learning outcomes as explored in the 2023 GEM Report. Technology makes it easier to create and share educational resources. But when the content is not available in learners’ languages and not adapted to context, linguistic and cultural barriers emerge that widen inequalities.  

1. Language is an integral part of identity. Learning is enhanced when language identities are recognized. Simply put, students perform better when concepts are explained in terms of their personal context and experience. Although some teachers adapt and create materials for local contexts, this can take time and is not easily achievable with existing digital materials.  
2. Take the Pacific as an example, where nearly 25% of the approximately 6,000 distinct languages in the world are spoken. Papua New Guinea is the most linguistically diverse country in the world, with over 800 indigenous languages spoken. Making education resources available in a context of such diversity, whether digital or not, is an insurmountable challenge.  

The prevalence of English-speaking materials threatens local languages and encourages students to master the global language rather than their own. The use of languages other than those spoken at home reflects how education is dominated by certain groups also through content creation. As early as 2005, online forums in Niue were mostly comprised of posts in English or using some English. In Samoa, where there is only one spoken indigenous language, most online content is in English. 

This leads to calls for open educational resources to be available in local languages. In Kiribati, the Ministry of Education, with support from UNICEF, developed high-quality video lessons and quizzes in English and Gilbertese, the local language. The resources are hosted on the Learning Passport platform and accessible to all. To promote the local language, Samoa also has a rich library of resources in Samoan accessible through the Samoan Digital Library