiple times and have continued to show significant scale with proven \nimpact and community engagement. \nWhile no new inductees were added this year, the Hall of Fame \nremains a living showcase of pioneering work that continues to \ninspire the global education community. In the following section, we \nshare updates provided directly by Hall of Fame innovators, highlighting \nthe latest developments, milestones, and lessons from their journeys \nsince 2024. The percentage changes shown in parentheses show changes \nfrom the previous year unless otherwise noted.\nTHE HUNDRED HALL OF FAME\nBRAC PLAY LABS\nDESIGN FOR CHANGE\nECO-SCHOOLS\nEDUCATE!\nFUNDACIÓN ESCUELA NUEVA\nGLOBAL ONENESS PROJECT\nMYMACHINE\nROOM TO READ\nROOTS OF EMPATHY\nSLAM OUT LOUD\nSPEED SCHOOL\nWORLD’S LARGEST LESSON\n" }, { "year": 2026, "page": 28, "text": "28\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nBRAC Remote Play Labs\nBangladesh\n497K (AS OF 2024)\nCHILDREN / USERS\n5 (AS OF 2024)\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nBRAC’s Play Lab approach continues to expand and adapt in new \ncontexts and geographies. It has grown to impact 497,000 children, and \nhas expanded to a total of five countries. We applied to the HundrED \nSpotlights on EdTech: Bangladesh, Wellbeing in Schools, and Child-\nCentred Learning to further the reach of our innovation and connect with \nother partners working in the space. HundrED collections have been a \ngreat opportunity to gain exposure and networks around our areas of \nwork. BRAC representatives have attended the HundrED Summit and \ncontinue to engage with online content and peers in the education space.\n2.2 M (AS OF 2024)\nCHILDREN / USERS\n71 (AS OF 2024)\nCOUNTRIES\n2009\nYEAR ESTABLISHED\nDesign for Change\nIndia\nThe DFC Innovation Playbook features fifteen innovations from thirteen \ncountries, showcasing how partners apply the FIDS model through \ngamification, toolkits, platforms, and more. Over the past year, growth \nhas been reflected not only in reach but also in depth of engagement, \nwith more schools embedding the approach into curricula and students \nleading projects independently. Expansion into new regions and diverse \nschool types, training more teachers, and developing new toolkits have \nstrengthened adoption and sustainability. Key insights highlight the \nshift from awareness to agency, the teacher’s role as enabler, and the \nimportance of socio-emotional learning and systemic integration.\nFacilitating learning, development, and healing \nthrough the transformative power of play.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nDesign for Change is a global movement that \ncultivates the ‘I CAN’ belief in every child.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n" }, { "year": 2026, "page": 29, "text": "29\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n13M\nCHILDREN / USERS\n78\nCOUNTRIES\n1994\nYEAR ESTABLISHED\nEco-Schools\nDenmark\nIn the past year, the Eco-Schools programme has expanded its reach to \n1.9 million more learners and 628,000 teachers, deepening the quality of \nits activities with webinars, new handbooks, and online courses to support \nschools, educators, and coordinators in building capacity for applying the \nEco-Schools Seven-Steps framework. One of our deep insights is that \nEducation for Sustainable Development (ESD) must go beyond knowledge \ntransfer, connecting with learners on an emotional and practical level, \ntransforming climate anxiety into eco-agency. ESD provides the structure; \nnetworks and peer-to-peer learning provide the power to make systemic \nimpact, positioning Eco-Schools as a climate action programme and driver \nof educational transformation.\nEducate!\nUganda\n500K (+31.6%)\nCHILDREN / USERS\n4\nCOUNTRIES\n2009\nYEAR ESTABLISHED\nRecognition from HundrED has strengthened our credibility and validated \nEducate!’s effectiveness. In the past year, Educate! advanced two key \noutcomes that capture our work preparing youth for the labour market. \nWe supported the Government of Tanzania in launching a lower secondary \nfour-year Business Studies subject while continuing to scale our livelihood \nbootcamps in Kenya and Uganda. Government support is a marker of \nprogress: the president endorsed the Business Studies subject, signaling \na national commitment to tackling the youth employment challenge \nand advancing systematic change. Our key insight: meaningful impact \nin education and livelihoods requires balancing system level change with \ncommunity relevance. \nEco-Schools is the largest global sustainable \nschools programme.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nEducate! prepares youth in Africa with the skills to \nsucceed in today’s economy.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n" }, { "year": 2026, "page": 30, "text": "30\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n2.1M (AS OF 2024) \nCHILDREN / USERS\n21 (AS OF 2024) \nCOUNTRIES\n1987\nYEAR ESTABLISHED\nFundación Escuela Nueva\nColombia\n\nHALL OF \nFAME\nEscuela Nueva, meaning ‘New School’ in Spanish, transforms the \nconventional school model by rethinking the teaching and learning \nprocesses to ensure that every child, everywhere, receives high-quality, \naccessible and relevant education. We contribute to improve the quality, \nrelevance and efficiency of education by rethinking the way we learn.\nGlobal Oneness Project\nUnited States\n400K\nCHILDREN / USERS\n80\nCOUNTRIES\n2006\nYEAR ESTABLISHED\nWant to use powerful visual stories & films to \ndevelop global citizenship?\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nThe Global Oneness Project brings the world’s global cultures alive in the \nclassroom. They provide award-winning films and photo essays which \nexplore cultural, social, and environmental issues and accompanying \nlesson plans using stories as a pedagogical tool to inspire growing minds. \nAll for free.\nNote: The Global Oneness Project has sunsetted as an organisation and \nis currently inactive. However, its rich library of educational resources \nremains freely available for educators and learners worldwide. This year \nmarks its last recognition within the HundrED Hall of Fame.\nWe’re an NGO that contributes to improve the \nquality, relevance and efficiency of education \nthrough the Escuela Nueva Activa model.\n→ VISIT WEBSITE\n" }, { "year": 2026, "page": 31, "text": "31\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nMyMachine \nBelgium\nMyMachine is a unique collaboration of all \neducational levels to create dream machines \ninvented by kids.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n24 900 (+42%)\nCHILDREN / USERS\n34 (+6%)\nCOUNTRIES\n2008\nYEAR ESTABLISHED\nSince fall 2024, MyMachine has added three new chapters in Armenia, \nGermany, and Czechia, further expanding its global network. The \norganisation received four prestigious awards and recognitions, including \nthe Global Excellence Awards, Montessori Star 2025, Corporate LiveWire \nTech Education Initiative of the Year, and the HundrED Spotlight on Child-\nCentred Learning. It also surpassed 1.5 million student-hours of impact \nworldwide. In a time of accelerating attention to AI, these achievements \nhighlight the enduring importance of human creativity, imagination, and \ncraftsmanship—values at the heart of MyMachine’s mission. \n52M (+30%)\nCHILDREN / USERS\n29 (+39%)\nCOUNTRIES\n2000\nYEAR ESTABLISHED\nRoom to Read\nUnited States\nWorld Change Starts with Educated Children®\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nIn 2024, Room to Read reached a milestone with 10 million books checked \nout from its libraries, bringing the total to 150 million since the program \nbegan. Alongside these achievements, the organisation launched a new \nstrategic plan with bold goals: to double the number of active children \nreached each year to at least 20 million and to serve 100 million children \nby 2027. Now more than ever, strengthening education systems depends \non coordinated collaboration. This spirit has shaped our role as a Hall of \nFame member, where we have shared our experience and learning with \nothers to extend the benefits to more children efficiently.\n" }, { "year": 2026, "page": 32, "text": "32\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nSlam Out Loud \nIndia\nWe run online & offline programs that use the \narts to help disadvantaged children find their \nvoice.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n14M\nCHILDREN / USERS\n17\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nIn 2024–25, Slam Out Loud deepened systemic integration, with the Tribal \nDevelopment Department in Maharashtra now covering 60 percent of \ncosts and enabling 534 new art teachers for over 65,000 students. In \nPunjab, arts-SEL was embedded into “Bagless Saturdays” for more than \n570,000 learners, supported by a new advisory board and mentor cadre. \nThrough the Jijivisha Fellowship, a branch initiative of SOL, over 270 lessons \nwere localised, drawing on regional art forms and leading community \nprojects on social and climate justice. These advances affirm that arts are \nmost powerful when treated as core pedagogy, strengthening agency \nand classroom climate.\nRoots of Empathy \nCanada\nHelping children develop empathy for mental \nhealth, wellbeing, learning and connecting to \nothers.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n1.2 M (+11%)\nCHILDREN / USERS\n8\nCOUNTRIES\n1996\nYEAR ESTABLISHED\nRoots of Empathy grew classroom programmes by over 5 percent in the \npast year, supported by strengthened governance with new leadership in \nCanada, global finance and administration, and added staff in the US. The \norganisation launched Boys Care™ to counter toxic social media messages \nby increasing empathic male role models, while enhancing Seeds of \nEmpathy for 3–5 year olds with a digital dashboard and video resources \nfor Indigenous communities. Global thought leadership expanded \nthrough invitations to prestigious forums, reflecting rising concern about \nthe empathy deficit and post-pandemic behavioural challenges. \n" }, { "year": 2026, "page": 33, "text": "33\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nSpeed School \nMali\nAn accelerated learning program for children \nwho have been denied the opportunity to go to \nschool.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\n541K (AS OF 2024)\nCHILDREN / USERS\n5 (AS OF 2024)\nCOUNTRIES\n2004\nYEAR ESTABLISHED\nSpeed School consists of a condensed curriculum covering the first three \nyears of primary education. The Speed School model is being implemented \nand adapted across multiple African countries to help marginalised out-\nof-school children catch up on education in supportive, joyful classrooms \nwith remarkable results. Upon completion, children transfer to formal \nschools to continue their education.\nWorld’s Largest Lesson\nUnited Kingdom\n17M (AS OF 2024)\nCHILDREN / USERS\n98 (AS OF 2024)\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nWe produce free & creative tools for students to \ntake action for the SDGs.\n→ VISIT WEBSITE\n\nHALL OF \nFAME\nStanding alongside partners including UNICEF and UNESCO, we produce \nfree and creative resources for educators to teach lessons, run projects \nand stimulate action in support of the Sustainable Development Goals \n(SDGs). These resources are free, open source and translated into over \nthirty languages reaching 17.9 million children located in over seventy \ncountries.\n" }, { "year": 2026, "page": 34, "text": "34\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nGlobal \nCollection \n2026: \nSelected \nInnovations\n" }, { "year": 2026, "page": 35, "text": "35\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nHUNDRED GLOBAL COLLECTION 2026\n" }, { "year": 2026, "page": 36, "text": "36\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n1.\t\nAfriKids’ Powerhouse Communities\n2.\t\nAlpha Tiles\n3.\t\nAn Alternative Listening Method in \nLanguage Educat\n4.\t\nAPPLE Schools\n5.\t\nApprendemos\n6.\t\nAzima: An Online Arabic Learning \nPlatform for Refugees\n7.\t\nBachillersitario CUNBRE\n8.\t\nBambaLearn App\n9.\t\nBLP Scale-Up via White Label \nApproach\n10.\t\nBuilding Teacher skills, Boosting \nStudent Outcomes\n11.\t\nCan’t Wait to Learn\n12.\t\nChedza Solar Backpack\n13.\t\nCircle of Teachers’ Learning (CTL)\n14.\t\nClass Saathi\n15.\t\nCoach by Career Village\n16.\t\nCommunity Keepers\n17.\t\nConnected North\n18.\t\nCoolThink@JC\n19.\t\nCyberSecurity Curricula Education\n20.\t\nEarly Years Play-Based Teacher \nTraining\n21.\t\nEducating for Wellbeing (EW)\n22.\t\nEedi\n23.\t\nELAN - Enhancing Literacy and \nNumeracy\n24.\t\nEnabling Leadership(EL)-Play\n25.\t\nEnhancing Rural Schools with Digital \nSolutions\n26.\t\nFlow Start\n27.\t\nGirl Boss Program\n28.\t\nGirl Icon Program\n29.\t\nGirls Go Circular\n30.\t\nGlobal Schools Program\n31.\t\nGood Practices in Education \nConferences\n32.\t\nGraphoGame\n33.\t\nGuidance Programme\n34.\t\nHouse of Science resource kit library.\n35.\t\nHP Cambridge EdTech Fellowship\n36.\t\nIara\n37.\t\niLearnabout\n38.\t\nImprove Liberia cooperation \nmovement\n39.\t\nIntegrated Maths Program\n40.\t\nInteliGente\n41.\t\nInternational Climate Policy and \nAdvocacy Course\n42.\t\nKlimaatspeelplaats\n43.\t\nL3 – Learning for Life and Livelihood\n44.\t\nLearn To Play - Ithute Go Tshameka\n45.\t\nLearning and Migration Program \n(LAMP)\n46.\t\nleerKRACHT (teachingFORCE)\n47.\t\nLively Minds: bright futures for rural \nchildren\n48.\t\nMAGOS\n49.\t\nManzil Mystics\n50.\t\nMARIO Education\n51.\t\nMasters of Trivia\n52.\t\nmEducation\n53.\t\nMOZA AMBASSADORS\n54.\t\nNotopedia\n55.\t\nOneSky for all children\n56.