The year 2026 is regarded as a year of transformation in education. Both in Azerbaijan and globally, a stage is being entered where fundamental changes affecting the essence of education continue, and new approaches and trends are forming. This process is not limited to the renewal of curricula; technology, skill development, financing mechanisms, and educational strategies also acquire new content.
In this regard, it is interesting to know what the main priority areas in education will be in 2026. How will digital technologies affect the quality of education? By what mechanisms will students be prepared for future professional skills?
Pərvanə Məmmədova, Deputy Chair of the Public Council under the Ministry of Science and Education, stated in a declaration to AzEdu.az regarding the topic that 2026 is no longer a period where the concept of “reform” is used in a technical sense in education:
“This year is characterized more by a rethinking of the essence of education. Rapid technological changes occurring globally, the widespread adoption of artificial intelligence, the transformation of the labor market, and social challenges demand that education be shaped not merely as a knowledge-transferring system, but as a complex ecosystem preparing individuals for the future. This process does not bypass Azerbaijan. On the contrary, alignment with global trends and purposeful use of international experience are becoming one of the main directions of education policy in 2026.
In 2026, the main question in education will no longer be “how many topics have we covered?” but “what can the student do with this knowledge?” Recommendations from UNESCO, OECD, and the World Economic Forum indicate that the education of the future must be built on a balance of knowledge and skills. In this regard, priority areas include the formation of a skill-oriented curriculum, the development of critical thinking, problem-solving, communication, and adaptation skills, pedagogically justified use of technology, ensuring an inclusive and safe educational environment, as well as establishing a real connection between school and university education and the labor market. UNESCO's “Education 2030” framework and Sustainable Development Goal 4 explicitly emphasize that quality education means not just academic results, but an individual prepared for life”.
In 2026, digital technologies will become an integral part of education:
“However, the main issue is not their existence, but how and for what purpose they are used. The differing learning paces of students in the same classroom present teachers with a difficult choice in the traditional lesson model. Digital tools, however, enable personalized learning: it becomes possible to provide additional explanations and exercises for one student, and more complex tasks for another. OECD studies show that in schools where blended learning models, combining traditional and online education, are applied, student motivation and attendance increase. Alongside this, international documents warn that if risks such as digital inequality, distraction, and data security are not considered, technology can both enhance and diminish the quality of education.
One of the main risks for young people in 2026 is being “educated but unprepared.” That is, the existence of a formal diploma does not automatically guarantee the presence of real skills. According to the recommendations of the OECD and the European Union, to bridge this gap, project-based learning, internship and practical training programs, micro-qualifications, and portfolio-based assessment mechanisms should be expanded. When a student is assessed not only by exam results but also through projects where they work on solving real problems, their integration into the labor market becomes easier. This approach has already become standard practice in many European countries”.
Artificial intelligence will be one of the most discussed topics in education in 2026:
“The main issue here is not the technology itself, but the approach to it. Teachers can use artificial intelligence for lesson planning, preparing tasks for different levels, and improving feedback mechanisms. Students, in turn, gain additional opportunities to understand topics more deeply and practice. However, UNESCO's recommendations on generative artificial intelligence emphasize that without an ethical framework, artificial intelligence can pose serious risks in education. Academic integrity, copyrights, protection of personal data, and age-appropriate usage rules are among the main agenda topics for 2026.
In this regard, the adoption of the Artificial Intelligence Strategy in Azerbaijan, covering the years 2025–2028, indicates that artificial intelligence is approached not merely as a technological innovation, but from the perspective of human capital development and the formation of a culture of responsible use.
No technology replaces the teacher. On the contrary, the teacher is the main driver of educational transformation. According to OECD's Teaching Framework documents, effective teacher development should be a continuous, practical, and collaborative process. Short modular trainings, mentorship, in-school methodological communities, and peer-to-peer learning mechanisms are of particular importance in this regard. In 2026, teachers are expected not only to teach but also to design the learning process and responsibly integrate digital and artificial intelligence tools.
Innovation in education should not be accidental. International experience shows that the most successful approach is based on the principle of implementing pilot projects, evaluating them, and scaling up successful results. Small innovation grants for schools, the promotion of local EdTech initiatives, and public–private–academia partnerships play a significant role in this process. UNESCO and the European Commission also emphasize that innovation requires not only financial but also regulatory and methodological support.
In 2026, adaptation to international educational standards is inevitable. However, the main issue is not to mechanically transfer these standards, but to adapt them to local realities. While the recommendations of UNESCO, OECD, and other international organizations play a guiding role for countries, if these principles are applied without considering language, culture, and social needs, they may take on a formal character instead of creating real change.
Consequently, 2026 will be a year not only of technology, artificial intelligence, and international standards in education, but also a year of a human-centered approach. If the education system can cultivate young people as individuals who can think, learn, and adapt in a changing world, then this transformation will be considered to have achieved its goal".
