UNESCO’s International Day of Education is an important day in the diary for educators, teachers, and policymakers worldwide. It highlights the vital role of the student in every learning moment, so it is heartening to see the 2026 theme – ‘the power of youth in co-creating education’ – shine a light on the value young people can add, when shaping learning.
UNESCO notes that youth under 30 make up more than half of the global population, yet many often experience limited access to quality education and work opportunities. It also highlights that the youth population are a force for sustainable development, innovation and social transformation – something that resonates very strongly with me, particularly as a leader working in international English Education.
A relatively new awareness day – International Day of Education was first established by the UN General Assembly in 2018. Held on the 24th of January, it serves as a reminder of how critical it is for everyone involved in education to pull together to improve access to quality education for all.
What does International Day of Education mean for English language learning and assessment?
As someone immersed in the English language learning sector, the International Day of Education resonates, because learning English often acts as a gateway to opportunity through employment and education. For me personally, this year’s theme, which centres on the power of youth in co-creating education, is a fantastic chance to reflect on the huge importance of gathering evidence from young people and then using this data to help shape future educational solutions. Without this understanding from young people, how are we to meet their needs?
A clear lesson from recent years is that meaningful education is a collaborative effort and should be shaped by those in education, as much as those building it.
One way this happens in practice is through structured impact evaluation which, at Cambridge, we aim to carry out on a global scale. We’ve recently run studies to gather evidence from young people in Brazil, Ecuador, Estonia, Iraq, Kenya, KSA, Mexico, Peru, Spain, Thailand and Vietnam, reaching thousands of students and teachers. We regularly speak to learners from mainstream schools and universities and also engage at times with those in emergency settings, to develop a credible, evidence-based understanding of how English language education affects young learners in different contexts around the world.
So, what are young people telling us?
Young people want new ways of learning
Broadly, young people are open and positive about flexible and digital approaches to teaching and learning English, and want learning resources that reflect their everyday lives. This perspective was illustrated by a recent study in Peru, in partnership with WeTALK, which explored the impact of an online ‘flipped learning’ approach to help higher education students improve their English-speaking skills.
Flipped learning is a non-traditional model which is gaining momentum in English language teaching. It rethinks traditional classroom roles, with students engaging with new content independently before class, allowing classroom time to focus on developing speaking skills in a real-life setting.
We found compelling evidence that flipped learning can be implemented at scale and deliver successful outcomes for both students and teachers. Nearly 80% of students surveyed told us the online classes provided opportunities to use English actively, and a similar number felt that the variety of activities helped them stay engaged. Teachers on the programme are now actively using this approach to help develop English skills and I think it’s fair to say it has not only had a positive impact, but it’s helping to explore new ways to deliver English language programmes in Peru’s higher education sector. However, it came with a warning – it’s essential to prioritise strong teacher support, endorsement at the institutional level and to tailor flipped learning to local contexts, learner beliefs, and cultural factors.
Real-world connection matters in English learning
When English is part of a curriculum, it can be wrongly assumed that, to the student, it is simply part of the school routine. However, we’ve recently learnt that young people at the earliest stages of education learn English not just to pass exams or get ahead in the classroom, but for a whole host of life changing reasons.
We saw this clearly in a recent study in Primary schools that helped us understand more about what motivates young children to learn English in the first place. When students aged 6-11 from Italy, Türkiye and Vietnam were asked to draw their aspirations for learning English, the results were fascinating. It was clear that not only was employability already on the minds of children, but they also told us that they were learning English to communicate in international contexts, travel – and even to hang out in Paris!
It is findings like these that could inspire the next generation of teaching and assessment models for children, to ensure they cover the right skills young people will in real-life scenarios.
The power of youth unleashed
As this year’s International Day of Education comes to a close, it feels more important than ever to listen to and collaborate with young people in shaping the future of education. Their ideas, ambitions, and lived experiences are key to building learning ecosystems that truly prepare them for an interconnected world. At Cambridge, we remain committed to working alongside learners and educators globally – using research, evidence, and innovation – to ensure that English education not only opens doors, but empowers every young person to thrive, contribute, and connect across cultures.
Francesca Woodward is the Global Managing Director for English at Cambridge University Press & Assessment.