\t\nOutdoor School Singapore\nThe Global Collection 2026 Innovations from A to Z\nThis list of innovations is presented in alphabetical order. \nClick on the innovation’s title to read more about it on the HundrED website.\n" }, { "year": 2026, "page": 37, "text": "37\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n57.\t\nPadHer\n58.\t\nPandai\n59.\t\nPatio Vivo Cultivable: Learning with \nNature\n60.\t\nPeace Tracks\n61.\t\nPeriod Education - Empowering Girls \nat Scale\n62.\t\nPlay Based Learning Observation \nTool (P-BLOT)\n63.\t\nPredictors of Learning\n64.\t\nPrograma Robles del Futuro\n65.\t\nProject “I think, therefore I write”\n66.\t\nProjet Jeune Leader\n67.\t\nRipples of kaitiakitanga an \nEnviroschools approach\n68.\t\nSchool the World’s Accelerated \nLearning Program\n69.\t\nSEE Learning®\n70.\t\nSee Think Wonder Challenge\n71.\t\nSEL Kernels of Practice\n72.\t\nSINA (Social Innovation Academy)\n73.\t\nSmarty Health Info Hub\n74.\t\nSolarSPELL offline digital libraries\n75.\t\nSpeech Spark: Teacher-led Boost to \nTogo’s Literacy\n76.\t\nSTEMXX NIGERIA\n77.\t\nSuperBetter\n78.\t\nSwitch4Schools\n79.\t\nTeaching at the Right Level (TaRL)\n80.\t\nTEKOM´BOE: Palliative Education\n81.\t\nThe All-Ukrainian Online School\n82.\t\nThe Happiness Lesson Integrated \nProgrammes\n83.\t\nThe Happy Confident Schools \nProgram\n84.\t\nThe Jijivisha Fellowship\n85.\t\nThe Rubbish Film Festival\n86.\t\nThe Starving Artist\n87.\t\nThe STEAM Design Process & \nStarfish Maker\n88.\t\nThe Stephanie Alexander Kitchen \nGarden Program\n89.\t\nThe TIEEZ Programme\n90.\t\nThe Village That Reads!\n91.\t\nTheatre onlife\n92.\t\nTilli\n93.\t\nTOY for Inclusion Play Hubs\n94.\t\nUdhyam Shiksha\n95.\t\nVegemi\n96.\t\nWequal- Equality Through Education\n97.\t\nXploreLab 360\n98.\t\nYellow Rooms -Community Based \nIntervention\n99.\t\nYESfest\n100.\t ZubHub\n" }, { "year": 2026, "page": 38, "text": "38\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n110K\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nAfriKids’ Powerhouse \nCommunities\nGhana\nWhere means, motive and opportunity fuel every \nchild’s learning\n→ VISIT WEBSITE\n25K\nCHILDREN / USERS\n45\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nAlpha Tiles\nMexico\nCreating literacy games for the world’s 7159 \nlanguages\n→ VISIT WEBSITE\nWe know today’s education systems are not working for every child — and \nit will take all hands on deck to fix it. Powerhouse Communities unlock the \ntransformative power of parents and communities to help increase the \nnumber of children learning, enrich learning to be rooted and relevant \nto local contexts, and break down social barriers that exclude the most \nmarginalised.\nThere are no literacy game apps for 97 percent of the world’s languages. \nUsing its open-source platform, new apps can be created in one-week \nworkshops or via online collaboration in a Google Drive. Around the world, \nhundreds of millions of children start school in an unknown language. \nWith the Alpha Tiles app, children can begin reading in their own language \nbefore continuing to a national language.\n" }, { "year": 2026, "page": 39, "text": "39\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nAPPLE Schools\nCanada\n35K\nCHILDREN / USERS\n1\nCOUNTRY\n2007\nYEAR ESTABLISHED\nInnovative health promotion initiative that \nimproves the lives of 35,000+ students yearly in \nCanada.\n→ VISIT WEBSITE\nAlternative Listening Method \nin Language Education\nTürkiye\n1 700\nCHILDREN / USERS\n1\nCOUNTRY\n2024\nYEAR ESTABLISHED\nCut-Write-Solve: A New Era of Active Listening!\n→ VISIT WEBSITE\n“Cut-Write-Solve” is an interdisciplinary method that transforms listening \nfrom a passive skill into an active process. By combining paper-cutting \nart, encryption, and algorithmic thinking, it makes listening creative, \nanalytical, and engaging. The method significantly improves all listening \nskills, especially critical listening.\nAPPLE Schools is a research-based, school-focused health initiative that \nempowers students to build lifelong healthy habits, develop critical skills, \nand thrive both in and out of the classroom. Students in APPLE schools \ntake the lead in creating a healthy school environment that is proven to \nshow better dietary choices, increased physical activity and happiness, \nand improved learning outcomes.\n" }, { "year": 2026, "page": 40, "text": "40\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n10K\nCHILDREN / USERS\n1\nCOUNTRY\n2020\nYEAR ESTABLISHED\nApprendemos\nPeru\nDigital Math Learning for Schools\n→ VISIT WEBSITE\n1 100\nCHILDREN / USERS\n1\nCOUNTRY\n2020\nYEAR ESTABLISHED\nAzima: Online Education \nPlatform for Refugees\nLebanon\nAzima - meaning “determination” in Arabic - is \nwhere Determination Meets Innovation.\n→ VISIT WEBSITE\nApprendemos addresses unequal access to quality math education in \nPeru. It’s a free digital program for students in grades 3–6, offering weekly \ninteractive activities, offline access, and classroom tools for teachers. \nIn 2024, over 140,000 students used the platform. Built on research, it \nmakes learning and teaching effective and fun for all!\nThe closure of schools in March 2020 due to the COVID-19 pandemic \nthreatened to disrupt learning for Syrian children in Lebanon. In response, \nJusoor developed a WhatsApp-based learning program: Azima. Azima \nhas continued to open pathways to education for students in and out \nof school, adapting Jusoor’s evidence-backed curriculum to be accessible \nand impactful for students and their parents.\n" }, { "year": 2026, "page": 41, "text": "41\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nBambaLearn App\nSouth Africa\n51K\nCHILDREN / USERS\n1\nCOUNTRY\n2020\nYEAR ESTABLISHED\nNo child should be left behind.\n→ VISIT WEBSITE\nBachillersitario CUNBRE\nColombia\n2 000\nCHILDREN / USERS\n1\nCOUNTRY\n2023\nYEAR ESTABLISHED\nFrom school to life. Education that honors \ncultures and opens pathways.\n→ VISIT WEBSITE\nThe CUNBRE Baccalaureate transforms secondary education into \na true gateway to higher education, leadership, and purposeful \nentrepreneurship. With the support and mentorship of AI, young people \nfrom vulnerable communities learn about their identity, strengthen their \nroots, and build businesses tailored to their territory and their dreams. A \ndegree here means transforming their future.\nThe BambaLearn App revolutionises early childhood education in South \nAfrica’s under-resourced communities. It offers a fun, interactive platform \nfor children ages 2-6, blending games, storybooks, and creative tools to \ndevelop critical skills. With personalised learning and educator support, \nBambaLearn bridges the education gap, providing scalable, accessible \nand effective early learning.\n" }, { "year": 2026, "page": 42, "text": "42\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n450K\nCHILDREN / USERS\n34\nCOUNTRIES\n2012\nYEAR ESTABLISHED\nBLP Scale-Up via White Label \nApproach\nNorway\nIntroducing the White Label Approach: a new way \nto scale impactful programmes in this sector.\n→ VISIT WEBSITE\n2.3M\nCHILDREN / USERS\n21\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nBuilding Teacher Skills, \nBoosting Student Outcomes\nTanzania\nEmpowering Teachers to Prepare Students with \nSkills to Thrive Beyond the Classroom.\n→ VISIT WEBSITE\nThe White Label Approach enables partners to integrate evidence-based \npsychosocial support (PSS) methods into their own education programs \nthrough NRC’s signature Better Learning Programme (BLP). This \ninnovation addresses gaps in access, capacity, and consistency, expanding \nquality PSS for children, youth, and teachers affected by conflict through \nshared ownership and contextual adaptation.\nPoverty, exclusion, and gender inequity hold millions back from quality \neducation. Effective teachers can help change that. TeachUNITED tackles \nthe learning crisis by giving teachers the tools they need to ensure \nlearners succeed. This cost-effective, sustainable coaching model boosts \nteacher confidence and retention to give the next generation of students \nthe skills to thrive beyond the classroom.\n" }, { "year": 2026, "page": 43, "text": "43\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nChedza Solar Backpack\nBotswana\n7 000\nCHILDREN / USERS\n5\nCOUNTRIES\n2020\nYEAR ESTABLISHED\n“Its Not Just A Backpack, Its A Beacon Of Hope.”\n→ VISIT WEBSITE\nCan’t Wait to Learn\nSudan\n300K\nCHILDREN / USERS\n8\nCOUNTRIES\n2012\nYEAR ESTABLISHED\nBridging the education gap in emergencies with \nscalable digital personalised learning solutions.\n→ VISIT WEBSITE\nCan’t Wait to Learn brings the power of digital personalised learning to \nchildren in crisis. Through curriculum-aligned, game-based experiences, \nit builds essential reading and math skills—anytime, anywhere. Co-\ncreated with children and backed by research, it’s cost-effective, scalable \nand designed to bridge education gaps and ensure every child can keep \nlearning, no matter the circumstances.\nChedza Solar Backpack is an innovative solution designed to provide \nclean, renewable energy to students in off-grid areas. By harnessing solar \npower and storing it, it enables users to charge their devices and access \nlight, bridging the digital divide in rural communities. This sustainable, \nportable energy source supports education, reduces reliance on fossil \nfuels, and improves quality of life.\n" }, { "year": 2026, "page": 44, "text": "4 4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n1 500\nCHILDREN / USERS\n1\nCOUNTRY\n2023\nYEAR ESTABLISHED\nCircle of Teachers’ Learning \n(CTL)\nIndonesia\nConnecting Teachers, Transforming Learning\n→ VISIT WEBSITE\n500K\nCHILDREN / USERS\n6\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nClass Saathi\nSouth Korea\nAI-powered solution that boosts classroom \nengagement and learning outcomes — even \nwithout the internet.\n→ VISIT WEBSITE\nThe 5Cs Framework in the Circle of Teachers’ Learning (CTL) solves the \nchallenge of limited, unfocused teacher development. In just 30 minutes \na week, CTL guides teachers through Connect, Convey, Collect, Consider, \nand Commit—fostering collaboration, data-driven reflection, and \nemotional well-being to improve teaching and student outcomes.\nClass Saathi is an affordable AI-powered learning solution that makes \nevery student an active participant in class. It is a combination of a clicker \ndevice for each student and a software application for teachers, parents \nand administrators. Class Saathi works without the internet and includes \nmulti-level dashboards for seamless performance monitoring and is \nlanguage, platform and device agnostic.\n" }, { "year": 2026, "page": 45, "text": "45\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nCommunity Keepers\nSouth Africa\n79K\nCHILDREN / USERS\n1\nCOUNTRY\n2008\nYEAR ESTABLISHED\nBeautiful minds in every school\n→ VISIT WEBSITE\nCoach by CareerVillage.org\nUnited States\n10K\nCHILDREN / USERS\n121\nCOUNTRIES\n2023\nYEAR ESTABLISHED\nAI-powered career development for you. Because \nyou got this.\n→ VISIT WEBSITE\nThe job market and the future of work are constantly evolving, but \ntraditional career guidance services are often inaccessible due to limited \navailability, high costs, or geographic limitations. There’s a pressing need \nfor scalable, cost-effective, high-quality career support. Coach empowers \nlearners at every stage in their career with personalised, quality, and bias-\nfree career support.\nCK creates safe spaces, on school premises, manned by a professional \ntherapist and a community member, with lived experience, who is trained \nin mental health first aid. By investing in the social, emotional and mental \nwell-being of learners, educators and parents/guardians, it is possible \ncreate an environment where everyone feels a sense of belonging and \neveryone can thrive - ready for learning.\n" }, { "year": 2026, "page": 46, "text": "46\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n36K\nCHILDREN / USERS\n1\nCOUNTRY\n2014\nYEAR ESTABLISHED\nConnected North\nCanada\nTransforming Lives Through Technology.\n→ VISIT WEBSITE\n120K\nCHILDREN / USERS\n9\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nCoolThink@JC\nChina\nInspiring digital creativity — computational \nthinking as basic education in every school.\n→ VISIT WEBSITE\nConnected North fosters student engagement and enhanced education \noutcomes in remote Indigenous communities. This leading edge program \ndelivers immersive and interactive education services, through high \ndefinition, two-way video conference technology. The program is made \npossible through a strong ecosystem of supporters with program delivery \nmanaged by Canadian charity TakingITGlobal.\nCoolThink@JC is a Computational Thinking education programme donated \nand created by The Hong Kong Jockey Club Charities Trust, co-created by \nMIT, EdUHK and CityU. Its mission is to inspire digital creativity, nurture \nstudents’ proactive use of technologies for social good from a young age, \nmainstream CT education in schools and serve as a basic education for \neveryone.\n" }, { "year": 2026, "page": 47, "text": "47\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nEarly Years Play-Based Teacher \nTraining\nGhana\n620K\nCHILDREN / USERS\n1\nCOUNTRY\n2004\nYEAR ESTABLISHED\nEmpowering teachers to help every child \nlearn through play.\n→ VISIT WEBSITE\nCyberSecurity Curricula \nEducation\nQatar\n140K\nCHILDREN / USERS\n2\nCOUNTRIES\n2023\nYEAR ESTABLISHED\nCreating a generation that is aware and \nunderstands cyber security and digital concepts.\n→ VISIT WEBSITE\nThe aim of the project is to educate children and adolescents in the State \nof Qatar about the various concepts and foundations related to digital \nsafety and cyber security. This project, sponsored by the National Cyber \nSecurity Agency, is the first project of its kind in the region and aims to \nraise digital awareness among all age groups of schools.