ETI builds on years of research for development activities, supported by the International Research Development Centre (IDRC), specifically six projects: Digital Learning for Development (DL4D) in Asia, Supporting Teacher Professional Development at Scale (TPD@Scale), Adapting and Scaling Teacher Professional Development in Ghana, Honduras and Uzbekistan, Strengthening School Leadership Towards Improving School Resiliency, School Leaders as Agents of Change Towards Equity and Inclusion, and Developing a Research Agenda for TPD@Scale. Through applied research, these projects laid the intellectual groundwork for ETI while working directly with governments to improve TPD in a range of Global South countries, impacting well over one million teachers so far.

The research agenda of DL4D (2015-2018) focused broadly on digital learning innovations. A common theme that emerged from the funded studies was the pivotal role of the teacher and the need to improve teacher preparedness for technology-supported teaching and learning. From this evolved the idea to form the TPD@Scale Coalition for the Global South, a collaborative effort to contribute to the attainment of Sustainable Development Goal for (SDG 4) by promoting quality, equitable, and sustainable large-scale, ICT-mediated TPD through collaboration, research, and implementation support. The TPD@Scale project that followed DL4D (2018-2021) was designed to formally establish the Coalition led by FIT-ED as Coalition Secretariat and SUMMA as Regional Lead for Latin America and the Caribbean.

ETI marks the next phase of research for development work in TPD@Scale, focusing on adaptations and innovations, at both model-level and system-level, that enable equity, quality, and efficiency in large-scale TPD systems. At the same time, ETI continues the individual and institutional capacity strengthening and influencing work that is critical to uptake and impact in the target countries and in the education and development space generally.

Efficiency, quality, and equity are foundational to effective Teacher Professional Development (TPD) systems, particularly in the Global South, where achieving Sustainable Development Goal 4—quality education for all by 2030—is a priority. To be efficient, TPD programs must optimize resources to deliver meaningful educational outcomes without excessive expenditure, focusing on adapting the scale and modality of delivery to different contexts and needs.

Quality in TPD is determined by the success of programs in enhancing teachers’ skills and knowledge in ways that directly improve classroom teaching. This involves structured, contextually relevant training that supports teachers across various settings, integrating rigorous research to tailor TPD initiatives that reflect local educational goals and realities.

Equity is crucial to ensure that all teachers, regardless of their geographical location, background, or the resources available to them, have access to high-quality professional development. This involves designing TPD programs that are accessible and relevant to diverse teacher populations, including those in remote or underserved areas, ensuring that every teacher has the opportunity to develop professionally and improve their instructional practices.

Together, these three principles—efficiency, quality, and equity—form the backbone of a sustainable TPD system that can adapt to the challenges and dynamics of different educational environments, ensuring that all teachers are equipped to provide the best possible education to their students.

ETI is made possible through a CAD 7,316,400 grant from IDRC to FIT-ED and SUMMA. More than two-thirds of this fund is allocated to research activities. IDRC promotes and funds research and innovation within and alongside developing regions to drive global change.