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Davos, Switzerland, July 9–12, 2026
The world of education is undergoing rapid transformation — and the Global Education Forum 2026 has united leaders, innovators, and practitioners to address this change at one of the most important international platforms. After successful editions in London, Glasgow, Istanbul, and the Maldives, the forum returns to Davos to focus on the challenges and opportunities shaping education in the digital age.
The Global Education Forum 2026, held in Davos on 10 July as part of Global Business Week 2026, brought together representatives of primary, secondary and higher education, supplementary and extracurricular education, educational franchises, technology companies, curriculum developers, researchers, entrepreneurs and education innovators from more than 40 countries.The Forum created a rare international space in which leaders from different parts of the educational ecosystem could examine the same fundamental question: how should education change when technology, labour markets, business models and social expectations are transforming faster than traditional institutions can respond?
The participants represented a broad spectrum of education—from schools and universities to business academies, professional training organisations, franchise networks, online platforms, educational technology companies and developers of new teaching methodologies.
This diversity was especially important because education could no longer be analysed as a collection of isolated institutions. It had become a global, interconnected industry that combined public services, private investment, digital platforms, intellectual property, technology, content production, certification, employment preparation and lifelong human development.
The discussions in Davos showed that the education sector was entering one of the most important periods of transformation in its history.
Forum features a
strong international line-up of speakers, entrepreneurs, educators and business
leaders, including: Prof. Andrew Azarov (UK), Christina Batruch
(Switzerland), Dr. Olga
Azarova (UK), Arvils Pekuless (Latvia), Liudmyla Stanislavenko (Ukraine), Wendy
Silinyana (South Africa), Elena Chirich (Australia), Lyazzat Alshinova
(Kazakhstan), Narmina Hasanova (Azerbaijan), Jamilya Kerimova (Turkmenistan), Dinora Saitova
(Kazakhstan), Tatiana Markova (Ukraine), Paul Goggin (UK), Mehmet Boy (Turkey), Irina Khazhalia (Georgia) and many
other distinguished experts, entrepreneurs, educators and representatives of
business communities.
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Education as a Multi-Trillion-Dollar Global Market
One of the central themes of the Forum was the enormous economic importance of education.
The global education market was not a narrow sector limited to schools and universities. It included government-funded education systems, private schools, universities, vocational institutions, language education, tutoring, corporate training, educational publishing, professional certification, online learning, education technology, extracurricular programmes and lifelong learning.
Market estimates differed depending on which activities were included. One widely used industry assessment valued the global education market at approximately US$7.6 trillion, noting that governments financed roughly 60–70 per cent of total education expenditure. Other estimates placed the market at about US$7–7.3 trillion in 2025, with projections approaching or exceeding US$10 trillion by 2030.
These differences did not indicate contradiction so much as the difficulty of defining the boundaries of education. Some calculations included mainly formal institutional expenditure, while others also incorporated private tutoring, workplace learning, professional certification, digital products, educational services and informal lifelong learning.
What was clear was that education represented one of the largest markets in the world—comparable in strategic importance with healthcare, finance, energy and global technology.
Education also generated economic value far beyond the direct revenues of schools and universities. The World Bank has estimated that every additional year of schooling is associated globally with an average increase of approximately 9 per cent in hourly earnings. Education therefore influenced productivity, innovation, employment, social mobility and long-term national competitiveness.
The Forum emphasised that education should consequently be treated not only as a public service or social responsibility, but also as one of the principal forms of national and global economic infrastructure.
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The Main Segments of the Global Education Economy
The Global Education Forum analysed education as a system consisting of several major and increasingly interconnected segments.
- Early-years and preschool education
- Primary and secondary education
- Higher education
- Vocational and technical education
- Supplementary and extracurricular education
The World Economic Forum reported that employers expected 39 % of workers’ core skills to change by 2030. It also projected that nearly six in ten workers would require training by the end of the decade.
This meant that corporations were increasingly becoming education providers themselves, while universities and private training companies were becoming long-term partners in workforce transformation.
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Educational technology
Educational technology included learning-management systems, online course platforms, digital content, classroom hardware, assessment tools, student information systems, language-learning applications, artificial-intelligence tutors and learning analytics.
This segment represented only part of the total education economy, but it was one of its fastest-growing components.
Estimates varied considerably because some market studies included hardware and institutional infrastructure while others focused mainly on software and digital services. One estimate placed the education-technology market at approximately US$187 billion in 2025 and US$213 billion in 2026. Another estimated that the broader EdTech market grew from about US$169 billion in 2024 to more than US$200 billion in 2025.
