Education became one of my primary concerns the moment my own children went to school. Observing their experience, I couldn’t help noticing the drastic difference between their attitudes towards schooling. Two of my children who studied at one exemplary school really enjoyed going there, everyday excited to live a fulfilling life of new impressions and knowledge. To this day, I am pretty positive they actually got sufficiently educated and beyond there. However, my other child who went to different private schools seemed to have been completely hating studying. Obviously, all children are of different personality types and possess different personal traits which shouldn’t be overlooked. Still, this personal experience as a parent allowed me to immerse myself in school life and compare educational processes which brought me to conclusion that at least 50% of such a satisfaction (or, as a matter of fact, dissatisfaction) depends on the school and the ways of teaching that are taken in action there. To support that, 85% of teachers who use creative learning and technology see their students more engaged in problem-solving, according to Gallup

From 2008 to 2018, I was closely involved in the digitalization of the school system. My team conducted a lot of research and analysis of educational processes in different countries over the world. Over these 10 years, not only did I study all these retrieved observations, but I also actively participated in implementation of digital solutions into various steps of learning and education. Being a parent myself helped me to observe behaviors of students, teachers and other parents first-hand and provided an excellent opportunity to check if the third-party research we relied on was of any relevance. As a manager of digital solutions I was a recipient as well. While I led the conduction of various researches, analyzed interview materials and results of MVP testings, I could verify if the conclusions applied by seeing changes in the schools where my children studied and where I presented merely as another parent. There were many defeats and failures, tons of hypotheses rejected and disproven, just like vice versa. In the end, we managed to pinpoint baseline problems present in most educational processes. While each country, just like each kid, has its own particular struggles, there still are similar patterns everywhere:

1. Rigid nature of responsible parties and an inevitable lack of executing resources. On one hand, unification of methodology is not providing us the results we would like to see. An obvious misfortune since all children are completely unique, even if they are of the same age. On the other hand, one single person is virtually incapable of teaching the same material in 3 or 4 different ways simultaneously. There are some outstanding teachers who manage to include variety and engage into individual approaches, but even in such cases the capacity is limited.
2. Outdated methods of distributing information. Let’s face it. On any given day, 80% of schoolchildren will be bored, annoyed and averted by the classical means of conveying information. This rejection is due to a very evident contradiction: the conditions for receiving information outside of school are much more entertaining and practical. Imagine, I can learn how to build a house using Minecraft while observing the effects of the laws of physics and the consequences of my mistakes in real time. Why on Earth would I choose to study the law of the lever using a paper textbook or a PDF (which is basically the same)? It’s limiting both my understanding and learning. However, this is exactly what the physics lessons at school usually suggest.
3. Authority and reputation battles. In order to introduce innovative ways of teaching, one must be a renowned professional in the field or the institution they’re aiming at or at least possess many, sometimes too many, years of experience. Young motivated teachers are often declined opportunities to introduce new untested or experimental solutions. While extensively experienced teachers often struggle with shifting and reassembling methodologies they devoted so many years of their lives to.
4. Resistance to digitalization due to its association with degradation. In this globally conservative domain, any introduction of technology is mostly perceived as a tool of simplification and dumbing down for a kid, and definitely not a step in evolution which it really could be.
5. Dramatic ignorance among teachers and demonization of technology. Not every teacher is familiar with the latest advancements in tech. It’s fair to say most of them aren’t. You may find a lot of bloopers about it on the web. Hence, many indulge the infamous logic of “If I don’t understand it, the easiest resolution for me is to just ban or veto it”. One example of such profane fear of technology is forbidding the usage of phones or laptops in class or even school building at all. Unfortunately, this is a rather wide spread strategy among institutions and individual educators.
6. Omniscience of the parent. All over the world, in every country and every family, every parent believes that they know best how to teach their child. A lot of the time, they engage into thinking they are the only ones who know the proper way. Hence, more obstacles to introducing new EdTech.

