As learning frameworks outlining ambitious global agendas for inclusive education and lifelong learning begin to emerge, and societies become increasingly connected and intertwined, it becomes clear that society has a collective role to play in equipping people to create meaningful futures, through lifelong learning. From the field of evolutionary biology, an “ecosystem” is a community of interdependent organisms acting in conjunction with the natural environment. Over the past decade, the term has proliferated as a metaphor for thinking differently about the future of education, moving beyond a top-down systems approach. The power of this metaphor has given rise to a rich debate and some confusion as to the meaning of the term. We propose a simple typology of ecosystems, to clarify the work and help others navigate this territory:
1 - Knowledge-sharing ecosystems
This type of ecosystem comprises complex and evolving networks of organizations, including think tanks, foundations, government and global agencies and others who consciously connect to facilitate the sharing of new knowledge about education and learning, innovation, funding opportunities and so on. This is largely about building a globally shared knowledge base, developing innovation and enabling better use of resources and opportunities to address common global learning challenges, not only within networks but also between them.2 - Innovation ecosystems
Some cities and regions are involved in designing deliberate conditions that stimulate and accelerate radical innovation - such as new educational designs - through the combination of multiple actors, policies and platforms. These innovation ecosystems tend to contain traditional and new education providers, formal and informal learning opportunities, the involvement of businesses, developers and providers of educational technology and higher education, and are supported by digital technology.3 - Learning ecosystems
Learning ecosystems include various combinations of providers (schools, businesses, community organizations and government agencies) that create new learning opportunities and pathways to success. They are usually based on innovative certification systems or technology platforms that replace or complement the traditional linear system of exams and diplomas. However, they need not be limited to their geographical location in terms of global resources. They can exploit currently available technologies to choreograph global learning resources.
Learning Planet Academy “From best in the world to best for the world” - Giving young people the means to build a peaceful and sustainable future
28 January 2026