The variation reinforced an important conclusion from the Forum: EdTech was no longer a single product category. It had become a broad infrastructure layer supporting almost every educational segment.
Education franchises and international networks
Education franchises occupied a distinct position between local delivery and global intellectual property.
A franchise model could combine a proven curriculum, teaching standards, educator training, brand recognition, quality control, digital systems and business support while adapting delivery to national and cultural conditions.
The Forum examined how education franchises could help scale innovation more quickly than individual institutions working alone.
At the same time, speakers warned that expansion without quality control could damage both learning outcomes and brand credibility. Successful franchising therefore required strong teacher certification, standardised materials, regular monitoring, local adaptation and transparent assessment.
Educational technology included learning-management systems, online course platforms, digital content, classroom hardware, assessment tools, student information systems, language-learning applications, artificial-intelligence tutors and learning analytics.
This segment represented only part of the total education economy, but it was one of its fastest-growing components.
Estimates varied considerably because some market studies included hardware and institutional infrastructure while others focused mainly on software and digital services. One estimate placed the education-technology market at approximately US$187 billion in 2025 and US$213 billion in 2026. Another estimated that the broader EdTech market grew from about US$169 billion in 2024 to more than US$200 billion in 2025.
The variation reinforced an important conclusion from the Forum: EdTech was no longer a single product category. It had become a broad infrastructure layer supporting almost every educational segment.
Education franchises and international networks
Education franchises occupied a distinct position between local delivery and global intellectual property.
A franchise model could combine a proven curriculum, teaching standards, educator training, brand recognition, quality control, digital systems and business support while adapting delivery to national and cultural conditions.
The Forum examined how education franchises could help scale innovation more quickly than individual institutions working alone.
At the same time, speakers warned that expansion without quality control could damage both learning outcomes and brand credibility. Successful franchising therefore required strong teacher certification, standardised materials, regular monitoring, local adaptation and transparent assessment.
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Artificial Intelligence Became the Central Strategic Question
Artificial intelligence dominated much of the Forum’s agenda. The debate was no longer about whether AI would enter education. It had already entered classrooms, universities, workplaces, tutoring services and educational administration.
The real questions concerned quality, ethics, regulation, human agency and the future role of the teacher.
AI could support personalised learning, generate exercises, translate content, provide immediate feedback, identify knowledge gaps and reduce administrative workloads. It could help educators create differentiated materials for learners with different abilities and learning speeds.
The AI-in-education market itself was estimated at approximately US$8.3 billion in 2025, with projections of rapid growth over the following years.
UNESCO has similarly stressed that AI could help address major educational challenges, but that technological development had been advancing faster than policy and regulation. Its guidance promoted a human-centred approach based on rights, inclusion, critical thinking and ethical responsibility.
The emerging consensus in Davos was that AI should strengthen teachers rather than replace them.
The most effective model was expected to combine machine-supported personalisation with human mentorship, emotional connection, professional judgement and social interaction.
Personalised Learning Replaced the One-Size-Fits-All Model
Artificial intelligence dominated much of the Forum’s agenda. The debate was no longer about whether AI would enter education. It had already entered classrooms, universities, workplaces, tutoring services and educational administration.
The real questions concerned quality, ethics, regulation, human agency and the future role of the teacher.
AI could support personalised learning, generate exercises, translate content, provide immediate feedback, identify knowledge gaps and reduce administrative workloads. It could help educators create differentiated materials for learners with different abilities and learning speeds.
The AI-in-education market itself was estimated at approximately US$8.3 billion in 2025, with projections of rapid growth over the following years.
UNESCO has similarly stressed that AI could help address major educational challenges, but that technological development had been advancing faster than policy and regulation. Its guidance promoted a human-centred approach based on rights, inclusion, critical thinking and ethical responsibility.
The emerging consensus in Davos was that AI should strengthen teachers rather than replace them.
The most effective model was expected to combine machine-supported personalisation with human mentorship, emotional connection, professional judgement and social interaction.
Personalised Learning Replaced the One-Size-Fits-All Model
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Digital platforms and learning analytics made a different model possible. A learner could receive content adapted to their level, interests, progress and preferred learning method. Teachers could identify students who required additional support and those who were ready for more advanced material.
The Forum’s speakers argued that personalisation should not mean isolation. Students still needed teamwork, dialogue, competition, leadership and shared experiences.