\nNearly 80 percent of children in Ghana lack basic literacy and numeracy \nby the end of primary school (UNESCO, 2022). Yet play-based learning—\nproven to boost learning outcomes—remains underused. 85 percent of KG \nteachers are not trained in play-based approaches. Sabre is supporting \nthe government to change this, scaling a national KG teacher training \nmodel—to transform classrooms for 1.2 million children through play.\n" }, { "year": 2026, "page": 48, "text": "48\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n50K\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nEducating for Wellbeing (EW)\nMexico\nEmpowering educators and students to cultivate \nwell-being at scale, to last.\n→ VISIT WEBSITE\n71K\nCHILDREN / USERS\n56\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nEedi\nUnited Kingdom\nA Learning Solution Built on Evidence.\n→ VISIT WEBSITE\nIn Mexico, 1 in 2 children lives in poverty and 60 percent are behind in \nschool by grade six. Gaps in educational outcomes across socioeconomic \nstatus fuel cycles of inequality and violence. EW aims to break these \ncycles by fostering learning environments that act as protective barriers. \nEW trains educators to improve their own SEC and well-being, foster SEL \nin students and implement systemic change.\nEedi School is an evidence-based math learning solution, proven by a \nlarge-scale randomised controlled trial to double the rate of learning in \nmath. The platform moves beyond traditional methods by combining \na vast library of diagnostic questions with AI and human support. This \nunique human-in-the-loop AI model strengthens the learning process by \nproviding students with timely, personalised help.\n" }, { "year": 2026, "page": 49, "text": "49\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nEnabling Leadership(EL)-Play\nIndia\n10K\nCHILDREN / USERS\n4\nCOUNTRIES\n2013\nYEAR ESTABLISHED\nTogether We Play, Together We Lead.\n→ VISIT WEBSITE\nELAN — Enhancing Literacy \nand Numeracy\nPakistan\n15K\nCHILDREN / USERS\n3\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nWe provide functional literacy/21st century skills \nin marginalised contexts via digital technology.\n→ VISIT WEBSITE\nThe education crisis affects 1 in 10 people who cannot read or write. Millions \nof children in developing countries are out of school. Traditional education \ncan’t solve the problem quickly, but ELAN’s digital learning solution using \neLearning, tablets, and gamification, is a proven game changer, providing \naccess to quality education to underserved populations.\nChildren, more so girls, from under-resourced backgrounds lack access \nto essential life skills education, leaving them ill-equipped for work and \nlife. “EL-Play” is a mixed-gender football program with unique rules and \na unique life skills curriculum that empowers girls, shifts boys’ mindsets, \nand helps them to “defy the impossible” and break out poverty and take \ncare of themselves and the world.\n" }, { "year": 2026, "page": 50, "text": "50\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n14K\nCHILDREN / USERS\n1\nCOUNTRY\n2023\nYEAR ESTABLISHED\nEnhancing Rural Schools \nwith Digital Solutions\nKazakhstan\nTransforming Small Rural Schools Through Digital \nInnovation.\n→ VISIT WEBSITE\n1 200\nCHILDREN / USERS\n3\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nFlow Start\nNorway\nBecause Wellbeing Comes First.\n→ VISIT WEBSITE\nThis innovation is designed to unlock the potential of small rural schools \nthrough the integration of digital technologies and modern educational \nresources. The project addresses the disparities in education quality \nbetween rural and urban areas by equipping schools with contemporary \ndigital tools, improving internet connectivity, and providing teacher \ntraining.\nTraditional school days often overlook learners’ mental and emotional \nreadiness, which impacts focus and engagement. Flow Start prioritises \nwell-being with activities that promote joy, connection and agency. \nIt is easily scalable and can be implemented immediately in any school \nworldwide and improves focus, creativity and collaboration. Because \nwell-being comes first.\n" }, { "year": 2026, "page": 51, "text": "51\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nGirl Icon Program\nIndia\n54K\nCHILDREN / USERS\n2\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nUnleashing a million girl leaders by 2030 — daring \nto create a more equal, just rural India.\n→ VISIT WEBSITE\nGirl Boss Program\nIndia\n8 200\nCHILDREN / USERS\n6\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nA world where all girls control their futures.\n→ VISIT WEBSITE\nLaunch Girls builds inclusive economies by preparing under-served girls \n(ages of 14–24) in South Asia and Africa to thrive in the world of work. \nThrough the Girl Boss programs, entrepreneurial education is utilised to \ngrow their skills, agency, and support systems. Since 2020, the program \nhas reached over 20,000 girls in sixteen countries, helping them pursue \nentrepreneurship, employment, or higher education with thirty-two \npartners.\nMilaan Foundation is building a movement of 1 million adolescent girl \nleaders across rural India by 2030 through its flagship, evidence-based, \ngirl-centric Girl Icon Program. By investing in girls’ education, leadership, \nand life skills, cycles of inequality are broken and lasting change is driven. \nTogether, a future can be powered where every girl leads, thrives, and \ntransforms her world.\n" }, { "year": 2026, "page": 52, "text": "52\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n28K\nCHILDREN / USERS\n35\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nGirls Go Circular\nGermany\nEmpowering Next Generation in Sustainability \nand STEM.\n→ VISIT WEBSITE\n300K\nCHILDREN / USERS\n89\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nGlobal Schools Program\nUnited States\nSupporting schools and educators in creating a \nmore sustainable world.\n→ VISIT WEBSITE\nGirls Go Circular provides a free online platform engaging girls aged 14–19 \nin digital, entrepreneurial, and sustainability learning through hands-\non courses on diverse topics, from Circular Fashion to AI. Available in \ntwenty-five languages, it connects learning to real-world challenges, \npromotes gender equality in STEM and supports teachers with classroom \nintegration guidelines and tools.\nGlobal Schools (GS) is a flagship program of the Sustainable Development \nSolutions Network, in support of UNESCO’s Roadmap for Education for \nSustainable Development (ESD). The mission of Global Schools is to create \na world where every primary and secondary student is equipped with the \nknowledge, skills, and values to tackle the problems of the 21st century.\n" }, { "year": 2026, "page": 53, "text": "53\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nGraphoGame\nFinland\n10M\nCHILDREN / USERS\n39\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nThe Literacy Game Made by Scientists.\n→ VISIT WEBSITE\nGood Practices in Education \nConferences\nTürkiye\n3 100\nCHILDREN / USERS\n1\nCOUNTRY\n2004\nYEAR ESTABLISHED\nA space for teachers and stakeholders to connect, \nshare, and learn together for change.\n→ VISIT WEBSITE\nSince 2004, Good Practices in Education Conferences have created an \nalternative space for teachers and other education stakeholders to share \ninnovative solution-oriented projects to real educational challenges. \nFrom classroom-based efforts to cross-regional collaborations, over \n2,000 peer-reviewed examples now foster shared learning, dialogue, and \nchange across the education community in Türkiye.\nGraphoGame is an evidence-based learning app and methodology \ndesigned to teach literacy in fourteen languages. It features a teacher \nplatform with predictive data models enabling early interventions, \nensuring children learn to read. GraphoGame is a market leader in France, \nFinland, Brazil, and Norway, and it has been downloaded over 7 million \ntimes. The UNESCO Literacy and ICEIE Efficacy Prize winner.\n" }, { "year": 2026, "page": 54, "text": "5 4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n2 600\nCHILDREN / USERS\n5\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nGuidance Programme\nJordan\nSupporting refugee youth to navigate and access \ntertiary-level education.\n→ VISIT WEBSITE\n180K\nCHILDREN / USERS\n1\nCOUNTRY\n2014\nYEAR ESTABLISHED\nHouse of Science resource kit \nlibrary\nNew Zealand\nEmpowering primary school teachers to raise \nscientific literacy.\n→ VISIT WEBSITE\nThe Guidance Programme supports refugee youth to navigate and access \ntertiary-level education and training. Students gain essential skills and \nknowledge, improved confidence, and enhance mental wellbeing for \ncontinuing learning after secondary school. The programme is delivered \nthrough digital materials, peer-led workshops, and mentorship. The \nprogramme has reached 5,900 students in MENA and East Africa.\nThe House of Science resource kit library delivers hands-on, bilingual \nscience resource kits to primary schools, making science fun, accessible, \nand easy to teach. Each kit is packed with engaging experiments and all \nmaterials needed, empowering teachers and inspiring young scientists \nacross New Zealand.\n" }, { "year": 2026, "page": 55, "text": "55\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nIara\nBrazil\n50K\nCHILDREN / USERS\n1\nCOUNTRY\n2020\nYEAR ESTABLISHED\nDemocratising financial literacy through chat-\nbased, AI-powered education for low-income \npeople.\n→ VISIT WEBSITE\nHP Cambridge EdTech \nFellowship\nUnited Kingdom\n5M\nCHILDREN / USERS\n38\nCOUNTRIES\n2023\nYEAR ESTABLISHED\nAccelerating effective and equitable digital \ntransformation across education systems.\n→ VISIT WEBSITE\nLeaders driving digital transformation across entire education systems \nmust navigate a huge array of possibilities and contexts, all while handling \nmultiple pressures. This Fellowship brings those leaders together to \nfoster the knowledge, skills and network to drive positive change through \nEdTech on a large scale. It bridges gaps between research, policy, and \npractice.\nIara is an AI-powered chatbot that delivers financial education through \nWhatsApp, reaching low-income populations where traditional methods \nfail. It uses conversational design, gamification, and behavioral insights to \nteach essential financial skills in a friendly, accessible way - at scale, and \nwith measurable results.\n" }, { "year": 2026, "page": 56, "text": "56\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n45K\nCHILDREN / USERS\n5\nCOUNTRIES\n2019\nYEAR ESTABLISHED\niLearnabout\nKenya\nPowering conservation education.\n→ VISIT WEBSITE\n9 000\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nImprove Liberia cooperation \nmovement\nLiberia\nEmpowering Education, Enriching Lives.\n→ VISIT WEBSITE\niLearnabout is filling a critical gap in children’s education by providing \nteachers and learners across Sub-Saharan Africa with a range of freely \navailable digital resources to help develop a better understanding of \nlocal and global environmental conservation challenges and solutions. \nCurrently, there is no widely available comprehensive digital resource \nthat brings together all the vital topics of environmental, climate, and \nconservation education in one place.\nImprove Liberia Cooperation Movement transforms education in rural \nLiberia by prioritising learner agency through personalised learning plans, \nproject based learning community driven initiative. This project tackles \nthe lack of educational resources / generational illiteracy, fostering a \nlove for learning, empowering students and breaking the cycle of limited \nunderstanding and missed opportunity.\n" }, { "year": 2026, "page": 57, "text": "57\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nInteliGente\nBrazil\n300K\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nBuilding Paths of Equality with Artificial \nIntelligence.\n→ VISIT WEBSITE\nIntegrated Maths Program\nSouth Africa\n430K\nCHILDREN / USERS\n1\nCOUNTRY\n2012\nYEAR ESTABLISHED\nNurturing excellence in maths education.\n→ VISIT WEBSITE\nGreen Shoots is transforming South African education with its Integrated \nMaths Program, empowering teachers, learners, parents, and the \neducation department. Through real-time data analytics, it delivers \npersonalised learning for grades 3-7, enabling informed decisions and \nequitable access to quality Maths education. This bridges socio-economic \ngaps and supports systemic improvement for future success.\nInteliGente is a groundbreaking initiative dedicated to integrating AI in \neducation, fostering equity, and customising learning experiences for \ndiverse student needs. By empowering students to develop AI solutions \nfor societal good, it is advancing education, democratising AI, and \naddressing disparities in technology access, particularly in regions like the \nGlobal South.\n" }, { "year": 2026, "page": 58, "text": "58\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n4 000\nCHILDREN / USERS\n93\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nInternational Climate Policy \nand Advocacy Course\nUnited States\nUnlocking Climate Diplomacy for Youth.\n→ VISIT WEBSITE\n1M\nCHILDREN / USERS\n7\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nKlimaatspeelplaats\nBelgium\nLet’s create climate adaptive school grounds for \nchildren and youngsters all over the world!\n→ VISIT WEBSITE\nClimate change is the defining challenge of our time, yet 94 percent of \nyoung people feel unprepared to engage in the spaces where decisions \nare made. The International Climate Policy and Advocacy Course is the \nfirst and only youth-led, multilingual, offline-accessible course that \ndemystifies climate diplomacy and empowers youth all over the world to \ninfluence negotiations with confidence and courage.