Written by: Adam Edmett, English and School Education
The British Council has endorsed the Principles for Digital Development – a framework that helps organisations design and deliver technology-enabled programmes that are inclusive, sustainable and evidence-driven. These principles guide our work globally and shape how we adapt our projects to local contexts.
One recent example is our Teaching for Success (TfS) project in Brazil, which delivered tailored, practical professional development for English teachers. The programme supported 502 teachers – 374 of whom graduated from the programme – and indirectly benefited more than 106,000 students across the country. Its success stemmed from a deliberate and thoughtful application of the Digital Development principles.
Understanding the existing ecosystem
From the outset, it was important for the British Council to Understand the existing ecosystem and co-design the programme with teachers. TfS Brazil was designed around the realities of teachers’ access to technology and connectivity. We combined online learning via a Learning Management System (LMS) with low-bandwidth tools such as WhatsApp, ensuring participation even in areas with limited internet stability. Modules were translated into Portuguese, regional cohorts were formed to match local cultural and scheduling needs, and Brazilian e-moderators were engaged to lead delivery – choices that respected the infrastructure and working patterns in the Brazilian education system.
Designing with people
To shape the programme, teachers nationwide used our Self-Assessment Tool (SAT) to share their professional development priorities.Translated into Portuguese, it generated 1,670 responses, which directly informed the course content, pacing and delivery methods. We also assessed English language proficiency and digital access, as well as teacher’s availability for training outside of school hours. Based on this input, teachers could select the most relevant modules, participate in live sessions or self-paced learning and work within supportive regional peer groups. We aim to design with people, not for people. It’s a crucial distinction.
Designing for inclusion
It was also important that we worked together to remove the barriers to participation. This was achieved by translating module landing pages into Portuguese, allowing flexible module selection, providing continuous support via WhatsApp, organising regional cohorts for localised networking and ensuring first-language support from Brazilian e-moderators (i.e. translanguaging). Local e-moderators brought deep knowledge of the Brazilian education system, helping participants adapt the methodology explored through TfS to their own classrooms. This local expertise built the capacity of the programme participants and increased the likelihood that the new approaches would be sustained beyond the programme.
Establishing people-first data practices
The British Council’s corporate approach – underpinned by GDPR compliance and other relevant regulations – ensures that all legal requirements for data handling are met in all of the countries we operate in. Our LMS supplier, eCom based in Scotland, applies their own rigorous security protocols, with the eNetEnterprise LMS consistently delivering high-quality data protection and privacy standards for all users.
Using evidence to improve outcomes
Participant feedback was collected during the course, allowing for real-time refinements to activities and guidance. It’s not enough to understand how teachers have engaged with content after an educational programme has finished. eModerators were shown how to monitor participants’ performance and progress, offering support in their first language and individual contact. The results were clear: 98 per cent of participants said the course met their expectations and had a positive impact on their teaching. The programme achieved a 75 per cent graduation rate, meaning three out of four participants completed all requirements and were awarded a certificate. This is an outlier in terms of industry standards for online and remote learning.
Anticipating and mitigating harms
Regional cohorts and moderated WhatsApp groups created safe, supportive spaces for discussion. Participant data was handled securely, and the presence of local moderators ensured cultural sensitivity in both content and communication.
Final thoughts
Our work in Brazil was a key factor in the British Council receiving Silver at the prestigious UK Learning Technology Awards for Best Learning Technologies Project – Public & Non-Profit Sector. The judges praised the initiative, noting: ‘Impressive data showing results, and it’s clear that the challenges of available technology […] have been addressed.’
Teaching for Success Brazil demonstrated how aligning with the Principles for Digital Development can translate a global framework into meaningful local impact. When technology-enabled teacher development projects follow these principles, they stand a far greater chance of success. More importantly, they help increase teacher agency in their own Continuing Professional Development (CPD) and ensure that the fundamental principle of any development project – to do no harm – is upheld. a development project – to do no harm.
‘The Principles for Digital Development serve as a compass for those working to promote sustainable and inclusive development in today’s complex digital landscape. Using these Principles as a starting point, policymakers, practitioners, and technologists will be better equipped to ensure that all people can benefit from digital initiatives and from the broader digital society.’ Principles for Digital Development