During the 2023–2024 school year, from March to June 2024, UNICEF, in coordination with Lebanon’s Ministry of Education and Higher Education (MEHE), the Center for Education Research and Development (CERD), and with support from Teach for Lebanon (TFL), piloted a digital learning program in 14 public schools across the country. Funded by the European Union and the German government through KfW Development Bank, the program aimed to assess teacher readiness for digital learning, gauge student engagement, and identify key challenges and best practices for integrating technology into classrooms.
Targeting students in grades 6 and 7, the pilot focused on mathematics, science, and language learning through a localized version of UNICEF’s Learning Passport platform, branded as Madristi. CERD played a pivotal role, guiding content selection, customizing the platform, supporting migration of curriculum-aligned materials, and leading teacher training efforts. In total, 2,432 students and 285 teachers registered as Madristi users, with teachers primarily female and almost half aged between 30 and 40 years. Schools were spread across all governorates except the South and Nabatiyeh due to ongoing border conflict at the time.
Feedback from the proof of concept was largely positive. Teachers integrated Madristi in multiple ways, projecting content for whole-class instruction or supporting individual and pair work. Many classrooms used the platform for over 30 minutes per session, reinforcing core concepts. The CERD-developed content, especially in grades 6 and 7, was most frequently used, and both teachers and students found it engaging and aligned with lesson objectives. The main challenge identified was weak internet connectivity.
Teachers received in-person training led by CERD’s Pre-service and In-service Training Bureau, supported by UNICEF. Training included pedagogical guidance on integrating digital tools and technical sessions on using Madristi. Post-training surveys showed high satisfaction, with most teachers reporting confidence in navigating the platform, accessing resources, and monitoring student progress. However, feedback highlighted the need for more practical, classroom-focused training, particularly for blended and remote learning approaches.
Key recommendations from the proof of concept include expanding curriculum-aligned content, particularly in mathematics and science; providing guidelines on effective classroom use of Madristi; offering targeted teacher training and peer support; documenting model lesson plans and strategies; and developing clear guidance for technology management in schools. Long-term priorities include integrating digital learning into pre-service and in-service teacher training and planning for sustainable technical support at school and regional levels.
Connectivity challenges were common, with intermittent internet affecting over half of observed classes. Teachers demonstrated creativity in adapting lessons to limited connectivity, but offline solutions and improved infrastructure are needed for broader scale-up. Short-term measures include deploying offline servers and providing guidance for managing classes when connectivity fails. Medium- and long-term goals focus on nationwide improvements to ensure all schools can fully benefit from digital learning.
The Madristi proof of concept confirms both teacher and student readiness to embrace digital learning while highlighting the investments required to scale up effectively. Aligned with Lebanon’s National Digital Transformation Strategy, the pilot demonstrates the potential for technology to enhance learning outcomes, increase engagement, and equip students with essential 21st-century skills.