In my personal perspective as a father and my professional perspective as an executive who dedicated more than 30 years to developing technological projects, the path to enhancing education, regardless of the circumstances, lies in the realm of digitalization. While acknowledging the complexities that contribute to inefficiencies, it's essential to recognize that introducing software alone won't remedy the entire system. However, it serves as a critical catalyst for change. To embark on this transformative journey, we must delineate clear goals. Two fundamental steps stand out as imperative:

1. Understanding the Child: Delving into the intricacies of a child's personality, interests, and preferences.
2. Unlocking Engagement: Once armed with insights from the first step, leverage those interests as entry points to captivate and inspire the child. The key lies in introducing concepts and knowledge from less interesting areas by initially capturing their attention with a particular topic or instrument.

However, executing such a multifaceted objective, even on a city-wide scale with a significant annual birth rate, demands an impractical number of teachers. A city with 100,000 newborns each year would require at least 150,000 qualified educational professionals—teachers who aren't just subject specialists but also adept psychologists, methodologists, and physicians. In our modern context, achieving this level of personnel is a monumental challenge. This is where the call for a digital solution becomes paramount—a fusion of computers and artificial intelligence. Such a solution would analyze vast datasets, discern personalized patterns in each child's learning journey, and devise unique teaching strategies. It could generate and tailor learning materials, refine the presentation of knowledge, monitor acquisition rates, and make real-time adjustments to optimize educational resources. In essence, it becomes an indispensable ally in revolutionizing the educational landscape.

The origins of what we now recognize as a traditional classroom setting trace back to the mid-18th century—a time when children sat at desks, received textbooks, and engaged with a teacher imparting knowledge. Over time, slight modifications were introduced, such as the advent of slate chalkboards. This educational concept has endured remarkably unchanged, with specific individuals confined to designated classes, desks, and teachers. While its roots can be linked to Socratic dialogues and proto-universities, several innovations, including the limitation of lessons to 45 minutes based on children's physiological studies, have shaped what we consider the norm today.

However, as times evolve, the educational paradigm remains surprisingly resistant to change. The system, inherently conservative, persists in employing 15th-century technology—the printed textbook—even as we tread further into the 21st century. The question arises: Should we continue teaching modern children with outdated methods? The advent of the PDF, once considered a modern technology, is now insufficient for the dynamic needs of today's learners. Textbooks, in their traditional form, lack interactivity. Why confine students, parents, and teachers to a system that merely presents textbooks in PDF format? The electronic textbook, often perceived as a mere scan of its printed counterpart, falls short of being a genuine digital product. Beyond the limited search functionality, PDFs lack the real possibilities inherent in what should genuinely be termed "digital education".

Yes, the journey to develop a truly high-quality product that would utilize the full potential of technological advancements spans 1.5 to 2 years, demanding preparation and commitment. Fortunately, an active market ensures a relatively short payback period of a couple of years. The key factors that predetermine success in this field are

1. Meeting Demand: Addressing the specific needs and demands of our audience.
2. Cost Calculation: Strategically determining the cost of acquiring a user, assessing their potential value as a client, and meticulously managing expenses.

One of the theoretical concepts that can back you up and support development of a sustainable digital product for learning is the STEM (Science, Technology, Engineering, Mathematics). I would definitely consider it a responsible approach if the startup you’re looking into as an investor is well informed on how to properly integrate this balance. Aligning with STEM standards can also help in providing comprehensive coverage for individual student needs, thus bringing us closer to achieving the ultimate goal of digitizing whatsoever. And that is to eliminate educational gaps by building digital bridges, making virtual programs cost-effective and accessible to a broader demographic bringing quality personalized education to more students around the world both in terms of physical and informational access. For example, some learners that don't show great academic results in terms of notes simply may not benefit greatly from a standardized approach to instruction where one teacher provides instruction that is considered suitable for students in the middle or upper range of achievement, and 59% of middle school students believe that digital educational tools have improved their grades and test scores, according to Project Tomorrow

As a venture investor deeply committed to the transformative power of digital education, I'm thrilled to share my vision for the 21st-century textbook and the exciting startups that embody these ideals. Having personally invested in projects that champion innovative learning experiences, I'm eager to offer insights and recommendations for those seeking to join this educational revolution.

