In learning spaces across Aswan in Egypt, the Akelius Language Learning Programme is helping transform classroom teaching and student engagement through digital education tools. The initiative is part of a two-year partnership between UNICEF, Egypt’s Ministry of Education and Technical Education, and the Akelius Foundation, aimed at expanding inclusive learning opportunities for marginalized children across the country.
Working in collaboration with the Om Habiba Foundation, the programme is being implemented in Aswan to integrate interactive English language learning into remedial education programmes, particularly for Sudanese children who have been displaced or are on the move. Before tablets were introduced in classrooms, teachers took part in a five-day intensive training designed to help them incorporate digital learning into daily lessons. The training focused on practical teaching methods that combine self-paced tablet learning with guided instruction, ensuring technology enhances rather than replaces traditional teaching.
Initially, some teachers were uncertain about how the technology would work. Moataz Osman, a teacher originally from Khartoum with a background in physics and solar energy, recalled concerns about whether students might damage the devices or struggle with weak internet connections. However, once the programme began, his concerns quickly faded as students became deeply engaged with the lessons. According to him, children treated the tablets carefully and became absorbed in the visual and interactive learning activities, often remaining focused even after class ended.
One of the programme’s key advantages has been the application’s offline capability, which allows students to continue learning even in areas with limited internet connectivity. Teachers can monitor student progress in real time using their own devices, helping them identify learning gaps and provide targeted support tailored to each student’s needs instead of relying solely on traditional testing methods.
Another educator involved in the initiative, Roqaya Farouq, has observed broader improvements in classroom dynamics at the Al-Fadl Learning Space. Many of the students she teaches experienced long interruptions in their education and arrived with limited foundational knowledge. Some had been out of school for nearly two years and initially struggled to engage in learning. Since the introduction of tablets and the Akelius application, she has noticed improved motivation, attendance, and classroom behavior. Students now feel a sense of ownership of the learning space and take responsibility for the devices they use.
The interactive design of the application has also increased enthusiasm for learning. Features such as rewards and customizable avatars encourage students to continue progressing through lessons, while headphones allow them to practice language skills privately, helping build confidence without fear of making mistakes in front of others. The system supports personalized learning, enabling each student to start at their own level and move forward at a pace that suits their abilities.
Over the two-year implementation period, the programme is equipping classrooms with tablets and the Akelius application, training around 450 educators, and directly supporting approximately 7,500 children while also indirectly reaching thousands of family members. At the community level in Aswan, cooperation with the Om Habiba Foundation ensures the initiative responds to the needs of refugee children and reflects the realities of local learning environments.
What began as hesitation among some educators has gradually turned into strong support for the programme. Teachers who once questioned the use of digital tools now see the benefits for both students and themselves, noting that the interactive approach helps reinforce learning and makes lessons easier to understand compared to traditional methods alone.