The objective was not to place each learner alone in front of a screen, but to use data intelligently so that human teaching could become more precise.
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Education Shifted from Knowledge Transfer to Capability Development
The Forum highlighted a fundamental transition from knowledge-based education towards competency-based education.
Knowledge remained essential, but access to information was no longer the main problem. Search engines, digital libraries and AI systems could deliver information instantly.
The greater challenge was teaching people how to evaluate information, connect ideas, solve problems, make decisions and use knowledge responsibly.
The most important capabilities discussed in Davos included:
* critical thinking and information verification;
* creativity and innovation;
* entrepreneurship and initiative;
* communication and public speaking;
* teamwork and leadership;
* digital and AI literacy;
* financial and economic literacy;
* emotional intelligence and resilience;
* ethical judgement;
* adaptability and lifelong learning.
This change was closely connected with labour-market transformation. Employers increasingly needed people capable of learning continuously, working with technology and solving unfamiliar problems.
The World Economic Forum found that technological skills were among the fastest-growing areas of demand, but that human capabilities—including cognitive skills, resilience, collaboration and leadership—remained equally important.
The Davos discussions therefore rejected the idea that human and technological skills were opposites.
The future belonged to individuals who could combine both.
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The Forum highlighted a fundamental transition from knowledge-based education towards competency-based education.
Knowledge remained essential, but access to information was no longer the main problem. Search engines, digital libraries and AI systems could deliver information instantly.
The greater challenge was teaching people how to evaluate information, connect ideas, solve problems, make decisions and use knowledge responsibly.
The most important capabilities discussed in Davos included:
* critical thinking and information verification;
* creativity and innovation;
* entrepreneurship and initiative;
* communication and public speaking;
* teamwork and leadership;
* digital and AI literacy;
* financial and economic literacy;
* emotional intelligence and resilience;
* ethical judgement;
* adaptability and lifelong learning.
This change was closely connected with labour-market transformation. Employers increasingly needed people capable of learning continuously, working with technology and solving unfamiliar problems.
The World Economic Forum found that technological skills were among the fastest-growing areas of demand, but that human capabilities—including cognitive skills, resilience, collaboration and leadership—remained equally important.
The Davos discussions therefore rejected the idea that human and technological skills were opposites.
The future belonged to individuals who could combine both.
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Micro-Credentials and Modular Education Expanded
The growth of micro-credentials was another important development examined at the Forum.
Instead of completing only long academic programmes, learners increasingly collected shorter, targeted qualifications demonstrating specific capabilities.
These could include certificates in artificial intelligence, project management, digital marketing, entrepreneurship, cybersecurity, leadership or sustainability.
Micro-credentials were especially attractive to adult learners and employers because they were shorter, more flexible and more closely connected with current workplace requirements.
A 2025 international survey conducted for Coursera reported that 96 % of participating employers believed micro-credentials strengthened a candidate’s application, while 94 % of surveyed students said they accelerated skills development. These figures came from a commercial platform survey rather than a universal labour-market census, but they illustrated the strong momentum behind the model.
The Forum concluded that future education would increasingly be modular.
People would combine degrees, professional certificates, practical experience, online courses and employer-based learning throughout their lives.
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Lifelong Learning Became an Economic Necessity
In the industrial model of education, a person studied during childhood and early adulthood and then used that knowledge throughout a career.
That model was no longer sufficient.
Technological change, longer working lives and repeated career transitions meant that education had to become continuous.
Lifelong learning was therefore discussed not as a cultural ideal but as an economic requirement.
Professionals increasingly needed to reskill, upskill or change specialisation several times. Employers needed learning systems that could update workforce capabilities rapidly. Governments needed adult education policies that reduced unemployment and supported economic transformation.
The Forum argued that one of the largest growth opportunities in the education market would come from adults who were already employed but needed new qualifications.
This included executive education, professional academies, online certification, corporate universities, language training and digital-skills programmes.
In the industrial model of education, a person studied during childhood and early adulthood and then used that knowledge throughout a career.
That model was no longer sufficient.
Technological change, longer working lives and repeated career transitions meant that education had to become continuous.
Lifelong learning was therefore discussed not as a cultural ideal but as an economic requirement.
Professionals increasingly needed to reskill, upskill or change specialisation several times. Employers needed learning systems that could update workforce capabilities rapidly. Governments needed adult education policies that reduced unemployment and supported economic transformation.
