Shaping the
Future of Education
Through Dialogue
Working towards a global education system that is more inclusive and better serves collective human flourishing.
DEFI’s vision is to create a more inclusive global education system by building a community that offers a space for open dialogue, research, knowledge creation, reflection and thought leadership on digital education’s role in shaping a sustainable future.
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DEFI has been selected as a finalist in the Transformation Impact category
at the Bett Awards 2025!
We’re thrilled that our sister project, the Yeltic/TIST mobile education app, developed by Yeltic, the Digital Education Futures Initiative (DEFI), Cambridge, and The International Small Group and Tree Planting Program (TIST), has been recognized for its ground-breaking impact in educational technology.
What makes the app transformational?
It redefines learning access for under-served adult learners in rural communities across East Africa and Southern India by:
Bridging the education gap |
Providing quality, accessible education tailored for rural communities in the Global South. |
Offline functionality |
Designed for regions with limited internet access, it works seamlessly offline. |
Multi-language support |
Available in Swahili, English, and Tamil to break down language barriers. |
Localized AI-powered content |
Utilises AI to adjust video narration for local accents and language nuances. |
Low-power optimization |
Operates on low-power devices, ideal for areas with limited electricity. |
Scalable BYOD model |
Uses the widespread access to mobile phones, making it both sustainable and scalable. |
Currently deployed across Kenya, Tanzania, Uganda, and India within TIST’s network of 250,000 farmers, this app is a powerful step towards poverty alleviation and sustainable development. It’s a testament to what’s possible when creative thinking and technology meet a real-world need.
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Discover the nine categories of Future Skills that today’s learners need for tomorrow’s workplace. Plus, free access to the journal article in Irish Educational Studies.