\nThe award winning school ground project ‘Klimaatspeelplaats’ in Sint-\nPaulus Kortrijk, Belgium, has set the benchmark for greening school \ngrounds all over Belgium and is inspiring schools all over the world to \nrethink their school grounds. By getting rid of concrete and finding \nsolutions for water issues, heat stress and decreasing biodiversity, it has \nbecome an incredible example for many schools.\n" }, { "year": 2026, "page": 59, "text": "59\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nLearn To Play – \nIthute Go Tshameka\nBotswana\n13K\nCHILDREN / USERS\n7\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nWeaving mindful play into the fabric of African \nearly learning.\n→ VISIT WEBSITE\nL³ – Learning for Life and \nLivelihood\nEthiopia\n500K\nCHILDREN / USERS\n2\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nL³ – Learning for Life and Livelihood\n→ VISIT WEBSITE\nStudent-centered learning is widely taught to teachers but rarely used. \nL³ provides a framework and methods that enable and motivate teachers \nto enrich and enliven students’ learning by linking lessons to the local \ncontext and joining together to learn in many ways. L³ also engages \nteachers in joint reflective practice to design and deliver lessons that \nelevate student agency in their studies.\nBotswana faces a crisis in early learning and wellbeing - only 15 percent of \n2–5 year-olds access ECE, deepening inequality. Foundational gaps persist, \nespecially for the poor. Learn To Play partners with the government \nto train women as facilitators of play-based learning, boosting school \nreadiness, resilience, and agency. Its two-generational model improves \noutcomes, creates jobs, and strengthens public systems.\n" }, { "year": 2026, "page": 60, "text": "60\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n1.6M\nCHILDREN / USERS\n1\nCOUNTRY\n2004\nYEAR ESTABLISHED\nLearning and Migration \nProgram (LAMP)\nIndia\nEnsuring migrant children stay in school \nwith quality education to end \nintergenerational poverty.\n→ VISIT WEBSITE\n40K\nCHILDREN / USERS\n11\nCOUNTRIES\n2012\nYEAR ESTABLISHED\nleerKRACHT \n(teachingFORCE)\nNetherlands\nHow can we create a strong body of teachers and \ncreate a continuous improvement culture?\n→ VISIT WEBSITE\nOne in five children in India is a migrant. Each year, over 140 million \nIndians migrate seasonally for work, disrupting children’s education \nand pushing many into labor. LAMP addresses this by providing quality \neducation, collaborating with communities and the government to ensure \nuninterrupted learning for migrant children, and thus breaking the cycle \nof intergenerational poverty.\nThe leerKRACHT (teachingFORCE) foundation believes in the quality of all \nteachers, and wishes to give ownership of education back to the teachers. \nIt aims to achieve this through helping schools to promote a continuous \nimprovement culture, wherein teachers work together to improve their \nteaching, with school leadership being role models in the improvement \nprocess.\n" }, { "year": 2026, "page": 61, "text": "61\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nMAGOS\nPortugal\n22K\nCHILDREN / USERS\n4\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nEngaging first language classes for every student, \nmade possible by edtech accessible to any \nteacher.\n→ VISIT WEBSITE\nLively Minds: bright futures for \nrural children\nGhana\n300K\nCHILDREN / USERS\n2\nCOUNTRIES\n2008\nYEAR ESTABLISHED\nGet quality early childhood development to \nmillions of rural pre-schoolers by activating \nparents.\n→ VISIT WEBSITE\nThere’s no debate: the early childhood years are critical for a child’s \nlifelong success and well-being. Yet 250 million children-mostly in rural \ncommunities in the Global South-are missing out. Existing solutions lack \nthe urgency, quality, and scale required. Parents are the sleeping giants: \nby equipping them as ECD providers, we reach 295,000 children yearly at \na cost of just 3 USD per child, with plans to scale to two more countries.\nWith MAGOS, it is ensured that no first language class is wasted for any \nchild. MAGOS is an innovative educational resource that transforms the \nprimary first language classroom into a more motivating, personalised \nand collaborative learning experience for each child, enabled by a hybrid \ntechnology that is useful and easy for any teacher to use.\n" }, { "year": 2026, "page": 62, "text": "62\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n170K\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nManzil Mystics\nIndia\nWe are reimagining schools by teaching through \nmusic, where children can learn & express \nthemselves.\n→ VISIT WEBSITE\n35K\nCHILDREN / USERS\n31\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nMARIO Education\nUnited States\nEnsuring all students are safe, ready to learn, and \nthriving.\n→ VISIT WEBSITE\nLearning Through Music is the flagship program of Manzil Mystics, \ndesigned to create safe and happy spaces, bring happiness, inculcate \nconfidence and creativity, and ignite the true potential of children. They \nlearn to sing, write, compose a song, and express their feelings and \naspirations through music. It acts as a magnet for them to attend school \nwhile triggering other essential elements.\nMARIO Education equips schools with the first evidence-based system \nthat uses well-being data to strengthen school relationships. With the \nMARIO for Me platform, schools maximise their counseling resources, \nenhance advisory and pastoral care systems, prioritise targeted \ninterventions, foster a positive school culture and climate, and ensure \nthat no child falls through the cracks.\n" }, { "year": 2026, "page": 63, "text": "63\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nmEducation\nPhilippines\n150K\nCHILDREN / USERS\n18\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nImproving foundational numeracy skills through \nphone-based targeted tutoring.\n→ VISIT WEBSITE\nMasters of Trivia\nUnited States\n75K\nCHILDREN / USERS\n4\nCOUNTRIES\n2024\nYEAR ESTABLISHED\nMasters of Trivia — Knowledge Gamified.\n→ VISIT WEBSITE\nWith 250 million youth out of school and 69 percent of teachers citing \nlow motivation, education urgently needs bold and engaging formats. \nMasters of Trivia delivers bite-sized and multilingual online quizzes based \non gamified learning and active recall methodologies that are proven \nto boost retention on a platform that aims for global reach, low-barrier \naccess, and joyful learning.\nmEducation, globally known as ConnectEd, is a phone-based program \ndelivering weekly SMS exercises and phone tutorials to improve \nnumeracy for Grades 3–5 students in the Philippines. Accessible on basic \nphones, it is a cost-effective, scalable solution. With proven impact and \nsupport from the Department Education, it seeks to expand nationwide \nand ensure continuous learning.\n" }, { "year": 2026, "page": 64, "text": "6 4\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n10K\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nMOZA AMBASSADORS\nQatar\nEmpowering minds, creating futures, sustaining \nour world.\n→ VISIT WEBSITE\n3M\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nNotopedia\nIndia\nEmpowering Dreams, Equalising Opportunity — \nFree Education for the Nation.\n→ VISIT WEBSITE\nIn ‘MOZA AMBASSADORS,’ inquiry, project-based learning, and STEM are \nintegrated to tackle environmental challenges like waste reduction and \nmarine conservation. Aligned with UN SDGs, the programme empowers \nstudents to drive change and create a sustainable future. Through hands-\non projects, it fosters critical thinking, problem-solving, and collaboration \nskills, preparing students to become future leaders.\nNotopedia exists because dreams should not be denied by poverty. In \nIndia, a nation with over half a billion learners and millions impoverished, \nstudents face intense academic pressure and rising education costs. With \nNotopedia, we strive to make knowledge free again. It is India’s largest \nfree, multilingual learning platform, empowering learners from school to \ncareers and removing financial and systemic barriers.\n" }, { "year": 2026, "page": 65, "text": "65\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nOutdoor School Singapore\nSingapore\n18K\nCHILDREN / USERS\n1\nCOUNTRY\n2019\nYEAR ESTABLISHED\nRooted in Nature, Connected in Community, \nEnabling Futures.\n→ VISIT WEBSITE\nOneSky for all children\nVietnam\n390K\nCHILDREN / USERS\n3\nCOUNTRIES\n1998\nYEAR ESTABLISHED\nSeeing the potential in every child.\n→ VISIT WEBSITE\nOneSky hires local staff and partners with marginalised communities \nin Asia to provide high-quality, responsive early childhood care and \neducation training so vulnerable young children can thrive well into the \nfuture. For more than two decades, OneSky has collaborated with and \nsupported governments to sustainably transform systems of early care \nand education in low-resource settings across Asia.\nOutdoor School Singapore advocates for outdoor, nature-based, and \ncommunity-centred experiences tailored for young children. These \nprograms empower the children to reconnect with nature and their \ncommunity, fostering appreciation and empathy for the world around \nthem. This mission is particularly crucial in urban Singapore, where \nchildren have less opportunities to connect with the great outdoors and \nnature.\n" }, { "year": 2026, "page": 66, "text": "66\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n100K\nCHILDREN / USERS\n39\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nPadHer\nNigeria\nIt’s Normal, Period!\n→ VISIT WEBSITE\n850K\nCHILDREN / USERS\n2\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nPandai\nMalaysia\nFlexible, quality learning for every student.\n→ VISIT WEBSITE\nPadHer educates and mentors young African schoolgirls from \nunderserved communities on periods, puberty, and SRHR through comics \nand animations — helping them manage their periods effectively and build \nthe confidence they need to shape their future. Each comic book includes \nfree pads and is available in fifteen major African languages, including \nEnglish, French, and Swahili.\nMany students in Southeast Asia struggle with unequal access to \nquality education, falling behind due to gaps in understanding, lack of \nmotivation, and limited support at home or school. Pandai helps bridge \nthese gaps by identifying each student’s learning needs and providing \ntargeted, engaging support, so no learner is left behind, regardless of \ntheir background.\n" }, { "year": 2026, "page": 67, "text": "67\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nPeace Tracks\nUnited States\n1 900\nCHILDREN / USERS\n6\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nAmplifying global youth voices for peace through \nmusic, empathy and creative collaboration.\n→ VISIT WEBSITE\nPatio Vivo Cultivable: \nLearning with Nature\nChile\n3 100\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nStudents Shaping a Sustainable Future: Learning \nfrom territory, culture, and food.\n→ VISIT WEBSITE\nWe face a crisis of meaning in education—over half of Latin American \nstudents are dissatisfied with school (UNESCO). Patio Vivo Cultivable \nreconnects youth with school through their genuine interests, such as \nenvironmental caring. Forming change agents who contribute to build \na sustainable future by growing food and cooking while linking to the \ncurriculum and building 21st century skills.\nYoung people are living in a world full of conflict with few options to voice \ntheir vision for the future. Through collaboration with global peers on an \noriginal song, music video and livestream concert, Peace Tracks provides \nyouth the opportunity to be exposed to diverse perspectives, build \nempathy, learn effective communication and share their collective voice \nfor peace with the world.\n" }, { "year": 2026, "page": 68, "text": "68\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n420K\nCHILDREN / USERS\n76\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nPeriod Education — \nEmpowering Girls at Scale\nIndia\nFree, easy-to use and effective Guide to educate, \nempower and engage girls about their periods.\n→ VISIT WEBSITE\n8 000\nCHILDREN / USERS\n4\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nPlay Based Learning \nObservation Tool (P-BLOT)\nNew Zealand\nBridging the gap between knowledge and \npractice in child-led learning environments\n→ VISIT WEBSITE\nEvery girl deserves period education to live a healthy, self-determined life \nand fully participate in society. WASH United’s free and impactful Period \nEducation Guide equips partners across the world to run workshops for \ngirls aged 9–15. With over thirty ready-to-use language versions for four \nworld regions and support for local adaptation, getting started on period \neducation is easy!\nThe Play-Based Learning Observation Tool (P-BLOT) is designed to bridge \nthe gap between the belief of child-centred learning and the practical \nimplementation of these principles in everyday classrooms. The P-BLOT \nempowers school leaders and coaches to support teachers, ensuring \nclassroom practices align with evidence-based child-centered learning, \nenhancing student engagement and outcomes.\n" }, { "year": 2026, "page": 69, "text": "69\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nPrograma Robles del Futuro\nVenezuela\n1 100\nCHILDREN / USERS\n1\nCOUNTRIES\n2011\nYEAR ESTABLISHED\nYoung leaders with high executive, socio-\nemotional and civic skills.