Isolation to Inclusion
A Team4Tech article by Dr. Jody Britten
Globally it’s estimated that over 90 million teachers serve learners between pre-primary and tertiary education. During this year’s Digital Learning Week at UNESCO , I was thrilled to see so much attention on the need to support those teachers with access to digital tools, support through just-in-time resources and training, and networks of peers facing the same challenges.
Throughout presentations, plenary sessions, and even informal conversations there was great attention to addressing inclusion. At UNESCO, inclusion means ensuring that all learners have equal access to education, resources, digital tools, and the necessary support and conditions for learning. During my presentation at Digital Learning Week 2024 , I emphasized a point that is often overlooked in these conversations: perhaps we need to overcome isolation to build momentum toward full inclusion.
After all, inclusion is not simply about having access to digital tools or technology—it’s about ensuring that teachers are part of a broader, connected ecosystem that can continually fuel quality education on a global scale.
I’ve worked with educators in over half of the world’s countries, and what I know for sure is that access to digital tools doesn’t automatically translate to access to knowledge, support, or a sense of belonging?—?outcomes that fuel progress for inclusion. Teachers often struggle through challenges on their own, without realizing that a network can provide support.
Isolation is not just about being physically remote. Feeling disconnected from ongoing professional learning, mentorship, and peer networks is also isolation. Research shows that teachers who engage in networked communities—whether through formal professional learning networks (PLNs), social platforms, or dedicated communities of practice—are more likely to adopt innovative practices, sustain their professional growth, and develop the confidence needed to create inclusive learning environments. Researchers have identified that teachers who engage in active Professional Learning Networks (PLNs ) experience enhanced access to affective support, a broader range of new ideas, and a stronger sense of professional competence and belonging. These PLNs offer opportunities for teachers to connect with diverse individuals and resources, fostering their holistic growth as educators and supporting their professional development across cognitive, social, affective, and identity aspects.
Interconnectedness helps educators move from learning in isolation to learning in a community, which is essential for building inclusive educational systems.
Beyond just having the infrastructure to connect, inclusion is about having the knowledge, support, and opportunity to participate fully. We must ask the question: If we overcome isolation will we experience a greater sense of urgency to achieve inclusion?
During my session which highlighted our work with the TeacherAI , I discussed how relationships, interactions, and shared experiences within a community truly empower teachers to feel included and capable of making meaningful changes in their classrooms. The session described how emerging tools like generative AI can support efforts towards inclusion.
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This is why many members of the Team4Tech Community find value in being part of a network that connects them to resources and peers who understand their challenges, and spaces where others can offer support, share ideas, and brainstorm possible solutions.
When educators are supported in overcoming isolation they transition from being passive recipients of information to active contributors. Building a sense of agency and belonging may be our greatest strategy to advance true inclusion. As teachers collaborate, share their successes and struggles, and learn together, they start to see themselves as part of something bigger—an interconnected ecosystem where their voices matter.
These shifts from presence to participation—from isolation to connectedness—are where sustained inclusion takes root.
If we’re going to make real progress toward our global goals around inclusion, we need to build systems that offer educators access to continuous professional development, mentorship, and opportunities to engage with others who share their commitment to inclusive education. Research consistently shows that teachers who are part of active learning communities demonstrate improved instructional practices, greater resilience , and a deeper commitment to creating inclusive environments for their students.
Overcoming isolation is essential for sustaining long-term gains and building educational systems that are genuinely inclusive.
By fostering connected, supportive learning networks, we can create environments where every teacher—whether in a structured school or remote village—has the opportunity to learn, grow, and contribute. If we follow the research we can see how interconnectedness ensures that no teacher is left to navigate the complexities of teaching in isolation. Instead, they become part of a global movement that recognizes their value and actively supports their journey toward inclusion.
Our collective goals toward inclusion aim beyond mere access to digital tools. We strive to build a culture of knowledge-sharing, ongoing support, and collective growth to create an inclusive, equitable, and connected education system that reaches every learner, everywhere.
Overcoming isolation to support inclusion is an important step, let’s do what we can to get it right.?