The Global Learning Conference 2026, held at the Kigali Convention Centre, global leaders in education and development highlighted a bold and urgent message: education must be central to addressing climate inequality, environmental degradation and rising global instability. The summit, running from 19–20 February 2026, brought together policymakers, educators, innovators and youth from across the world to explore how learning systems can help solve the most pressing challenges facing humanity.
Professor Subra Suresh, Founder and President of the Global Learning Council, framed the challenge directly. In written remarks shared as part of the conference materials.
“Access to content alone does not directly translate to effective learning, particularly in a world that is being reshaped by systemic changes, such as climate change and biodiversity loss impacting multiple generations.” Said Professor Subra.
Claudette Irere, the Minister of State in the Ministry of Education also emphasized on the critical role of education in addressing global challenges, including climate change. She highlighted the need for education systems to equip learners with the knowledge, skills, and values necessary to respond to environmental crises and build sustainable communities.
“Africa is home to the youngest population in the world, with over 60% under the age of 25. This is not merely a statistic; it is a strategic imperative. It compels us to move beyond expanding access and focus decisively on quality, relevance, and resilience across the entire learning journey. The core question before us is not whether change is needed, but how we co-design practical, scalable, and locally grounded solutions that deliver measurable impact. Education systems must not only respond to change- but they must also anticipate it. May this Global Learning Conference 2026 mark not just a moment of dialogue, but a turning point toward coordinated and lasting impact.”
At the opening sessions, speakers emphasized that climate change is not just an environmental issue but an educational and social justice challenge. Climate inequality where the poorest and most vulnerable communities bear the greatest impacts despite contributing least to global emissions needs a learning response that empowers communities to adapt, innovate and thrive.
The conference agenda stressed that education systems should integrate critical topics like planetary health, sustainability, and resilience, so learners are prepared not only to understand climate risks, but to respond to them effectively.
Organizers of the summit reiterated that the world’s learning systems face a pivotal moment. As Prof. Suresh told participants, education must no longer be just about transmitting knowledge, but about enabling learners to participate meaningfully in a changing world one where climate shocks, inequalities and geopolitical tensions intersect.
Michelle Gyles-McDonnough, Executive Director of United Nations Institute for Training and Research (UNITAR), and Lee Howell, Executive Director of the Villars Institute, joined these discussions, underscoring the need for actionable education policies that align with global efforts to tackle climate risks and social disparities.
For Rwanda, a nation which deeply invested in education as part of its long-term development vision, the conference is a critical platform for both learning and leadership. Positioned in the heart of East Africa, Rwanda faces climate pressures that affect agriculture, water security and livelihoods making climate-responsive education a national priority.
