Reflections on Participating in the CIES 2025 Conference in Chicago

By John Phiri, World Vision Zambia

From March 22–26, 2025, I traveled from Zambia to Chicago, USA, to participate in the “Harnessing ICTs to Improve Equity in Teacher Professional Learning Systems” workshop at the Comparative and International Education Society (CIES) 2025 conference. The workshop was co-organized by the Empowering Teachers Initiative (ETI) and the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX). Despite the long journey, the experience was deeply rewarding and intellectually enriching.

Zambia’s TPD Approach

During our workshop session, I presented research titled “Scaling Teacher Professional Development Through Digital Innovation in Zambia,” which focused on the Zambian Education School-based Training (ZEST) project utilizing low-cost devices. I shared how contextually appropriate digital innovations can expand access to teacher professional development (TPD), ensuring that even the most remote educators are not left behind.

I encouraged workshop participants to consider adopting similar approaches in their own contexts.

Insights from CIES

Collaborating with fellow ETI researchers from Lebanon, Tanzania, and India to co-design the workshop further deepened my appreciation for context-responsive and practical models of TPD. Scalable innovation, particularly digital tools and platforms, must be aligned with national education priorities and grounded in local realities. I was also reminded that teacher agency extends beyond autonomy; it includes the capacity to act purposefully and reflectively within one’s professional environment.

Across the broader CIES conference, I attended several sessions that strongly resonated with the Zambian context. Many were led by researchers and practitioners from the Global South, making their insights especially relevant. A recurring theme was the critical importance of inclusive stakeholder engagement at all levels to ensure the sustainability of educational reforms.

One area that stood out was the emphasis on participatory monitoring, evaluation, and learning (MEL) approaches such as Outcome Mapping. These methods prioritize stakeholder ownership and adaptability which are essential qualities for dynamic and resilient education systems. I also noted a growing focus on integrating social-emotional learning (SEL) and Learning Through Play, particularly in crisis- and conflict-affected settings. These approaches align well with Universal Design for Learning (UDL) principles, offering inclusive and flexible learning experiences.

While the conference offered rich dialogue on various aspects of education reform, I observed a noticeable gap in conversations around the professional development of the “middle layer”, a group crucial for implementing and sustaining reform. Elevating this tier remains an untapped opportunity for driving long-term systems change.

Looking Back and Looking Ahead: Reflections on Sustainability and Equity

Returning from CIES, I reflected on my earliest engagement with the middle layer during the ZEST project. At the time, I became aware of this tier’s structure, though its full significance only became clear through my work with ETI.

The “middle layer” comprising district officials, such as Standards Officers and Teacher Education Officers, as well as teacher supervisors serves as a vital bridge between national policy and school-level practice. As civil servants, they often remain in post despite political transitions, offering continuity within the education system. Yet their professional development is frequently overlooked, and their roles are too often limited to administrative monitoring and compliance checks.

Empowering this group with pedagogical leadership and coaching skills can greatly enhance teacher motivation, instructional quality, and systemic continuity. Strengthening their capacity also helps improve their relationships with teachers, fostering a more supportive and mentorship-driven environment.

Participating in CIES 2025 reaffirmed the importance of designing for sustainability not just through technology or funding, but through holistic capacity-building across all levels of the education system. It reminded me that equity in education is not only about directly reaching students and teachers, but also about equipping those who support them behind the scenes.

Photo credits: IDRC