\n→ VISIT WEBSITE\nPredictors of Learning\nBrazil\n2M\nCHILDREN / USERS\n2\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nEvidence-based method to transform processes, \nempower leaders, and boost educational \noutcomes.\n→ VISIT WEBSITE\nWhile standardised evaluations show whether students are learning, the \nPredictors of Learning reveal why. This evidence-based tool maps key \neducational policies, processes, and practices, helping school districts \nidentify gaps and make informed decisions. By guiding leaders toward \ntargeted solutions, it strengthens educational systems and improves \nliteracy outcomes at scale.\nRobles del Futuro is a program of the Grupo Alpha Civil Association, \ndedicated to providing free training for young people aged 13 to 18. It \nfocuses on developing executive, socio-emotional, and civic competencies \nthrough three core components: curricular content, the creation of a Goal \nPlan across three areas of personal development, and the implementation \nof a social impact project.\n" }, { "year": 2026, "page": 70, "text": "70\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n4 000\nCHILDREN / USERS\n1\nCOUNTRY\n2004\nYEAR ESTABLISHED\nProject “I think, \ntherefore I write”\nBrazil\nClaim your right to write!\n→ VISIT WEBSITE\n56K\nCHILDREN / USERS\n1\nCOUNTRY\n2013\nYEAR ESTABLISHED\nProjet Jeune Leader \nMadagascar\nIn-school, comprehensive sexuality education for \nevery young adolescent in Madagascar.\n→ VISIT WEBSITE\n“I don’t know how to write a composition.” When I read this sentence \nwritten by several of my high school students in their evaluation forms, \nI knew I had to look for a way to bring writing closer to their lives. Since \nthen, I have pursued strategies to improve writing production at schools. \nThe initiative contributes to teachers and schools in addressing writing, \nmaking it meaningful.\nEarly adolescence involves major emotional, physical, and social changes. \nIt is one of the most formative periods in a person’s life, yet young people \nrarely get the support they need. That is why Projet Jeune Leader is \nintegrating comprehensive sex education in middle schools in Madagascar \nso that every young person has the knowledge, support, and confidence \nto thrive through adolescence.\n" }, { "year": 2026, "page": 71, "text": "7 1\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nSchool the World’s Accelerated \nLearning Program \nGuatemala\n12 000\nCHILDREN / USERS\n3\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nSchool the World is Tackling Learning Poverty \nwith Playful Small Group Tutoring in Central \nAmerica.\n→ VISIT WEBSITE\nRipples of kaitiakitanga – \nan Enviroschools approach\nNew Zealand\n3 800\nCHILDREN / USERS\n1\nCOUNTRY\n2019\nYEAR ESTABLISHED\nTamariki: Learning to Tiaki Papatūānuku.\n→ VISIT WEBSITE\nAcross the organisation, tamariki are empowered to tiaki, to care for \nand protect te taiao (the environment). Through Enviroschools, children \ndevelop lifelong habits and take meaningful action that supports \nenvironmental sustainability and social betterment. The actions of our \nchildren inspire true transformational change. Think globally, act locally!\nAccelerated Learning Recovery is a small group tutoring program adapted \nto extremely poor rural and indigenous communities in Central America \nto tackle learning poverty. It works with students according to their \nlearning level to build numerical and reading-writing skills with the goal \nof reaching functional literacy after 2 years of programming, and also \ntrain local teachers in the methodology.\n" }, { "year": 2026, "page": 72, "text": "72\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n17M\nCHILDREN / USERS\n41\nCOUNTRIES\n2019\nYEAR ESTABLISHED\nSEE Learning®\nUnited States\nEducating the Heart and Mind\n→ VISIT WEBSITE\n1 600\nCHILDREN / USERS\n9\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nSee Think Wonder Challenge \nTaiwan\nYou don’t have to be great to start. You have to \nstart to be great.\n→ VISIT WEBSITE\nSEE Learning® (Social, Emotional, and Ethical Learning) is a comprehensive \ncurriculum for students ages 3-19, developed at Emory University, that \nadvances the field of social and emotional learning through the science \nof compassion. SEE Learning provides students and educators worldwide \nwith an evidence-based program that cultivates compassionate and \nethical individuals, schools, and communities.\nYoung people aspire to make positive change, but often lack practical \ntools to take action. This innovation integrates See Think Wonder, a \nHarvard Project Zero thinking routine, into challenges and workshops. \nIt empowers students to develop critical thinking, tackle real-world \nproblems creatively, and drive meaningful societal change, fostering a \ngeneration of impactful, self-directed learners.\n" }, { "year": 2026, "page": 73, "text": "73\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nSINA \n(Social Innovation Academy)\nUganda\n1 200\nCHILDREN / USERS\n9\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nChallenges into Opportunities.\n→ VISIT WEBSITE\nSEL Kernels of Practice \nUnited States\n1M\nCHILDREN / USERS\n20\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nFlexible easy-to-use, targeted strategies to \nsupport children’s social emotional learning in \nschool.\n→ VISIT WEBSITE\nSEL Kernels are a low-cost and flexible way to integrate SEL into the daily \nroutines and activities of schooling. Grounded in a content analysis of \nmore than fifty evidence-based SEL programs, Kernels are an alternative \nto traditional comprehensive programs, which can be expensive and \ndifficult to implement. Kernels are easy to adapt and localise to fit \ndifferent educational contexts around the world.\nSINA (Social Innovation Academy) creates “freesponsible” learning \necosystems \nwhere \nfreedom \nand \nresponsibility \nare \ninseparable. \nDisadvantaged youth and refugees co-own and co-run their education, \ndiscovering their personal purpose and designing their own curriculum. \nThrough leadership roles and community responsibilities, participants \ntransform lived experiences and graduate with social enterprises.\n" }, { "year": 2026, "page": 74, "text": "74\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n1 000\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nSmarty Health Info Hub\nUganda\nBuilding a health-literate community.\n→ VISIT WEBSITE\n320K\nCHILDREN / USERS\n14\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nSolarSPELL offline digital \nlibraries\nMicronesia\nEmpowering learners globally with access to \neducational information and internet-ready skills.\n→ VISIT WEBSITE\nIn an era plagued by misinformation, the health of young people is at \nrisk due to a lack of reliable health education. Smarty Health Info Hub, an \ninnovative digital platform developed by AFHEG Foundation, addresses \nthis critical issue by offering accurate and engaging health and climate \neducation. Through interactive features such as podcasts, games, \nanimations, and courses, Smarty empowers youth to make informed \ndecisions, engage in peer-to-peer dialogue, and take action for community \nhealth and climate resilience.\nArizona State University’s SolarSPELL Initiative empowers offline schools \nglobally by providing digital libraries and building the 21st century skills \nstudents need to make informed decisions, increase their self-reliance \nand improve their quality of life. SolarSPELL (Solar Powered Educational \nLearning Library) is offline, solar-powered and contains tens of thousands \nof localised, open access resources.\n" }, { "year": 2026, "page": 75, "text": "75\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nSTEMXX Nigeria\nNigeria\n1 500\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nEmpowering rural girls in Nigeria with STEM skills \nto lead, innovate, and break gender barriers.\n→ VISIT WEBSITE\nSpeech Spark: Teacher-led \nBoost to Togo’s Literacy\nTogo\n24K\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nEmpowering Togo’s rural primary grade students \nthrough teachers training: Teaching for Success.\n→ VISIT WEBSITE\nThe initiative addresses the lack of foundational literacy and numeracy \nskills among primary-grade students in rural areas by training teachers \nSocial-and-Emotional-Learning strategies embedded within a structured \npedagogy. This approach offers a unique solution to improve student \nproficiency in reading and math reaching thousands of teachers and \nstudents to break the learning poverty cycle and improve learning \noutcomes.\nSTEMXX Nigeria is bridging the gender gap in STEM by equipping \nunderserved schoolgirls with knowledge, skills, and confidence in STEM, \nmental health, and the Sustainable Development Goals (SDGs). Through \na locally developed curriculum and hands-on training, girls not only learn \nbut also lead by designing and implementing mini community projects \nthat solve real problems.\n" }, { "year": 2026, "page": 76, "text": "76\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n55K\nCHILDREN / USERS\n14\nCOUNTRIES\n2015\nYEAR ESTABLISHED\nSuperBetter\nUnited States\nLevel Up Student Mental Health with Game \nPsychology.\n→ VISIT WEBSITE\n500K\nCHILDREN / USERS\n9\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nSwitch4Schools\nAustralia\nA turn key, evidence-based, whole-school digital \nsolution to build emotional health and wellbeing.\n→ VISIT WEBSITE\nSuperBetter empowers mental health, resilience and student success. \nThe SuperBetter Mindset is an easy-to-teach mental framework that \nuses the psychology of game play to achieve epic wins in all of life. Five \npublished studies show SuperBetter improves resilience and self-efficacy \nand reduces anxiety and depression. The World Economic Forum named \nSuperBetter a Top Innovator in Youth Mental Health.\nA turnkey digital platform enhancing wellbeing and emotional intelligence \nusing real-time data and actionable insights to boost academic \nperformance, resilience, and school culture. Through regular check-ins, \nAI-driven suggestions, proven psychological tools, and teacher resources, \nthis comprehensive and powerful solution reduces teacher workload \nwhile flexibly supporting individual and school needs.\n" }, { "year": 2026, "page": 77, "text": "7 7\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nTEKOM´BOE: Palliative \nEducation\nArgentina\n7 000\nCHILDREN / USERS\n5\nCOUNTRIES\n2014\nYEAR ESTABLISHED\nOur students’ achievements are their \nachievements... our students’ failures are ours.\n→ VISIT WEBSITE\nTeaching at the Right Level \n(TaRL)\nIndia\n7M\nCHILDREN / USERS\n28\nCOUNTRIES\n2003\nYEAR ESTABLISHED\nAn evidence-based approach accelerating \nchildren’s acquisition of foundational reading & \nmath skills.\n→ VISIT WEBSITE\nLow foundational skills are a global education challenge. The TaRL \napproach, pioneered by Pratham in India and rigorously evaluated, helps \nchildren learn faster by meeting them where they are. Instead of teaching \nby age or grade, TaRL focuses on each child’s current learning level to \nhelp them build skills and catch up. TaRL has been adapted in over twenty \ncountries with promising results across contexts.\nHybrid \ntherapeutic-pedagogical \nformat \n(artisanal-technological) \nguarantees the Right to Education and access to therapies for people \nwith disabilities in contexts of refugees, displacement, transhumant \ncommunities, and post-disasters situations, and is adaptable even to war \ncontexts.\n" }, { "year": 2026, "page": 78, "text": "78\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n78K\nCHILDREN / USERS\n11\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nThe All-Ukrainian \nOnline School\nUkraine\nFree, accessible education for every Ukrainian \nchild, anytime and anywhere.\n→ VISIT WEBSITE\n150K\nCHILDREN / USERS\n8\nCOUNTRIES\n2014\nYEAR ESTABLISHED\nThe Happiness Lesson \nIntegrated Programmes\nHungary\nThe World is Better with You!\n→ VISIT WEBSITE\nThe All-Ukrainian Online School ensures uninterrupted learning for \nmillions of Ukrainian students affected by war and displacement. This \nnational digital platform delivers free, curriculum-aligned content created \nby expert teachers, offering a scalable and inclusive solution for hybrid \nand remote education.\nThe Happiness Lessons introduce mental health and positive psychology, \nwith a focus on strategies for increasing the subjective wellbeing in \nschool education through teacher training and a strategically developed \n10-month annual programme. More than 7,500 educators and 1,500 \ninstitutions have incorporated the Happiness Lessons into their work \nengaging over 150,000 children and teens between 3 and 20 years olds.\n" }, { "year": 2026, "page": 79, "text": "79\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nThe Jijivisha Fellowship\nIndia\n4 800\nCHILDREN / USERS\n1\nCOUNTRY\n2023\nYEAR ESTABLISHED\nCultivating curiosity, imagination, and analytical \nthinking where traditional education can’t reach.\n→ VISIT WEBSITE\nThe Happy Confident \nSchools Program\nUnited Kingdom\n140K\nCHILDREN / USERS\n17\nCOUNTRIES\n2018\nYEAR ESTABLISHED\nHelping every child develop a deep sense of self \nand belonging and fulfil their full potential.\n→ VISIT WEBSITE\nInnovative emotional intelligence and character skills program for \nstudents aged 3-14 that can be delivered in 5-10 minutes a day with no \nneed for teacher training. With over 1000 pieces of videos and activities \ntailored by age/ability, evidence shows that more than 80 percent of \nchildren using the program feel safer, happier, kinder, more confident and \nmore able to regulate their feelings in just 8 weeks.