Introduction 

Digital technologies can help teachers present scientific concepts through videos, interactive materials and visual explanations. However, effective digital education requires more than access to devices. Schools also need suitable learning content, teacher preparation and methods that connect technology with curriculum objectives. 

Ethiopia’s UNESCO–Huawei Open Schools project addressed these areas through an initiative focused on technology-enabled secondary education. The project concluded in October 2026 after six years of work to support digital learning, improve educational resilience and strengthen teaching practices.

The initiative offers an example of how digital science education can combine infrastructure, teacher development and curriculum-aligned resources rather than treating technology as a standalone solution. 

Technology-Enabled Learning for Secondary Schools 

The Ethiopia component focused on Grades 9 and 10, with particular attention to science subjects and English. It combined digital infrastructure, teacher capacity development, digital teaching methods and curriculum-aligned content.

The project supported pilot secondary schools in using technology to improve educational continuity and the quality of teaching. Its work also considered circumstances in which learning could be disrupted, including the COVID-19 pandemic and climate-related shocks. 

This approach illustrates how technology-enabled secondary education can be designed around educational needs. Devices can support access to information, but their value depends on how teachers and students use them during lessons. 

For science subjects, digital tools can provide visual explanations of processes, support demonstrations and help students revisit concepts at their own pace. 

Developing Interactive Digital Learning Resources 

A key output of the project was a collection of multimedia learning materials for secondary school science and English. UNESCO reported that the project developed digital content incorporating videos, graphics, motion and interactive features.

These formats can offer different ways to engage with a subject. Videos can demonstrate processes, graphics can clarify relationships, and interactive activities can encourage learners to respond to questions or explore concepts. 

For science teachers, digital learning resources can help explain topics that are difficult to demonstrate directly in a classroom. They can also complement practical experiments and written exercises. 

However, multimedia content works best when it supports clear learning objectives. Students still need opportunities to ask questions, discuss explanations and apply what they have learned. 

Strengthening Teachers’ Digital Skills 

Teacher development was an important component of the initiative. The project produced training resources and established a digital platform supporting online and offline training. It also enabled educators to exchange experiences through an online community of practice. 

Teacher digital skills are essential to making technology useful in classrooms. Educators need to select appropriate content, organise lessons, guide student participation and assess understanding. 

Training can also help teachers make informed decisions about when technology is useful and when another teaching method may be more suitable. 

In science lessons, for example, a digital animation might explain a process, while a physical experiment can allow students to test a related principle. Teachers can combine these methods to support a more complete understanding. 

Connecting Digital Content With the Curriculum 

The project’s learning resources were developed to be curriculum-aligned, pedagogically appropriate, accurate, inclusive and accessible. UNESCO also reported that the materials were intended to support scientific reasoning, experimentation and problem-solving. 

Curriculum alignment matters because digital resources should reinforce what students are expected to learn. Attractive visuals alone cannot guarantee that a lesson improves understanding. 

Teachers can use interactive content to introduce a topic, clarify a difficult concept or review learning after a practical activity. Students can then apply the information through exercises, investigations and classroom discussion. 

This approach makes digital science education part of the learning process rather than an additional activity disconnected from the curriculum. 

Supporting Learning During Disruptions 

The project was designed to help schools use technology to maintain educational continuity during ordinary circumstances and periods of disruption. Its work included experiences from the pandemic and climate-related shocks.

This highlights the potential role of digital resources when students and teachers cannot always rely on conventional classroom arrangements. 

Online and offline training options can also provide flexibility in how educators access professional development. Similarly, digital content that can be used in different settings may help teachers maintain access to learning materials. 

Technology cannot eliminate every barrier. Electricity, connectivity, equipment and the ability to use digital tools can all affect implementation. The project itself identified practical challenges involving electricity, mobility and multimedia expertise. 

Understanding the Infrastructure Challenge 

Digital learning depends on infrastructure that works reliably. Devices and digital platforms need appropriate electricity, maintenance, connectivity and support. 

The Ethiopia project supplied digital equipment to participating schools and developed supporting resources for teaching and training. Its implementation experience also highlighted infrastructure-related challenges that need attention when digital education is expanded. 

These lessons are important for education systems considering wider adoption. Investment in devices should be accompanied by planning for maintenance, teacher support and access to learning materials. 

Schools also need to consider different learning conditions. Offline resources can be useful where connectivity is inconsistent, while teachers may need alternative arrangements for students who cannot regularly access digital devices. 

Keeping Education Human-Centred 

UNESCO emphasised that technology should serve education and remain centred on the needs of learners and teachers. The project also highlighted the importance of inclusive digital education.

This principle is particularly relevant as schools consider emerging technologies, including artificial intelligence. Digital tools can support teaching, but they should not replace the human relationships and professional judgement that are central to education. 

Teachers help students interpret information, recognise misconceptions, discuss ideas and develop critical thinking. Technology can support these responsibilities by providing resources and additional learning options. 

A human-centred approach to digital science education therefore considers not only what a tool can do, but also whether it helps students understand and apply scientific concepts. 

Building on the Project’s Results 

With the project phase concluded, attention is turning towards testing, refining and expanding its learning resources. UNESCO reported that the digital content would be piloted with teachers and students before quality assurance and wider deployment. 

The experience is also expected to inform further teacher development, including planned support related to AI in education. Ethiopia is considering priorities such as digital content, interactive textbooks, infrastructure and connectivity in its future digital education planning. 

These next steps reflect the continuing work needed to make technology-enabled education sustainable. Content must remain relevant, teachers need ongoing support and schools require infrastructure that can meet their needs. 

Lessons for Digital STEM Education 

The project provides several lessons for schools and education policymakers. Digital tools are most useful when they are supported by appropriate content, trained teachers and clear educational goals. 

Schools can begin by identifying scientific concepts students find difficult, then selecting resources that help explain those concepts. Teachers can combine digital materials with experiments, discussions and assessments to ensure students are actively involved. 

Education systems can also use implementation experience to identify practical barriers before expanding programmes. This can help ensure that investment in technology translates into meaningful learning opportunities. 

Conclusion 

Ethiopia’s UNESCO–Huawei Open Schools project demonstrates how digital science education can combine technology, curriculum-aligned resources and teacher development. Its work included multimedia learning content, digital training resources and support for educators, while its implementation also revealed challenges involving infrastructure and technical capacity.

The project’s next phase will focus on refining and expanding its resources and using its experience to inform further digital education efforts. These developments underline an important principle: technology is most valuable when it supports teachers, responds to learners’ needs and strengthens understanding. 

For schools, the initiative offers a useful example of how digital resources can complement practical science teaching and help create more flexible learning environments. 

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