The Forum argued that one of the largest growth opportunities in the education market would come from adults who were already employed but needed new qualifications.
This included executive education, professional academies, online certification, corporate universities, language training and digital-skills programmes.
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Project-Based and Entrepreneurial Education Gained Importance
Speakers repeatedly emphasised that learners needed opportunities to apply knowledge through real projects.
Project-based education could combine research, finance, teamwork, communication, technology and problem-solving in a single learning process.
Entrepreneurial education represented one of the strongest examples of this approach.
Students who created startup projects learned how to identify problems, develop solutions, study markets, calculate costs, present ideas and respond to criticism.
These skills remained valuable even when students did not become entrepreneurs. They prepared young people to act with initiative and responsibility in almost any professional environment.
The Forum therefore called for entrepreneurship to be introduced not only at universities but also in primary and secondary education in age-appropriate forms.
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Teacher Development Became More Important, Not Less
Despite the expansion of technology, the Forum strongly affirmed the importance of teachers.
In fact, technological transformation increased the need for highly qualified educators.
Teachers had to understand digital tools, manage diverse classrooms, support emotional wellbeing, evaluate AI-generated content and design more complex learning experiences.
At the same time, the global education system faced a serious teacher shortage. UNESCO estimated that the world would need 44 million additional primary and secondary teachers by 2030 to achieve universal education. Approximately US$120 billion per year would be needed to address the shortage.
Participants argued that the problem could not be solved simply by recruiting more people.
Teaching itself had to become a more attractive, respected and professionally supported career.
This required better salaries, continuous training, manageable workloads, modern tools and clearer professional-development pathways.
Despite the expansion of technology, the Forum strongly affirmed the importance of teachers.
In fact, technological transformation increased the need for highly qualified educators.
Teachers had to understand digital tools, manage diverse classrooms, support emotional wellbeing, evaluate AI-generated content and design more complex learning experiences.
At the same time, the global education system faced a serious teacher shortage. UNESCO estimated that the world would need 44 million additional primary and secondary teachers by 2030 to achieve universal education. Approximately US$120 billion per year would be needed to address the shortage.
Participants argued that the problem could not be solved simply by recruiting more people.
Teaching itself had to become a more attractive, respected and professionally supported career.
This required better salaries, continuous training, manageable workloads, modern tools and clearer professional-development pathways.
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Educational Quality Became More Important Than Access Alone
The expansion of access to education remained essential, but the Forum stressed that attendance did not automatically produce learning.
Millions of children attended school without developing foundational literacy, numeracy or problem-solving skills.
The World Bank defined “learning poverty” as the inability to read and understand a simple text by the age of ten. Earlier global assessments had found that more than half of children in low- and middle-income countries were affected, with considerably higher levels in the poorest economies.
The Forum therefore called for educational systems to measure outcomes rather than inputs alone.
The number of buildings, devices or enrolled students did not necessarily demonstrate quality.
More meaningful indicators included actual learning progress, skills acquisition, learner wellbeing, employment outcomes, entrepreneurship, social mobility and the ability to continue learning independently.
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The Human Dimension Returned to the Centre of Education
The expansion of access to education remained essential, but the Forum stressed that attendance did not automatically produce learning.
Millions of children attended school without developing foundational literacy, numeracy or problem-solving skills.
The World Bank defined “learning poverty” as the inability to read and understand a simple text by the age of ten. Earlier global assessments had found that more than half of children in low- and middle-income countries were affected, with considerably higher levels in the poorest economies.
The Forum therefore called for educational systems to measure outcomes rather than inputs alone.
The number of buildings, devices or enrolled students did not necessarily demonstrate quality.
More meaningful indicators included actual learning progress, skills acquisition, learner wellbeing, employment outcomes, entrepreneurship, social mobility and the ability to continue learning independently.
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Although technology received considerable attention, one of the strongest conclusions of the Forum was that the future of education remained profoundly human.
Students needed not only content but also identity, confidence, belonging, purpose and ethical direction.
The rapid growth of artificial intelligence made human qualities more—not less—important.
Empathy, responsibility, communication, trust, courage, creativity and cultural understanding could not be reduced to technical functions.
Speakers discussed the importance of emotional intelligence, mental health, physical wellbeing, social relationships and values-based leadership.
Education was therefore expected to develop the whole person rather than produce only examination results or employable technical skills.
Globalisation and Local Identity Had to Be Balanced
The participation of delegates from more than 40 countries demonstrated both the global nature of education and the importance of cultural diversity.