The textbook of the future is not a static text object but a dynamic, adaptive, and flexible learning tool. It adjusts to each student's interaction, providing personalized recommendations for teachers and parents.
Key Features of a truly digitized learning material:

Interactive. Encourages active participation and engagement. Adapted. Tailored to individual learning styles and preferences. Flexible and Dynamic. Modifiable in real-time for each student. Educational and Methodological Track. Supports individual student progress. Equal Access to Tools. Provides equal opportunities to students worldwide.

A modern educational product must embody certain advantages to meet the demands of contemporary learners. These include:

Free Approach. Encouraging an endless number of experiments. Visualization of Reality. Moving beyond simulation to provide a realistic visual experience. Model Accuracy and Modification. Allowing for precision and parameter modification. Mobility and Portability. Adaptable to various devices for seamless learning experiences.

This paradigm shift, coupled with artificial intelligence, ensures a tailored learning journey for each student. Globally, a textbook is still perceived as a text object. But at the same time, a modern textbook must dynamically adapt to the child based on his interaction with the material. Recommendations can also be made for teachers and parents based on this. This way you can find an individual approach to the child, develop interest, without trying to teach different people the same way. Due to a number of factors, a teacher may not have enough strength to find an approach to literally everyone; an algorithm can increase the level of this individualization. It is impossible to give every school and every class an ideal teacher. With such tools we can bring closer the equal distribution of individual development trajectories. This can be done automatically and personalized manually.

A good educational startup recognizes that children learn best through play. This approach leverages digital tools to empower them as creators, enhancing efficiency and addressing diverse learning styles. This innovative strategy goes beyond traditional methods, accelerating the learning process and sustaining interest in the profession.

Unlike their printed counterparts, these innovative textbooks can be updated swiftly and affordably, aligning with the latest developments in science. This adaptability ensures that students are equipped with the most relevant and up-to-date knowledge, offering unparalleled career guidance opportunities.
My journey as a venture investor in digital education startups and educational technology has reaffirmed the importance of embracing interactivity, adaptability, and a commitment to fostering a love for learning. For those considering investment opportunities, I encourage you to join this transformative movement and invest in the future of education—one that is not only accessible but also tailored to the unique needs of every learner.

There are many ways an idea of a digital educational material can be executed. One that I am particularly inspired by at the moment both as an investing partner and specialist in technological development, is the concept of such online learning platforms as virtual laboratories. There is an ambitious project of this kind that I support, and I would like to tell you a little bit more about how it works to illustrate previously mentioned ideas of digital ed product that would not be simply a transfer of traditional guide to the screen, but would use the true potential of IT. With approximately 1,300,000 users and profitability achieved, the platform caters to both individual consumers (B2C) and organizations (B2B). Schools, tutors, and pedagogical institutions seeking an organized educational system find value in our comprehensive suite of materials and tools.

The very essence of a virtual laboratory is to bridge the gap between theory and practice. To make modern digital literacy bring academic performance up. While there are comparable solutions in the market, their approach involves step-by-step labs akin to an arcade game. These structured processes follow predetermined scenarios, limiting experimentation and research, offering little room for creativity. Mere screen modeling could probably be entertaining somewhere around 1995, but today it is hardly fulfilling the potential of what could be done by means of technological advancement. The truly promising digital direction, however, embraces interactive learning, aiming to engage students in a more immersive way.