\nThe Jijivisha Fellowship is a whole-child program that engages students, \nparents, teachers, and the community in a child’s learning journey. \nIt transforms how children from marginalised communities develop \nmeasurable and transferable SEL skills (curiosity, imagination, analytical \nthinking) by using arts (visual arts, storytelling, poetry, theater) as a \npowerful educational tool.\n" }, { "year": 2026, "page": 80, "text": "80\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n2 000\nCHILDREN / USERS\n2\nCOUNTRIES\n2016\nYEAR ESTABLISHED\nThe Rubbish Film Festival\nIreland\nCreative Storytelling for Change: Inspiring Young \nVoices for a Sustainable Future.\n→ VISIT WEBSITE\n30K\nCHILDREN / USERS\n10\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nThe Starving Artist\nUnited Kingdom\n‘Art is not just an accessory on gallery walls but, it \ncan be at the forefront of change-making.’\n→ VISIT WEBSITE\nThe Rubbish Film Festival empowers young people to become creative \nchangemakers through the power of storytelling. Addressing the urgent \nneed for environmental awareness among youth, the festival challenges \nstudents to create powerful one-minute films on sustainability, waste, \nand climate action. By combining peer-to-peer learning with hands-on \nmedia skills, it offers a unique platform for young voices to inspire action, \namplify awareness, and reimagine a more sustainable future.\nThe Starving Artist initiative empowers people through creative arts, \nputting lived-in experiences at the forefront. It aims to promote authentic \nand vulnerable engagement discourse and bring about change within \ncurrent systems. The focus of the initiative is on championing emerging \nvoices with creative arts-education teaching individuals to explore their \nexperiences and impact change-making.\n" }, { "year": 2026, "page": 81, "text": "81\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nThe Stephanie Alexander \nKitchen Garden Program\nAustralia\n1M\nCHILDREN / USERS\n1\nCOUNTRY\n2001\nYEAR ESTABLISHED\nWe aim to see children form positive food habits \nfor life, through supporting educators to deliver \npleasurable food education.\n→ VISIT WEBSITE\nThe STEAM Design Process & \nStarfish Maker\nThailand\n58K\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nEquitable, hands-on learning that builds \nfuture skills, creativity, and social-emotional \ndevelopment.\n→ VISIT WEBSITE\nThe STEAM Design Process equips students with future-ready skills \nthrough low-resource, hands-on maker education in over 400 schools \nacross Thailand. It fosters critical thinking, creativity, problem-solving, \ninnovation, and social-emotional learning, ensuring accessibility, equity, \nand meaningful learning opportunities for every child, everywhere.\nA positive, preventative health and education program supporting cross-\ncurriculum learning and development outcomes including STEM, literacy, \ncultural studies, health, PE and the arts. The program improves school \nengagement and social connection for children, young people, their \nfamilies and communities, enabling them to form positive food, health, \nsustainability, and wellbeing habits for life.\n" }, { "year": 2026, "page": 82, "text": "82\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n40K\nCHILDREN / USERS\n1\nCOUNTRY\n2021\nYEAR ESTABLISHED\nThe TIEEZ Programme\nZambia\nWe exist to expand access to quality, sustainably-\ndelivered education.\n→ VISIT WEBSITE\n12K\nCHILDREN / USERS\n1\nCOUNTRY\n2018\nYEAR ESTABLISHED\nThe Village That Reads!\nKenya\nKenya Connect is building a culture of readers \nthrough our multi-layered library program \nin rural Kenya.\n→ VISIT WEBSITE\nAcross Sub-Saharan Africa, many young people still lack access to quality \neducation. TIEEZ is a collaborative effort with the Zambian Ministry of \nEducation, which takes the highly effective and innovative elements from \nPEAS-run schools into government partner schools. The aim is to help \ngovernment schools achieve better outcomes without increasing costs.\nIt’s not enough to have books. Kenya Connect’s library program \nincorporates various strategies to build a culture of reading. The “Magic \nSchool Bus” and “Reading Rover” Truck roll into school yards bringing \nbooks for library check-out. Fun Book Enrichment Days, LitClubs, The \nReading Challenge, Literacy Teacher professional development, and \nLitMoms are components of our comprehensive program.\n" }, { "year": 2026, "page": 83, "text": "83\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nTilli\nUnited States\n12K\nCHILDREN / USERS\n4\nCOUNTRIES\n2020\nYEAR ESTABLISHED\nHelping kids stay safe, healthy and happy.\n→ VISIT WEBSITE\nTheatre onlife\nItaly\n1 800\nCHILDREN / USERS\n1\nCOUNTRY\n2020\nYEAR ESTABLISHED\nTheatre onlife: Where Stories Come Alive, \nEverywhere.\n→ VISIT WEBSITE\nIn a world where digital and physical experiences merge, traditional \ntheatre faces challenges in accessibility and engagement. Theatre onlife \ntransforms performance by blending live productions with immersive \ndigital interactions, making theatre available anytime, anywhere. Breaking \ngeographical barriers, it fosters real-time artist-audience connection, \ncreating a borderless, interactive experience.\nTilli is an AI-powered learning tool that builds and measures eight \nfoundational cognitive skills (from self-awareness to metacognition) \nby a child’s tenth birthday. Incubated at Stanford and powered by the \nUNICEF Innovation Fund, this tool has helped over 30,000 learners build \nfoundational cognitive skills and be developmentally on track.\n" }, { "year": 2026, "page": 84, "text": "84\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n40K\nCHILDREN / USERS\n9\nCOUNTRIES\n2017\nYEAR ESTABLISHED\nTOY for Inclusion Play Hubs\nNetherlands\nSocial inclusion begins with young children’s \neagerness to play together.\n→ VISIT WEBSITE\n3.7M\nCHILDREN / USERS\n1\nCOUNTRY\n2017\nYEAR ESTABLISHED\nUdhyam Shiksha\nIndia\nUnlocking student agency and human potential.\n→ VISIT WEBSITE\nTOY for Inclusion aims to improve the transition experience of vulnerable \nchildren, especially those with a Roma, minority or migrant background, \nto schools. It does so by creating community-based ECEC Play Hubs, \nwhere relationships between young children and families from different \nbackgrounds are built. There are thirty-seven Play Hubs and three Mobile \nPlay Hubs in nine European countries.\nAs the youngest country with just ten percent formal employment, \na radical shift in mindsets is needed to realise youth potential. This \nprogramme develops entrepreneurial mindsets using experiential \npedagogy and real-world projects, facilitated by government school \nteachers in resource-constrained environments. Through this journey, \nstudents build transformative agency and learn to thrive in complexities.\n" }, { "year": 2026, "page": 85, "text": "85\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nWequal — Equality \nThrough Education\nTürkiye\n1 100\nCHILDREN / USERS\n1\nCOUNTRY\n2022\nYEAR ESTABLISHED\nEarly Steps Toward an Equal and Inclusive World.\n→ VISIT WEBSITE\nVegemi\nFinland\n15K\nCHILDREN / USERS\n4\nCOUNTRIES\n2023\nYEAR ESTABLISHED\nGamified Food Education with Impact — \nFrom Microbiome to Mind.\n→ VISIT WEBSITE\nVegemi delivers evidence-based food and nutrition education to EYFS \nand KS1, creating understanding about microbiome, health and food \nchoices. By integrating engaging tools and pedagogy, it empowers \nfamilies to make informed dietary decisions—supporting long-term \nhealth and sustainability. With proven impact, children are encouraged to \n“feed their Vegemis” whilst creating new understanding.\nWequal- Supporting Social Development in Early Childhood and Primary \nEducation Programs equip early childhood and primary school teachers \nin Türkiye to challenge gender stereotypes in classrooms through \ntraining and mentoring. By fostering inclusive attitudes and peaceful \ncommunication, the program creates long-term social change for \nstudents and families.\n" }, { "year": 2026, "page": 86, "text": "86\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n20K\nCHILDREN / USERS\n4\nCOUNTRIES\n2022\nYEAR ESTABLISHED\nXploreLab 360\nAfghanistan\nXploreLab 360: Explore, Experiment, and Master \nMath & Science Like Never Before!\n→ VISIT WEBSITE\n11K\nCHILDREN / USERS\n1\nCOUNTRY\n2013\nYEAR ESTABLISHED\nYellow Rooms — \nCommunity Based Intervention\nIndia\nHappy Empowered Children — “We want a world \nfull of laughter, joy and kindness for its children.”\n→ VISIT WEBSITE\nUnderstanding math and science can be tough without hands-on \nexperience. That’s where XploreLab 360 comes in. It gives students the \nchance to dive into interactive simulations that make complex ideas much \neasier to grasp. Whether it’s physics, chemistry, biology, or math, our \nplatform brings those subjects to life in a way that’s engaging and fun.\nIntergenerational poverty is tackled by Yellow Rooms – a two-room \nsafe spaces in the heart of India’s slum communities. These spaces offer \ndigitally aided STEM and SEL sessions, support for school enrolment, \npathways to higher education and skilling, and continuous year-round \nprogramming to bring about lasting change in the lives of impoverished \nchildren, especially girls.\n" }, { "year": 2026, "page": 87, "text": "87\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nZubHub\nIndia\n5 000\nCHILDREN / USERS\n3\nCOUNTRIES\n2021\nYEAR ESTABLISHED\nCollaboration tool for activity-based learning.\n→ VISIT WEBSITE\nYESfest\nUnited Kingdom\n1 500\nCHILDREN / USERS\n6\nCOUNTRIES\n2023\nYEAR ESTABLISHED\nYouth Eco Summit Festivals — \nDo something good in your part of the planet.\n→ VISIT WEBSITE\nThe climate emergency will have the greatest negative impact on the \nyoungest in our society. Yet research shows that this generation of young \npeople have the greatest disconnect with nature. YESfest is a series of \nyouth festivals designed to deepen children’s connection to nature and \ngive them the knowledge, skills, enthusiasm and network to become \nclimate activists in their own community.\nZubHub is an open-source, documentation and collaboration tool for \nactivity-based learning. It is available for custom-use in local libraries, \nschools, hackerspaces, educational organisations etc. Imagine your own \ncommunity built around your education activities!\n" }, { "year": 2026, "page": 88, "text": "88\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\n1.  UNESCO Global Education Monitoring Report, Aid to Education: Time for Tough Decisions, Policy \nPaper 50 (June 2025), 1, https://doi.org/10.54676/UYML4245.\n2.  UNESCO and International Task Force on Teachers for Education 2030, Global Report on Teachers: \nAddressing Teacher Shortages and Transforming the Profession (UNESCO, 2023), 2, https://doi.\norg/10.18356/9789231006555.\n3.  OECD, Trends Shaping Education 2025, (OECD Publishing, 2025), 12–18, https://doi.org/10.1787/\nee6587fd-en.\n4.  European Training Foundation, Impact of USAID Withdrawal on Global Education and Skills \nDevelopment (European Training Foundation, 2025), 7–8.\n5.  OECD, Trends Shaping Education 2025, 22–28.\n6.  Christian Stoff and Matteo Valenza, State of Education for Crisis-Affected Children and \nAdolescents: Global Estimates 2025 Update (Education Cannot Wait, 2025), 3–6, https://www.\neducationcannotwait.org/resource-library/new-global-estimates-study.\n7.  Stoff and Valenza, State of Education for Crisis-Affected Children and Adolescents, 3.\n8.  Stoff and Valenza, State of Education for Crisis-Affected Children and Adolescents, 4.\n9.  UNESCO, “UNESCO Warns of Dramatic Increase in Attacks against Schools in 2024,” Press Release, \nSeptember 9, 2025, https://www.unesco.org/en/articles/unesco-warns-dramatic-increase-attacks-\nagainst-schools-2024.\n10.  Gerald Imray, “Nearly 250 million children missed school last year because of extreme weather, \nUNICEF says,” Associated Press News, January 24, 2025, https://apnews.com/article/climate-weather-\nchildren-school-unicef-eb93150ca5c1f79a663f7c6755be3196.\n11.  “Artificial Intelligence Act,” European Artificial Intelligence Act Portal, Accessed October 8, 2025, \nhttps://artificialintelligenceact.eu; UNESCO, Recommendation on the Ethics of Artificial Intelligence \n(UNESCO, 2021), https://unesdoc.unesco.org/ark:/48223/pf0000381137.\n12.  Business Research Insights, Education Technology (Ed Tech) Market Report, (Business Research \nInsights, 2025), https://www.businessresearchinsights.com/market-reports/education-technology-\ned-tech-market-118565.\n13.  UNESCO, Global Education Monitoring Report 2023: Technology in Education – A Tool on Whose \nTerms? (UNESCO, 2023), https://doi.org/10.54676/UZQV8501.\nEndnotes\n14.  David Lundie, Andrej Zwitter, and Dipayan Ghosh. “Corporatized Education and State \nSovereignty.” Brookings Institution, January 31, 2022, https://www.brookings.edu/articles/\ncorporatized-education-and-state-sovereignty.\n15.  World Bank, Learning Poverty: What Is Learning Poverty? (World Bank, 2021), https://www.\nworldbank.org/en/topic/education/brief/what-is-learning-poverty.\n16.  M. Mariah Voutilainen, Ariunkhishig Gonchigdorj, Crystal Green, and Frederika Warren, HundrED \nGlobal Collection 2025, (HundrED, 2024), https://doi.org/10.58261/NPZB4474.\n17.  UNESCO and Teacher Task Force on Teachers for Education 2030, Global Report on Teachers: \nAddressing Teacher Shortages (UNESCO, 2024), 2, https://doi.org/10.54675/FIGU8035.\n18.  Laura Taylor, Weizhen Zhou, Lucy Boyle, Sophie Funk, and Jan-Emmanuel De Neve, Wellbeing \nfor Schoolteachers (Report No. 2), (International Baccalaureate Organization, 2024), 18–20, 45–48, \nhttps://www.ibo.org/research/wellbeing-research/well-being-for-schoolteachers-2024.\n19.  Stoff and Valenza, State of Education for Crisis-Affected Children and Adolescents, 3–4.\n20.  Business Research Insights, Education Technology (EdTech) Market Report.\n21.  