Rethinking education: Why teachers still matter most

Today is World Teachers’ Day, a moment to pause and celebrate the people who shape our future. For those of us in education, every day should be World Teachers’ Day.

Teachers are the quiet architects of progress, they ignite curiosity, nurture resilience and prepare the next generation to solve problems we can’t yet imagine.

For decades, this day has been a call across the world for decent working conditions, continuous professional development and a real voice for teachers in shaping education policy. It recognises teachers as professionals whose expertise is essential to the success of education systems.

But, in 2025, what does it really mean to value teachers amid technological transformation, global uncertainty and the urgent need for equity? Today, these principles are more pressing than ever. In Kenya, the Teachers Service Commission reports a shortfall of 98,000 teachers, with junior secondary schools under the greatest strain.

Globally, the world will need 44 million more teachers by 2030 to meet UN education targets. One-third of that gap is in Africa. The issue is often most pronounced in rural areas. This challenge is not merely about numbers. We need to ensure every teacher, whether in Nairobi, Garissa, or Kisumu, has the tools, training and trust to help every child thrive.

Evidence shows quality of teaching is the single most important school factor in student achievement. When it comes to big steps forward such as the Competency-Based Education, it is teachers who turn policy into practice. They adapt to different contexts on the go. They respond to learners’ individual needs.

Technology can help. When designed with teachers in mind, technology can reduce burdens such as feedback, marking and lesson planning. In our experience at Cambridge University Press & Assessment, these are among the top priorities for schools in reducing teacher workload. If we get this right, we free up more time for teachers to focus on their most impactful activities: inspiring and guiding learners.

Technology also forges new paths for innovation in teaching and learning. It can identify gaps in students’ knowledge and suggest personalised, targeted interventions. Technology creates new possibilities for professional growth too. It can provide platforms for teachers to reflect on their practice and collaborate with peers. It offers access to local, national and international expertise. We’ve seen this through programmes like a hybrid training solution in Rwanda that strengthened primary teachers’ understanding of play-based learning. Technology enabled us to adapt to educators’ evolving needs in ways traditional approaches could not.

Initiatives like the Digital Literacy Programme (DLP) provide valuable opportunities to bring many of these possibilities to life and put technology to work for teachers across Kenya. The programme has been central in the Government of Kenya’s ambitions of transforming the country into a regional digital economy hub. Teachers are at the nucleus of the DLP and have been pivotal in its development and successes over the last decade.

At the same time, we must be clear about the risks ahead if technology is implemented without teachers. Using technology as a substitute for educators could create a two-tier system: one where students learn from skilled teachers using technology to enhance learning, and another where learners rely on digital platforms with little human guidance. There are growing concerns about children trusting AI as an empathetic confidant too. Cambridge research shows children may disclose more to a friendly-looking robot than to an adult, but that chatbots also have an “empathy gap” that can put wellbeing at risk. To nurture thoughtful, empathetic citizens, we need to ensure they learn from real people.

So how do we renew our commitment to teachers in this digital age? It starts with listening to them and giving them a real say in how technology is used in their classrooms. It continues with providing accessible training on how to make the most of new tools – from admin to personalised learning. It includes using technology to connect teachers to one another and to research. This will ensure innovation serves teachers rather than sidelines them.

Above all, we must recognise teachers as role models, mentors and agents of change. This goes beyond how we integrate technology to support them. If we give teachers the creative freedom and support they deserve across their roles, we will see the profession become more rewarding and even more impactful. In turn, this will help attract and retain the best talent for our schools.

On this World Teachers’ Day, let’s look forward. Every child deserves to learn from an empowered, connected and inspired teacher. If we put educators at the heart of our education systems and use technology to support not supplant them, we will equip learners to achieve their potential.