Consider a child learning Ohm's law in middle school. While the theoretical concept may be clear in the textbook, its abstraction often leaves students disinterested. To address this, the developers took a different path, simulating the real world. Picture a sandbox – a space where a child can freely construct, be it a castle or a grotto. Similarly, the platform provides a digital constructor allowing students to recreate the real world on their computer screens, fostering creativity without requiring sophisticated equipment.
This construction set encompasses various laboratories categorized by topics such as Mechanics, Electrodynamics, Optics, Faraday, Inorganic Chemistry, Drawing, Interactive Physics, and Introduction To Environment for primary schoolers is in the final stages of development at the moment. These spaces, chosen in collaboration with analytical partners, are software-based, featuring notebooks for laboratory work with tasks and questions.

Take Electrodynamics, for instance. In this virtual space, individuals can create electrical circuits freely, even designing a transmitter and receiver. The possibilities are bound only by the imagination of the child or their teachers. This platform provides a unique opportunity for hands-on exploration, where students can conduct experiments without the constraints of physical resources or the need for their physical organization at school. You can try what you study at school yourself, and you can also do as many laboratory experiments as you want, this will not be affected by the availability of resources, the possibility of their physical organization at school. A child can work in this laboratory constantly, gradually studying this subject and combining theory with practice: reading about something in a textbook, you can immediately reproduce it on the screen, repeat the experiment and see, create it yourself. There are pre-prepared experimental designs, but you can also come up with your own imagination.

Utilizing cloud technology, the platform is accessible on any household computer. Additionally, there is a project link feature, allowing users to share their creations easily. This link can be incorporated into textbooks, homework, or shared personally, providing a ready-made scene for further exploration. The main thing is that the child can open it, and he will already have a ready-made scene in which he can play, add something, change it, send it to the teacher using his link so that he can check what he has done. The saved scene may also have an error that needs to be found, or there may be several objects missing that need to be supplemented, or there are more of them than necessary - there are a lot of options. There are scenes with preset tasks, these are what we call notebooks. But notebooks are different in that they have two new features. The first is auto-check. Although few people will be surprised by auto-check these days. And the other is randomized, random values, that is, all children can receive the same task, but with different parameters, so the answers will be unique and cannot be copied - you will need to make your own calculations. And even if they copy from each other, they will still have to study the formula by which this calculation is carried out, that is, some important knowledge will remain in any case.

Moving beyond traditional subjects, different areas were expanded, more on the entertaining side. One of those is Logitarium, a game designed for primary and secondary classes, fostering mechanical imagination and explaining various physical processes. It allows students to create machines, test their capabilities, and solve problems using blocks, engines, and various objects. This is an idea that already existed in entertainment games, which we adapted for education. Because these are the two spheres that can feed from each other, borrow and develop together.

Furthermore, as a passionate investor in robotics I could not ignore how these virtual labs delve into the realm of robot competition, offering a platform for creating, connecting, programming, and testing robots virtually. Here you can create a robot, connect it, program it, and place it on a stage so that it acts and performs tasks by interacting with that scene. Here you can already include the moment of competition: which robot will hit the target or move the object faster with the help of a robotic arm. In the game, you can customize a lot for the robot: recognition of certain objects, sounds, voices - all this will affect the accuracy of the path. At the same time, the robots are designed virtually in such a way that if a person has a real, non-virtual robot, he can simply transfer the program that he debugged in our software with the same sensors to the board of the physical robot, and it will also drive, because everything is completely simulated here sensors that exist and are necessary for configuration. That is, it can be used to simulate the actions of programs. This not only serves as an engaging educational tool but also provides a pathway for the development of a new generation of engineers.

A common query regarding many digital solutions is why technological advancements, and the virtual laboratories in particular, are necessary, when physical labs exist. There are several compelling reasons to counter such an objection:

Real-life lab rooms have specific opening hours, requiring supervision, limiting accessibility. Lab rooms are not available all the time, they have specific opening hours, a supervisor must be present, and the child cannot come there at any convenient time.

Affordability issues may prevent all families from acquiring home lab sets that are oftentimes seen as an alternative, creating inequality. Yes, in general you can buy such sets for your home, it may not be so expensive. But in reality, not all families can afford this, and there is a gap in wealth and opportunity. This is how we eliminate inequality. If the program is purchased at the level of the state, city or educational institution, this generally provides access to all participants free of charge.