Lasse Leponiemi, Sean Slade, and M. Mariah Voutilainen, Leading Through Uncertainty: Education \nInnovation in Times of Global Funding Volatility, (HundrED, 2025), https://doi.org/10.58261/\nWPBZ9522.\n" }, { "year": 2026, "page": 89, "text": "89\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nReferences\n“Artificial Intelligence Act.” European Artificial Intelligence Act Portal. Accessed October 8, 2025. \nhttps://artificialintelligenceact.eu.\nBusiness Research Insights. Education Technology (Ed Tech) Market Report. Business Research \nInsights, 2025. https://www.businessresearchinsights.com/market-reports/education-\ntechnology-ed-tech-market-118565.\nEuropean Training Foundation. Impact of USAID Withdrawal on Global Education and Skills \nDevelopment. European Training Foundation, 2025. https://data.europa.eu/doi/10.2816/9354807.\nImray, Gerald. “Nearly 250 million children missed school last year because of extreme weather, \nUNICEF says.” Associated Press News, January 24, 2025. https://apnews.com/article/climate-\nweather-children-school-unicef-eb93150ca5c1f79a663f7c6755be3196.\nLeponiemi, Lasse, Sean Slade, and M. Mariah Voutilainen. Leading Through Uncertainty: Education \nInnovation in Times of Global Funding Volatility. HundrED, 2025. https://doi.org/10.58261/\nWPBZ9522.\nLundie, David, Andrej Zwitter, and Dipayan Ghosh. “Corporatized Education and State Sovereignty.” \nBrookings Institution, January 31, 2022. https://www.brookings.edu/articles/corporatized-\neducation-and-state-sovereignty.\nOECD. Trends Shaping Education 2025. OECD Publishing, 2025. https://doi.org/10.1787/ee6587fd-en.\nStoff, Christian, and Matteo Valenza. State of Education for Crisis-Affected Children and \nAdolescents: Global Estimates 2025 Update. Education Cannot Wait, January 2025. https://www.\neducationcannotwait.org/resource-library/new-global-estimates-study.\nTaylor, Laura, Weizhen Zhou, Lucy Boyle, Sophie Funk, and Jan-Emmanuel De Neve. Wellbeing for \nSchoolteachers (Report No. 2). International Baccalaureate Organization, 2024. https://www.ibo.\norg/research/wellbeing-research/well-being-for-schoolteachers-2024.\nUNESCO. Global Education Monitoring Report 2023: Technology in Education – A Tool on Whose \nTerms? UNESCO, 2023. https://doi.org/10.54676/UZQV8501.\nUNESCO. Recommendation on the Ethics of Artificial Intelligence. UNESCO, 2021. https://unesdoc.\nunesco.org/ark:/48223/pf0000381137.\nUNESCO. “UNESCO Warns of Dramatic Increase in Attacks against Schools in 2024.” Press Release, \nSeptember 9, 2025. https://www.unesco.org/en/articles/unesco-warns-dramatic-increase-\nattacks-against-schools-2024.\nUNESCO and International Task Force on Teachers for Education 2030. Global Report on Teachers: \nAddressing Teacher Shortages and Transforming the Profession. UNESCO, 2023. https://doi.\norg/10.18356/9789231006555.\nUNESCO and Teacher Task Force on Teachers for Education 2030. Global Report on Teachers: \nAddressing Teacher Shortages. UNESCO, 2024. https://doi.org/10.54675/FIGU8035.\nUNESCO Global Education Monitoring Report. Aid to Education: Time for Tough Decisions. Policy \nPaper 50, June 2025. https://doi.org/10.54676/UYML4245.\nVoutilainen, M. Mariah, Ariunkhishig Gonchigdorj, Crystal Green, and Frederika Warren. HundrED \nGlobal Collection 2025. HundrED, 2024. https://doi.org/10.58261/NPZB4474.\nWorld Bank. Learning Poverty: What Is Learning Poverty? World Bank, 2021. https://www.worldbank.\norg/en/topic/education/brief/what-is-learning-poverty.\n" }, { "year": 2026, "page": 90, "text": "90\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nAppendix A: Categories\nIn previous years, HundrED has encouraged innovators to create their \nown or select from a list of featured or predefined categories. To \nstreamline information for our trend analysis, we have requested for \nthe 2026 Collection submission period that all innovations select up to \neight categories, or “Keywords” within four classifications: Focus, Skills, \nMethods, and Tools. Below we list all the Keywords available, noting that \ninnovations for which pages were created prior to our revision process \nmay have selected more than eight keywords and/or created custom \ncategories. Subcategories in bold text indicate the ones that were \nselected by Global Collection 2026 innovators.\nFOCUS\nAccess to Education\nBilingual Education\nBoys Education\nBullying prevention\nChild Protection\nChildren’s rights\nClimate education\nCurriculum\nDigital Divide\nDisplaced Children\nDiversity Inclusion\nEarly Childhood\nEducation in \nEmergencies\nEducational Equity\nEnvironmental \nEducation\nGender Responsive \nEducation\nGirls Education\nGlobal Citizenship\nHealth\nInclusive Education\nLearning \nEnvironments\nLGBTQIA+\nLow Resource\nMental Health\nMigrants\nMulticulturalism\nMultilingual \nEducation\nNature\nNeurodiversity\nNutrition\nOut of School \nChildren\nPeace Education\nPhysical Education\nPhysical Health\nPoverty\nRacial Equality\nRefugees\nRespectful \nrelationships\nRural Education\nSchool Leadership\nScience\nSex and Relationships\nSocial Justice\nSpecial educational \nneeds and disabilities\nSTEM Education\nStudent Voice and \nAgency\nSustainability\nSustainable \nDevelopment Goals \nSDGs\nTeacher Agency\nTeacher Professional \nDevelopment\nTeacher Training\nVocational Education\nWellbeing\nYouth-led Innovation\nMETHOD\nAfter School \nPrograms\nArts Integration\nAssessment\nBlended Learning\nCLIL (Content \nLanguage Integrated \nLearning)\nCollaborative \nLearning\nCommunity \nPartnerships\nDramatic Arts\nEdTech\nFlipped Classroom\nFormative \nAssessment\nGamification\nHomeschooling\nInquiry-based \nlearning\nMaker Education\nMedium of Instruction\nMobile Learning\nMulti-disciplinary \nlearning\nOnline platforms\nOpen resource \nplatforms\nPeer Learning\nPersonalised \nLearning\nPlay\nProject Based \nLearning\nReal World Learning\nRemote Learning\nRole-Play\nSelf-assessment\nStorytelling\nStudent Mentoring\nStudent-Led\nTech-Based Learning\nTheater\nWhole-School \nModels\nSKILL\n21st Century Skills\nArchitecture\nCareer Skills\nCivics\nCoding\nCommunication\nCompassion\nComputer \nprogramming\nCreative Thinking\nCritical Thinking\nDance\nDesign Thinking\nDigital Skills\nDrama\nElectronics\nEmpathy\nEntrepreneurship\nFinancial skills\nFoundational Skills\nInterdisciplinary\nInterpersonal Skills\nLanguage Learning\nLeadership\nLife Skills\nLiteracy\nMathematics\nMedia Literacy\nMindfulness\nMultilingualism\nMusic\nNumeracy\nPoetry\nPublic Speaking\nResilience\nRobotics\nSEL (Social and \nEmotional Learning)\nSelf-esteem\nSkills Training\nSocial Skills\nTechnical Skills\nVisual Arts\nWorkplace Skills\nWritten and Spoken \nArts\nTOOL\nArtificial Intelligence\nAugmented Reality\nBooks\nCrafting Materials\nDigital Programmes\nGames\nNetworks\nPlayground\nRadio\nScratch\nSustainable \nResources\nVirtual Reality\n" }, { "year": 2026, "page": 91, "text": "91\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nAppendix B: Methodology\nPHASE 3: ACADEMY REVIEW\nEach year, hundreds of stakeholders in education, including educators, \ninnovators, experts, leaders, and students, are recruited globally to form \na HundrED Academy which evaluates the shortlisted innovations and \nmakes recommendations towards the final selection. \nThis year, the Academy of 253 members from over 70 countries reviewed \nthe innovations over a two-week period in June 2025. Shortlisted \ninnovations were divided into eight batches with balanced representation \nof themes and geographic locations and were evaluated by at least \nsixteen Academy members. One separate batch was reviewed by the \nJunior Academy, involving 11 members. The plot diagrams in Figure 10 \nrepresent the total of 3 ,360 reviews made by the HundrED Academy \n2026 (Appendix C)\nFigure 10: 3,360 Academy Reviews for the 2026 Collection\nThe selection process follows HundrED’s methodology and definitions of \ninnovation, impact, scalability, and evidence base, all of which innovations \nmust demonstrate to progress through each phase.\nPHASE 1: SEARCH AND SUBMISSIONS\nDuring the annual call for Global Collection submissions, new innovations \nare added as innovators create their own pages—either independently or \nafter being invited based on community recommendations or targeted \nsearches by the HundrED Research Team. In addition, innovators who \nalready have existing pages on the HundrED platform can choose to \nsubmit their innovation to the Global Collection. These may include \ninnovations previously selected or shortlisted for past Global or Spotlight \nCollections. This year, total of 789 innovations were submitted.\nPHASE 2: SHORTLIST\nBased on HundrED’s Standards of Evidence and using a Holistic Evaluative \nScore, the Research Team thoroughly reviews each submitted innovation \nfor its impact, scalability, and innovativeness. The curated shortlist of \ninnovations is reviewed in the next phase. This year 148 were shortlisted \nfor the next phase of the review process.\n" }, { "year": 2026, "page": 92, "text": "92\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nPHASE 4: FINAL SELECTION \nThe reviews by the Academy, both quantitative and qualitative, are \nthoroughly assessed by the Research Team during structured workshops, \nwith innovations receiving the strongest evaluations are prioritised for \ninclusion, while also ensuring a geographically and thematically balanced \nrepresentation in the final selection of 100 innovations.\nLIMITATIONS \nThe methodology of this year’s study also carries certain limitations, two \nof which called for particular attention.\nThe first relates to geographic representation. While HundrED’s reach \ngrows each year, some regions/countries remain underrepresented, and \nwe continue to face challenges in securing submissions from these areas. \nThis inevitably shapes the pool of innovations available for review and \nmay limit the diversity of perspectives and practices highlighted in the \nCollection.\nThe second factor concerns language accessibility. Accepting submissions \nin multiple languages has opened opportunities for innovators who might \notherwise have been excluded due to language barriers. At the same time, \nthis has introduced a new challenge: Academy reviewers often rely on AI-\ngenerated translations to evaluate these innovations. Although machine \ntranslation is rapidly improving, there is still a risk of mistranslation or loss \nof nuance, which can affect the accuracy and fairness of the evaluation \nprocess.\nThe HundrED Research Team remains mindful of these limitations and \nis actively exploring ways to broaden outreach, strengthen linguistic \naccessibility, and ensure that all innovations are evaluated with rigor and \nequity.\nPhoto by Francois d’Elbee (iLearnabout).\n" }, { "year": 2026, "page": 93, "text": "93\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nAppendix C: \nHundrED Academy 2026\nACADEMY MEMBERS\nThe expertise of our Global Collection 2026 Academy members was essential in curating this set of 100 \noutstanding educational innovations. We are deeply grateful for their time, effort, and volunteerism. \nAcademy Members who have reviewed three or more Global Collections are recognized with Honorary \nDistinction. At the end of this section, we highlight those with Honorary Distinction who also served as \nreviewers for the 2026 Collection. Members who completed 80 percent or more of their assigned reviews \nthis year receive a Special Mention (indicated with an asterisk*).\nName\nCountry \nPosition\nOrganisation\nA.J. Ernst*\nUnited States\nAdjunct Professor\nRowan University\nAbhilasha Singh Panwar*\nQatar\nSenior Education Specialist\nMinistry of Education and Higher Education\nAbigael Anaza-Mark\nNigeria\nProgrammes Manager\nFIT Africa\nAishwarya Manjunath Shetty*\nQatar\nEducation Specialist, Innovations Development \nProgramme\nEducation Above All Foundation\nAlessia Zucchetti*\nUruguay\nResearch and Cooperation Projects Coordinator\nLACNIC\nAlfredo Dondé*\nMexico\nPsychologist\nFundación Azteca | UADY\nAlvi Ahmed*\nBangladesh\nCo-founder\nMathTronics\nAmit Saxena*\nUnited States\nChief Executive Officer- Education\nSparsh Group\nAna Luisa Vázquez Bórquez*\nMexico\nHead of School\nInstituto Simón Bolívar de Popocatépetl\nAna Maria Raad\nChile\nFounder Reimagina\nAnagha Krishna Prasad*\nDenmark\nStudent\nAnastasia P*\nGreece\nAndrew Reeve*\nUnited Kingdom\nDeputy Head\nAndy Mclaughlin*\nScotland\nLecturer in Education\nUniversity of Aberdeen\nAnne Rodgers*\nUnited Kingdom\nEarly Years Consultant\nATR Consultancy\nAnoop Suri*\nChina\nConsultant\nAnthony Cavallario*\nUnited States\nAnupam Sharma*\nIndia\nSenior Incharge\nAriadna Villavicencio Gamarra*\nUnited States\nStudent at Whitman College\nArkana Andriadi Budiarko*\nQatar/Indonesia\nStudent\nSwiss International School Qatar\nAshwathi Muraleedharan*\nIndia\nDoctoral Candidate\nRajagiri College of Social Sciences\n" }, { "year": 2026, "page": 94, "text": "94\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nAya Altuhl*\nUAE\nMath/STEAM Teacher\nUopeople/Taaleem\nBabita Bisht*\nIndia\nSchool Counsellor\nScottish High International, Gurugram\nBaseerat Noor*\nPakistan\nAmbassador\nHundrED\nBela Verma*\nIndia\nInstructional Coach - Service Learning\nPathways School Gurgaon\nBenedicta Jeanne Louise Neysa Nathania Vieira de \nMello DiCaprio - Jang\nIndonesia\nUnder-Secretary-General and Coordinator of \nAdaptation Academy\nUNFCCC and UNOG\nBetul Büşra Yılmaz*\nTürkiye\nIB Coordinator\nİSTEK Antalya Lara Schools\nCamile Clarke\nJamaica\nLecturer\nChurch Teachers College\nCanan Kaçar*\nTürkiye\nEducator - Architect\nTURMEPA\nCarolina Chambel*\nPortugal\nInternational Cooperation Officer - Research and \nInnovation\nTecho International\nCarrie Lau*\nUnited Kingdom\nCommunity Engagement Specialist\nWalbrook Institute London\nCharis Charalambous*\nCyprus\nPsychologist, Trainer/Facilitator, SEL Expert\nChieh Yu Shen*\nTaiwan\nEducational Catalyst\nCláudia Maria Guedes da Costa*\nPortugal\nPsychologist\nAgrupamento de Escolas Garcia de Orta\nDana Robb*\nCanada\nRetired Principal\nNorthern Lights Public Schools\nDaniel Orievweruvwe*\nNigeria\nEducation and Social Development Practitioner\nDarcy Bakkegard*\nUnited States\nCo-founder\nThe Educators' Lab\nDeki Pem*\nBhutan\nTeacher & Head of Sports Department\nThe Royal Academy\nDincer Demir*\nTürkiye\nSenior Trainer\nTeachers Academy Foundation\nDuncan Osoro*\nKENYA\nLead Consultant\nSolanki Education Consultants\nEleanor Sykes*\nUnited Kingdom\nAdvocacy and Stakeholder Engagement Lead\nLively Minds\nElias Mbanze\nNamibia\nTeacher\nBerg-Op Academy\nElizaveta Belkina*\nUnited Kingdom\nSenior Impact Education Coordinator\nSkoll Centre\nEra Dogra*\nIndia\nIBEN Programme and Workshop Leader; IB educator \nand SEL Coordinator\nGenesis Global School\nEske van Liempt*\nSweden\nStudent\nEszter Salamon*\nNetherlands/Hungary\nDirector\nParents International\nEuan Wilmshurst*\nAustria\nFellow\nSalzburg Global\nFardin Kamal Jeet*\nBangladesh\nAssistant MYP Coordinator\nPledge Harbor International School\nFatima Y. Alqawasmeh*\nQatar\nTeacher\nMinistry of Education\nGabriela I. Romero Ch.