A renewed sense of responsibility: Reflections from three global conferences

By Heather Simpson
Chief Program Officer
Room to Read

In recent months, I had the opportunity to attend three significant global gatherings in our field: the Comparative and International Education Society (CIES) Conference in Chicago, the Yidan Prize Conference hosted this year at Arizona State University, and the Skoll World Forum in Oxford. Each of these convenings brought together diverse, passionate leaders committed to the present and future of education, innovation and global development. They offered rich perspectives, moments of both sobering reality and inspiring optimism, and a collective sense that, while the world is changing rapidly, our mission at Room to Read is more vital than ever. 

CIES 2025: The power of print in a digital world  

At CIES in Chicago, Room to Read had a strong and inspiring presence. Our team contributed to 10 panels across the week, sharing insights on a wide range of topics including literacy development, gender equality, systems change and evidence-based scaling strategies. I had the honor of presenting on a panel titled “Books in a Digital World,” where we explored the enduring impact of hard copy books in fostering deep learning. The conversation struck a chord with many attendees — especially the idea that printed books remain essential, even for children surrounded by screens in their daily lives.

Colleagues shared insights on recent research on Room to Read’s literacy interventions with teachers across countries. For example, in South Africa, we are seeing encouraging progress: teachers are demonstrating stronger classroom practices, and those practices are translating into improved learning outcomes for students. At the same time, teachers’ knowledge of literacy concepts and instructional strategies is growing even more rapidly than their observed changes in classroom behavior. These findings are not unusual. Deepening understanding often precedes visible shifts in practice. What these trends tell us is that knowledge alone isn’t enough. Focused, sustained coaching plays a crucial role in bridging the gap between knowing and doing, helping educators translate new insights into meaningful, day-to-day support for their students. This insight reinforces the need for innovative solutions for teacher coaching.

Teacher coaching was in fact a topic in another panel discussion at the conference, during which our Room to Read team member shared insights on our work exploring the power of AI-driven coaching to help teachers translate knowledge into effective classroom practices. 

Across our panels, Room to Read's evidence base and practical experience were met with great appreciation. Colleagues were eager to learn how our programs continue evolving while staying rooted in strong evidence and informed by local contexts and cross-border insights. 

Yet, despite this intellectual vibrancy, CIES carried a somber undercurrent. Given the sudden reductions to education funding, several long-standing partners were notably absent, and those present were facing significant operational challenges. The uncertainty was a poignant reminder of how fragile progress can be without ongoing global education investment. 

The Yidan Prize Conference: Learning in the age of AI 

In contrast, the Yidan Prize Conference at Arizona State University struck a more curious and future-facing tone. A number of conversations centered on artificial intelligence: its promise, its perils and its implications for education systems around the world. Experts from education, technology and policy created palpable energy wrestling with two key questions: 

Room to Read’s commitment to foundational learning — literacy and life skills — felt more relevant than ever in these discussions. AI may change many things, and the ability to read critically, think independently and navigate ethical questions will only grow in importance. 

As one speaker noted, “AI will not replace teachers, but teachers who understand AI may well shape the future.” 

These discussions prompted me to reflect on Room to Read’s own explorations at the intersection of technology and learning. We are actively experimenting with how AI can enhance the professional development of educators, including training models to provide meaningful, personalized coaching at scale. We’re also exploring ways to leverage AI to streamline our book publishing processes, enabling us to produce high-quality, culturally relevant content with greater speed and efficiency. These innovations are part of our broader commitment to harnessing technology in the service of scaling deeper learning and strengthening education systems. 

Our work ensures that the next generation can meet this future with knowledge, skills, resilience and confidence.