Virtual labs provide unlimited access, allowing students to explore experiments that would be impossible within a physical setting. All these materials can be obtained in unlimited quantities, reproduced as many times as you like and at any time. A child cannot be at school for 24 hours. This also allows him to get more interesting homework assignments that require access to equipment that would normally be at school and not accessible from home when the assignment needs to be completed.

Distance education gains relevance, especially during situations like epidemics, ensuring consistent and quality learning. The epidemic has shown that there are situations when distance education opportunities become even more relevant, and its capabilities need to be expanded so that education at home does not lose quality and does not have to give up unique knowledge.

Disparities in school equipment are addressed as digital tools offer equal opportunities and results. Also, the equipment in the schools themselves may differ, something may be newer or older, worn, something may be missing, there is also a difference in the provision of regions, when some can afford higher quality and new equipment in more in large quantities, while others do not. The digital tool gives all children, regardless of these factors, equal opportunities and equal quality and equal results, access to advanced accuracy.

Time efficiency is enhanced, allowing experiments that would take a long time in reality to be expedited. The ability to speed up time and carry out experiments that in reality would take a very long time, this saves teaching time.

Eliminating competition for limited materials, students can work at their own pace. No need to wait or work in turns.

Virtual labs enable experiments not feasible in a traditional school setting, offering a broader scope of exploration, such as in atomic physics or with substances that don't exist in nature. With the help of virtual laboratories, you can conduct experiments that are in principle not available at school, for example in atomic physics, or involving substances with parameters that do not exist in nature - so that the child can explore the possibilities of the physical world.

It's safe. No risk of burnt rooms or hurt hands, which vastly expands opportunities for such subjects as chemistry.

In my years as a CEO and venture investor, I've learned a crucial lesson: not every transformative idea guarantees success. In this case, I want to shed light on a project that, despite a promising concept, did not make the cut for investment. The venture in question was an educational service for preschoolers.
The initial premise was strong—a platform for preschool education, offering quizzes to prepare children for school. The idea was to expand this successful product to new markets, leveraging the expertise of renowned teachers and adapting it for international audiences. The countries in consideration were Italy, the United Arab Emirates (UAE), and Switzerland.

However, a meticulous analysis by the product manager unearthed significant issues. Technical and methodological challenges, coupled with suboptimal metrics, painted a less rosy picture than initially presented. Let’s take a quick look over the identified issues.

Technical Challenges:

1. The current solution focused on content storage and verification, lacking the ability to gamify or address UX issues without a complete rewrite.
2. The exclusive web presence posed limitations, especially considering the dearth of web applications for preschoolers.
3. Lack of mobile adaptation disregarded the needs of children under 7, who shouldn't be confined to a computer screen.

Methodological Hurdles:

1. Inconsistency with pan-European grades revealed a lack of alignment with international standards.
2. The absence of a system for matching levels hindered the product's educational efficacy.
3. Quiz tests were not digitized, and the content lacked adaptation to international standards, sometimes veering into outdated or culturally insensitive territory.
4. Furthermore, localization efforts fell short, exposing cultural insensitivities and a failure to grasp the nuances of adaptation. These issues were not isolated incidents but permeated the entire volume of content, underlining the need for consistent quality.
5. The product's reliance on organic traffic raised questions about its broader market appeal, especially when considering potential advertising outreach. Usage metrics painted a bleak picture, with low engagement and retention rates.

Usage Metrics:

1. About 12% of users engaged in exercises, with an average of 1.3 completed—far below market standards.
2. Conversion to retention on day 7 was less than 1%, compared to the market average of 5%.
3. Conversion to payment was unstable and remained below 1%, with random bursts of purchases totaling approximately 2880 payments from 2018 to September 2023.

