Pia Rebello Britto, Global Director of Education at UNICEF, on Climate-Driven Disruption of Education and the Global Learning Crisis

In a wide-ranging and thought-provoking conversation, Pia Rebello Britto, Global Director of Education and Adolescent Development at UNICEF, unpacks the sobering reality of education in the face of accelerating climate change and systemic inequality.

Drawing on her extensive global experience and UNICEF’s latest report, "Learning Interrupted: Global snapshot of climate-related school disruptions in 2024", she provides a clear-eyed analysis of the intersecting crises that threaten the educational futures of hundreds of millions of children worldwide.

At the heart of the discussion is an alarming statistic: in 2024 alone, climate-related disruptions affected nearly 250 million children. Across 85 countries, extreme weather—floods, heatwaves, storms, and air pollution—upended school calendars, damaged infrastructure, and derailed learning.

Yet climate is only one part of the broader learning crisis. Britto highlights three distinct yet interconnected challenges: children being denied access to school altogether; those enrolled but receiving substandard education; and those whose education is interrupted by crises.

Each of these systemic failures contributes to the shocking global reality that 7 in 10 ten-year-olds cannot read a simple sentence. 

Despite the scale of the challenge, Britto remains deeply committed to transformative solutions. She calls for immediate investment in climate-smart learning environments—resilient, adaptive infrastructure designed to withstand future shocks. 

Central to these reforms is the recognition that teachers are the keystone of educational quality. Britto makes a compelling case for a global reboot of teacher preparation and professional development, describing it as one of the most efficient and scalable pathways to improving learning outcomes. At the same time, she warns against the seductive appeal of “shiny” EdTech solutions that lack evidence of impact. Effective integration of technology must be grounded in pedagogy, not novelty.

She also highlights two often overlooked groups: girls and children with disabilities. Both face compounded barriers to education, and despite advances in assistive technology, inclusive learning remains vastly under-prioritized. It is here, Britto suggests, that funders and innovators could make some of the most catalytic interventions.

For philanthropists, policymakers, and advocates, Britto offers a clear call to action: do your homework, invest in what works, advocate vocally for education as a fundamental right, and act locally as well as globally. Her vision is pragmatic yet optimistic. Education, she reminds us, is not merely a public service—it is a social contract. It is the most powerful instrument we have to unlock potential, and shape a sustainable future.

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