*\nPanama\nTEFL Teacher\nGaye Juliana Gabrielle Delos Santos*\nPhilippines\nStudent\nUniversity of the Philippines - Diliman\nGena Rabinowitz*\nCzech Republic\nChangemaker and Community Service Coordinator\nInternational School of Prague\nGui Brotto*\nThailand\nFounder\nAble to Regenerate Co. LTD.\nHanan Mostafa Kamal Syed*\nBangladesh\nProgram Assisant\nAsian University for Women Laboratory School\nHanna Dudich*\nUkraine\nEducator\nHanyun Cui*\nUnited States\nPhD Student\nBoston University\nHarshith B Nair\nIndia\nScholar\nDepartment of Education, Regional Institute of \nEducation (NCERT), Mysuru\nHatice Kırmacı*\nTürkiye\nFounder\nWomen Science Teachers\n" }, { "year": 2026, "page": 95, "text": "95\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nHicham Filali Zehri*\nMorocco\nTeacher\nMorocco Ministry of National Education, Preschool \nand Sports\nHira Naz\nPakistan\nEducator\nThe Educators (Beaconhouse)\nHuyen Nguyen\nVietnam\nBoard of Members\nTeach For Viet Nam\nIshita Bagchi\nIndia\nSocial Impact Consultant\nIslam Amraoui*\nAlgeria\nTeacher and Researcher\nIván Gándara*\nSpain\nIvonne Blanco de Martínez*\nSpain\nJames Grace\nJaohar Nusrat Bina*\nBangladesh\nJunior Consultant\nAspire to Innovate\nJeffrey C. Beltran\nPhilippines\nFaculty\nSchool of Teacher Education, National Teachers \nCollege\nJeremie Kasongo*\nCongo-DRC\nMember\nUNESCO Global Youth Community\nJessica González Salgado*\nMexico\nHead of Education\nJessica Ventura Tupinamba de Carvalho\nBrazil\nHead of Primary / PYP Coordinator\nEscola Internacional de Alphaville\nJoaquim Forgas Anaya*\nSweden\nAlumni\nStockholm University\nJobert Ngwenya*\nFinland\nDoctoral Researcher\nUniversity of Jyväskylä\nJoe Caruso*\nAustralia\nExecutive Manager: Pedagogy\nISA International Education Group\nJohn Hullock*\nGermany\nPrimary School Headteacher\nSt. George’s British International School\nJosé Ramón Espejo de la O\nMexico\nEdTech Coordinator & Teacher\nEspejo Asesores Educativos\nJoshua James*\nVietnam\nCo-Founder\n8-Bit Content\nJulie Meltzer*\nUnited States\nDirector of K-12 and Teacher Education\nInstitute for Humane Education\nKaori Hakone*\nJapan\nAssociate Professor\nOsaka Jogakuin University\nKarabo Sharon Mawele*\nSouth Africa\nSenior Play and Learning Facilitator\nPlay Africa NPC\nKaren Chetwynd*\nUnited Kingdom\nCEO\nMontessori Global Education\nKathy Edersheim*\nUnited States\nPresident\nImpactrics, LLC\nKatja Simola*\nFinland\nStudent counsellor\nPöytyä\nKelly Esmeralda Quispe Flores*\nPeru\nService Learning Coordinator\nSan Silvestre School\nKelly Michelle Wu*\nPanama\nYouth Ambassador Alumni\nHundrED\nKirti Lohani*\nIndia\nAssistant MYP coordinator\nPathways School Noida\nKudzai Cathrine Bingisai*\nZimbabwe\nResearch Analyst\nKutlwano Phumudi\nSouth Africa\nStudent\nUniversity of Pretoria\nKyle Morin*\nUnited States\nAdministrative Consultant (Charter Schools)\nIowa Department of Education\nLim Wui Ling Jennifer*\nSingapore\nPersonal Project and Service Learning Coordinator, \nMYP Design and ESports teacher\nXCL World Academy\nLina Marcela Gómez Quintero*\nColombia\nSTEM Educator and Consultant\nTejido STEM Colombia\nLolwa Abduljabbar Al-Saigh*\nQatar\nInnovation Officer\nEducation Above All Foundation\nLouise Nicolson*\nUnited Kingdom\nResearch Assistant\nUniversity of Oxford\nLucía de Gregorio Gimeno*\nSpain\nMaja Mačinko*\nCroatia\nElementary school Ivan Cankar - science teacher\nMansi kapoor*\nIndia\nWell-being and Service Lead\nMansi Talwar\nIndia\nFounder and Chief Coach\nHappy Mee\n" }, { "year": 2026, "page": 96, "text": "96\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nManushri Khanderao Gaikwad*\nPhilippines\nHigh School Student\nInternational School Manila\nMaria de los Angeles Delgado Alvarez*\nSpain\nCo-founder & COO\nThinkingBeyond Education\nMaria F. Cordova*\nVenezuela\nCoordinator\nTwist Studio Creativo\nMaria Volynchuk*\nUnited Kingdom\nStudent\nLeeds Beckett University\nMark Ledesma*\nMexico\nFundador\nGENIALES\nMarta Alicia Libedinsky*\nArgentina\nDirector of the Master's Degree in Educational \nTechnology\nInteramerican Open University\nMarta Figueiredo*\nPortugal\nMarvin Reyes*\nGermany\nManager\nMary Angeline Santhosam*\nIndia\nPrincipal & Head Department of Social Work\nNazareth College of Arts and Science\nMaryam Bham*\nUnited Kingdom\nPhD Candidate\nUniversity of Cambridge\nMaya Paliath Divakar*\nIndia\nAcademic Advisor (K-12 schools)\nLearn with Maya\nMd. Tanvir Rahman*\nBangladesh\nTeacher/Facilitator - Pledge Harbor International \nSchool\nMelina Maghazehi*\nUnited Kingdom\nFounder\nSchools for Purpose\nMichael Ukwuma*\nNigeria\nExecutive Director\nSEVICS\nMilena Dimitrova Savova*\nBulgaria\nIB DP Coordinator\nPrivate Profiled High School Educational \nTechnologies\nMilla Lupton*\nEngland\nHead of Maths\nLondon Screen Academy\nMitch Ulacco\nAustralia\nHead of College (Prep-12 Learning and Teaching)\nGood Samaritan Catholic College Bli Bli\nMohd Suhail*\nIndia/United States\nEducator & Independent Researcher\nMradula Singh\nIndia\nFounder NexSchools and Founder President \n-Happier and Safer Internet\nMugerwa Khuzaifa Ssali*\nUganda\nImpact Officer\nWatoto Wasoka\nMuniratu Muna Iddrisu\nKenya Nairobi\nFounder . Menstrual Empowerment Initiative\nMusa Usman Babagari*\nNigeria\nYouth Advocate\nBetter Youth Association\nMyat Pan Khit*\nMyanmar\nChemical Engineering Student\nSIIT - Thammasat University\nMyriam Khadija Ben Jeddi*\nSwitzerland\nSpecial Projects & Partnerships Manager\nMzwandile Msimanga*\nKenya\nTrevor Noah Foundation\nNabwire Karen Kilwake*\nKenya\nCo-founder, Research & Communications Lead\nDigital Pastoralist Africa\nNadia Hussain*\nQatar\nIB Coordinator\nQatar Foundation\nNadine Smith*\nSouth Africa\nDirector Of Educational Technology - King David\nNam Ngo Thanh*\nVietnam\nSchool Leader, Academic Director\nB.SCHOOL\nNamya Joshi*\nIndia\nMinecraft Student Ambassador\nNatalija Budinski\nSerbia\nHead Teacher\nPetro Kuzmjak School\nNeelam Jayendra Shah*\nUnited Kingdom\nResearcher\nCivil Society Consultancy\nNeeru Mittal*\nIndia\nPGT Computer Science\nSTEM educator\nNetanya Liro\nEthiopia\nFounder at Education4all\nNgozi Edeagu*\nNigeria\nLecturer\nInstitute of African Studies, Leipzig University, \nGermany\nNicole Ivarsson-Keng*\nFinland/Taiwan\nUniversity Lecturer\nAalto University\nNigel Ngiam*\nMalaysia\n" }, { "year": 2026, "page": 97, "text": "97\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nNiketa Suri*\nChina\nHomeroom and Mathematics Teacher\nISA Wuhan International School\nNilanjana Bera Dasmajumder*\nIndia\nHead of Inclusion and Learning Support\nPathways School Noida\nNoburo Hagiwara*\nJapan\nFreelance educational consultant\nNoreen Kassam*\nUnited Kingdom\nEducation Programme Manager\nProject Everyone\nOlanike Ariyo\nNigeria\nTeacher/Teens Coach\nGlobal Teens for Christ\nOlorunfemi Omotayo*\nNigeria\nHead of Training and Learning\nTeachers Academy Africa\nÖzge Karakaya*\nNetherlands\nDesigner, Co-founder\nMendix, Fellows InCommon\nPallavi Sharma*\nMauritius\nPedagogical Leader & Researcher\nPayal Singh*\nIndia\nField Executive with Civic Pride Organisation\nPero Sardjoski*\nMacedonia\nDirector of Studies\nPegasus English Language School\nPooja Gollapalli*\nIndia\nPrashant Muley*\nIndia\nPrincipal\nJ M Rathi School Roha, Raigad\nPrashant Sharma\nIndia\nPrincipal\nJindal Vidya Mandir, Vasind\nPriscilla Silveira*\nBrazil\nQuality and Innovation Manager\nSenac RN\nPurvi Hasmukh Parekh*\nIndia\nHomeroom Teacher\nJBCN International School, Chembur\nRabia Saqib\nPakistan\nPrincipal The Elevate School\nRandall Fujimoto*\nUnited States\nGame-Based Learning Designer\nGameTrain Learning\nRavi Srinivasan*\nIndia\nCoFounder and Managing Trustee\nPramiti School, Bangalore\nRichard Downs*\nThailand\nHead of Senior School\nRima Singh*\nIndia\nHead of School\nRizki Zakaria*\nIndonesia\nTeacher\nSMAN 1 Kibin\nS M Mahtab Hossain\nBangladesh\nCo-founder\nBanglar Math\nSabrina McCartney*\nUnited States\nIB Middle Years Programme Coordinator\nCarrollwood Day School\nSahil Siddique\nIndia\nSenior Business Development Manager\nSalma Waly*\nUAE\nAssistant Professor\nSamira Ahmadi*\nAfghanistan\nCo-founder\nEtrat Elm Educational Center\nSanad Abu Alya*\nJordan\nStudent\nEnglish Talents School\nSandra C. Ospina\nSaudi Arabia\nHead of School\nSEK International School Riyadh\nSarah Kreckel*\nGermany\nTeacher\nJHW Realschule\nSarah Tucker*\nUnited kingdom\nNovelist\nSelena Lucero Heredia Yaros*\nPeru\nCo-founder\nGreen Generation\nSeohee Park*\nSouth Korea\nMaster's Student in International and Comparative \nEducation\nStockholm University\nŞerife Durna*\nTürkiye\nEnglish Lecturer\nKahramanmaraş Sütçü İmam University\nShaden Al Masri*\nFrance\nContent coordinator\nShalini Rawat*\nDoha\nVice Principal.Operations\nSheeba Ajmal*\nPakistan\nCEO/Founder\nTechnology For A Cause - Enhancing Skills \nEmpowering Kids\nSheeba Ajmal*\nPakistan\nCEO / Founder Technology For A Cause - Enhancing \nSkills Empowering Kids\nShien Victoria Zutshi\nCanada\nFounder\nEquilibrium By Design\nShruti Chitrajeet Ghosh\nIndia\nYouth leader\nEmpowHER\n" }, { "year": 2026, "page": 98, "text": "98\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nShubhangi Arya*\nIndia\nGerman Language Teacher, Teacher Trainer, \nCurriculum Developer, Reviewer & Author\nKunskapsskolan, Lucknow\nStephen G.J.E. Whitaker*\nMexico\nTechnology Advisor\nSusan Oreski*\nCanada\nEnglish Language Assessor and Interview Panelist \nfor Edmonton Catholic Schools\nSuzanne Joyal*\nUnited States\nBoard of Directors\nYouths in Arts\nSwati Sharma*\nIndia\nPYP Counsellor\nPrometheus School\nTania Swift*\nUnited Kingdom\nEarly Years Specialist\nB Inspired / Minmoov\nTejasvini Kumar*\nIndia\nBehavioural Science Consultant\nFold Labs\nTito Ferraz Ribeiro*\nBrazil\nProject Manager\nFGV DGPE\nTomy Cherian*\nFinland\nMiddle school teacher\nTsam Wa Tou*\nChina\nIBDP Student\nEscola Kao Yip\nVanessa Tenório*\nBrazil\nInternational Education Consultant\nVarnessa Kayen Varlyngton*\nNigeria\nFounder and Executive Director\nEgalitarianism For Earth\nVivian Ka Yee Lai*\nHong Kong\nEducation Consultant\nVrajesh Parikh*\nIndia\nGeneral Manager\nGujarat Council of Science City, Department of \nScience and Technology, Government of Gujarat\nWendy Ng*\nSingapore\nEducation Specialist\nWinnie Cherop Maritim*\nKenya\nYaroslav Kolomytsev*\nKazakhstan\nStudent\nKazGASA School-College in Almaty\nYi-An Su*\nTaiwan\nYohana John Rupia*\nTanzania\nTeacher\nMuungano Pre - Primary School\nYvette Larsson*\nSweden\nCo-founder, Learning Guide\nAHA! and the unboxED podcast\nZubeda Shaaban Maloba*\nKenya\nYouth Ambassador Alumni\nHundrED\n" }, { "year": 2026, "page": 99, "text": "99\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nJunior Academy Members\nName\nCountry \nPosition\nOrganisation\nAanyaa Garatikar*\nIndia\nYouth Ambassador\nHundrED\nAnvi Tiwari*\nIndia\nYouth Ambassador\nHundrED\nHardik Chaudhary*\nIndia\nYouth Ambassador\nHundrED\nHaseeh Lakhani*\nYouth Ambassador\nHundrED\nYein (Josephine) Lee*\nSouth Korea\nYouth Ambassador\nHundrED\nKenisha Rajora*\nUAE\nYouth Ambassador\nHundrED\nRashmi Nair*\nIndia\nYouth Ambassador\nHundrED\nSarra Damak*\nTunisia\nYouth Ambassador\nHundrED\nSudarshini G. S.*\nYouth Ambassador\nHundrED\nVivaan Mathur*\nYouth Ambassador\nHundrED\nZahra Faiha Askana*\nIndonesia\nYouth Ambassador\nHundrED\n" }, { "year": 2026, "page": 100, "text": "100\nINTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2026 APPENDICE S\nAnagha Krishna Prasad\nAngele Law\nBaseerat Noor\nCamile Clarke\nCanan Kaçar\nCharis Charalambous\nDana Robb\nDaniel Orievweruvwe\nGizem Kendik Önduygu\nGoretti Kat\nHanyun Cui\nIvonne Blanco\nJoaquim Forgas Anaya\nKudzai Catherine Bingisai\nLindsay Stewart\nMaja Mačinko\nMarta Figueiredo\nMd. Abdul Malek\nMeghna Singh\nMradula Singh\nNamya Joshi\nNigel Ngiam\nNoburo Hagiwara\nPrashant Muley\nPurvi Parekh\nSahil Siddique\nSandra C. Ospina\nSarah Kreckel\nŞerife Durna\nSheeba Ajmal*\nStephen Whitaker**\nSuchita Ohri Aggarwal\nSusan Oreski\nTito Ferraz\nVanessa Tenório**\nVivaan Mathur\nWendy Ng*\nYogesh Kumar\nYvette Larsson\nAcademy Members with \nHonorary Distinction\nHundrED Academy 2026 members who completed reviews for three or more Global Collections. \n*Members who have completed six reviews. **Members who have completed seven reviews.\n" }, { "year": 2026, "page": 101, "text": "INTRODUC TION TRENDS HALL OF FAME GLOBAL COLLEC TION 2025 APPENDIX E S\n101\nPhoto by Solar Spell.\n" }, { "year": 2026, "page": 102, "text": "hundred.org\ninfo@hundred.org\n" } ]