Initially, the creators overlooked these critical metrics, defining success through revenue and reviews. The main problem was perceived as a lack of investment in marketing. However, investing in promotion could potentially worsen the metrics, as the current values were calculated on a low organic traffic base.
Market analysis, especially in Italy, revealed limited potential within a vertical market, which we assessed by taking the socio-demographic diagram of the country into account.

In total, there are approximately 2,360,000 children in Italy. In any case, we would not be able to reach everyone: not everyone will be interested in this, not everyone will be able to reach us with marketing. Most likely, in the best case scenario, we would reach about 10% of these children, that is, 118-120,000 per year to be brought into the system. With an average market conversion (CR) of 5% and 6,000 paying users per year, the maximum that could be earned would be 300-480,000 euros for such an application only within Italy, without expanding. Such revenue would hardly cover the costs of developing the application, with the participation of a team (Methodologist, Designer, 2 developers, Project/Product Manager and Marketer). That is why it is better to launch such applications on horizontal markets rather than on vertical ones.

In the broader market context, competitors in this niche have engaging characters, dynamic animations, and compelling narratives. Such products, designed for horizontal market segments, boast millions of users worldwide. Many applications also offer you a level assessment test at the beginning, which distributes your current level of knowledge in the application’s grade system, and based on this result, it also suggests further exercises.

Global trends that are necessarily present for competitive digital products for kids and were unfortunately lacking in the discussed product:

1. Gamification/gamification is a market must have
2. Socialization (working in teams)
3. Communication with animated characters (via ready-made algorithms)
4. Using mobile devices. Especially for schoolchildren. The teacher interface can be done on the web, but for the younger students it should always be mobile
5. Tactility (getting feedback from the device itself)
6. Personalization

As can be seen by these features, the market for such applications and games is actually very active and dynamic. It is important to constantly change the content, develop, add, change the methodology, because otherwise the viewer’s focus and interest will instantly disappear. These applications actively compete with each other and also compete with social networks, Youtube and other content platforms. This is a highly competitive market in which it will not be possible to develop with weak development.

All in all, the market is extremely ripe with profit with 80% of the best-selling apps being apps for children and about 72% of best-selling educational apps aimed at preschool-aged kids. The most popular age category across all subjects is preschoolers and toddlers, at about 58% and growing. So, the market is promising, and people are ready to spend money on it - this part of the idea struck on point.

To thrive in this competitive landscape, a unique concept and presentation are imperative. Comparing a couple of proposals and assessing a couple of things that could be done better can often not be enough. It is also important to attract experts who have competencies, including directly in the digital environment, and not just in education. Education is a rather conservative environment in all countries where changes take a long time to be introduced, so a successful teacher may not be the most informed specialist in terms of developing a methodology specifically for a digital product. It makes sense to contact teachers of ultra-modern advanced schools or individual specialists in digital products; now this is already a full-fledged specialization with its own unique specifics, which is not a simple transfer of traditional educational material to the screen as proven by the digital textbook and virtual labs projects that I used as examples of digital solutions for edtech in this article.

All in all, the conclusion was clear: the product needed a comprehensive overhaul. From technical enhancements to methodological restructuring, a shift towards gamification, and a more nuanced localization strategy, multiple aspects required attention. With total recommendations summarizing as followed:

1. Create a style and gamification concept from scratch, use a different technical solution
2. Choose only one topic, for example logic + mathematics
3. Rework content (texts/infographics)
4. Select only one grade
5. Expand the market (English or Spanish speaking)
6. To implement MVP, you can either use a ready-made quiz platform, but remake all the infographics and texts

The project's failure to keep pace with market trends, especially in the competitive realm of children's educational apps, highlighted the need for a unique concept and presentation.
This case serves as a testament to the intricate challenges startups face, emphasizing the importance of technology choices, market research, and ongoing adaptation to stay relevant in the competitive landscape. To transform this venture into a success story, a reimagined approach, from content to technology, is imperative—embracing the demands of the digital age while maintaining a keen eye on educational efficacy.