Digital platforms allowed programmes, teachers and learners to operate internationally. Educational franchises could transfer methodologies across borders. Universities could create global classrooms.
At the same time, educational content had to respect language, history, culture, national priorities and local realities.
The Forum rejected both extremes: completely isolated national education and standardised global education without cultural context.
The future model was described as globally connected but locally meaningful.
Students needed international competence while remaining grounded in their communities and identities.
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The New Education Ecosystem
The Global Education Forum 2026 concluded that no single institution could transform education alone.
Governments controlled regulation and public funding. Schools and universities provided institutional continuity. Companies understood labour-market needs. Technology developers created new tools. Investors financed expansion. Franchise systems scaled proven models. Teachers translated innovation into practice. Families shaped expectations and values.
The future therefore depended on collaboration across sectors.
Public–private partnerships, university–industry cooperation, international networks and shared research platforms were expected to become more influential.
Education was moving from a system of separate institutions towards an ecosystem of interconnected providers.
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Davos 2026: From Discussion to Transformation
The Global Education Forum in Davos demonstrated that education was no longer a secondary social topic. It stood at the centre of debates about economic growth, artificial intelligence, employment, national competitiveness and human development.
The market was already worth several trillion dollars, but its true importance could not be measured only in financial terms.
Education determined whether societies could create qualified workers, ethical leaders, successful entrepreneurs, informed citizens and resilient communities.
The Forum’s central message was clear: the world did not simply need more education in its traditional form. It needed better, more flexible, more personalised, more practical and more human education.
Artificial intelligence would transform teaching and learning, but it could not define the purpose of education.
Technology could accelerate access to knowledge, but people still had to decide what knowledge was valuable, how it should be used and what kind of future it should create.
The Global Education Forum 2026 brought together those responsible for answering these questions. By connecting schools, universities, innovators, entrepreneurs, franchises and policymakers from more than 40 countries, it helped establish a common international agenda for the next stage of educational development.
The future of education would not be built by one government, one university or one technology company.
It would be built through global cooperation—and through the shared recognition that the development of human potential remained the most important investment any society could make.
The Global Education Forum in Davos demonstrated that education was no longer a secondary social topic. It stood at the centre of debates about economic growth, artificial intelligence, employment, national competitiveness and human development.
The market was already worth several trillion dollars, but its true importance could not be measured only in financial terms.
Education determined whether societies could create qualified workers, ethical leaders, successful entrepreneurs, informed citizens and resilient communities.
The Forum’s central message was clear: the world did not simply need more education in its traditional form. It needed better, more flexible, more personalised, more practical and more human education.
Artificial intelligence would transform teaching and learning, but it could not define the purpose of education.
Technology could accelerate access to knowledge, but people still had to decide what knowledge was valuable, how it should be used and what kind of future it should create.
The Global Education Forum 2026 brought together those responsible for answering these questions. By connecting schools, universities, innovators, entrepreneurs, franchises and policymakers from more than 40 countries, it helped establish a common international agenda for the next stage of educational development.
The future of education would not be built by one government, one university or one technology company.
It would be built through global cooperation—and through the shared recognition that the development of human potential remained the most important investment any society could make.
Market Segments:
- EdTech (Educational Technology) — valued at over $214 billion by 2026, growing at a CAGR of 14–17%. ResearchNester
- Smart Classrooms and Digital Tools — projected to reach $688 billion by 2034, up from ~$180 billion in 2025. Fortune Business Insights
- Higher Education — valued at $728 billion in 2023, with sustained growth forecasted through 2033. Spherical Insights
- Online Learning — expanding from $325.7 billion in 2024 to potentially $800 billion by 2033. Lectera
Technology continues to drive education across all sectors — from early learning and K-12 to universities, corporate training, and lifelong learning.
Technologies Reshaping Education
Recent years have brought an explosion of innovation in learning technologies, including:
- Artificial Intelligence (AI) — personalized learning paths, smart grading, and AI tutors
- Data Analytics — real-time tracking of learning outcomes and performance
- Extended Reality (XR, AR/VR) — immersive labs, virtual field trips, simulation-based learning
- Mobile learning & LMS platforms — making education accessible anytime, anywhere
- IndustryResearch.biz
These tools are not only changing how we learn — they are redefining how we collaborate, assess, and scale education globally.
"We’re building a platform where real solutions for global education systems are born," Prof. Andrew Azarov, Founder of the Global Education Forum.
https://education.forum-expo.org/
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