In conclusion, my perspective on the integration of technology into education is clear: it's time to shed our fears and view technology as an ally, not an adversary. Harnessing its potential and reaching for the benefits of technology can revolutionize the way we understand and cater to each child's unique learning needs, offering personalized learning trajectories and materials.

Investment in teacher and parent training is paramount, with the understanding that technology complements rather than replaces human educators. Maintaining the human touch is crucial, especially in fostering socialization and teamwork skills vital to school education industry, so we shouldn’t forget these aspects and make sure to promote them and incorporate them into our products.

That also speaks to another challenge: engaging teachers in the digital era can be quite a ride, considering their esteemed status and often limited compensation. The key lies in providing them with tools that ease their workload and offer tangible personal benefits, fostering a partnership between educators and technology. If asked, most teachers actually show understanding of the impact technology could entail on evolving the educational processes. Anyhow, despite growing interest in the use of AR, artificial intelligence, and other emerging technology, at the moment less than 10 percent of schools report having these tools in their classrooms. With the right twist, such programs are also in demand among teacher training programs. This is something that makes sense to teach the innovative teachers of the future, who will involve children in educational processes and share their enthusiasm and inspiration.

The global trend toward digital education is undeniable, though regional nuances exist. For example, Cambodia is switching to digital education with 50% of students there now not completing their studies and dropping out. With the help of digital technologies, such figures can be reduced while increasing globally the level of education, involvement of students and availability of knowledge itself, both in quantitative and qualitative senses.

While post-school digital education prevails, there's a pressing need to extend innovative learning opportunities to younger students. Why is this not widely used in schools? When the state takes on the function of educating children in school, this task is delegated to it, and little attention is paid to it. This mechanism has been preserved in many places in the world. The further trajectory of education is more individual, motivated, the value of education is growing. This directly depends on how the system of opportunities for professional fulfillment is organized and its connection with levels of education. Higher education is more often perceived as a direct social lift, in contrast to school, which is part of a compulsory program (if included; for example, in Europe). Digital education projects provide tools that will prepare the student for further admission to more prestigious educational institutions, increase their chances and competitiveness, provide knowledge that will be above the basics and reflect motivation and interest.

Obstacles to widespread adoption in schools include institutional inertia and a lack of attention when the state assumes the responsibility for education. However, I believe in providing tools that prepare students all over the world for applying into educational institutions that could be of significant value and positive impact on their future successes, enhancing their competitiveness and knowledge beyond basic requirements. Generally, the list of universal problems can be continued for many many more symbols becoming even longer when we remind ourselves of unique geopolitical influences special to each country in particular. For example, the main difficulty in Africa is oftentimes not something that could be thought of on the top of one’s head like the lack of educational materials, but actually the much more down-to-earth lack of proper bathrooms in schools caused by poor state or absence of sewerage systems altogether. Africa, with its unique challenges and immense potential, holds a special place in my exploration of digital education. The continent's desire for positive change is evident, despite issues like the lack of proper infrastructure.

My interest in this continent arose after I visited 9 of its countries. It became clear to me that despite the catastrophic poverty and lack of civic stability in many places, this region also has enormous potential. In most African countries, the desire to improve life quality and enhance the world around is outstanding. To me, the most astonishing impression was a visit to Rwanda, where a genocide took place in 1994, and around 1 million people were exterminated. Despite all this horror, the country has united and contemporary Rwanda is rapidly developing. The GDP growth counts 11% per year, even despite the post-Covid consequences and the general global crisis. In addition to the exemplary and truly inspiring economic growth potential of African countries, my heart stands with the absolutely unique nature. Unfortunately, richer countries proceed to use this continent as a global dumpster and waste storage, simply buying this exploitative ability with money, which many African countries are in need of. I sincerely hope that with the installation of numerous successful business projects on the continent African countries will strengthen their economy and will be able to protect their unparalleled ecosystems.

This commitment to Africa's educational landscape will be further explored in the upcoming article, shedding light on the research findings and the transformative power of education in this dynamic continent.