In March 2026 the World Bank published a policy note in its series “Evidence to Policy”: “Ecuador: How Can Education Systems Ensure Online Learning Works When Crisis Hits?”

The policy note is based on “System-, teacher-, and student-level interventions for improving participation in online learning at scale in high schools”, by Asanov, Igor, Anastasiya-Mariya Asanova, Thomas Åstebro, Guido Buenstorf, Bruno Crépon, David McKenzie, Francisco Pablo Flores T., Mona Mensmann, and Mathis Schulte, Proceedings of the National Academy of Sciences 120, no. 30 (2023): e2216686120. This article  was the first major publication from INCHER's Showing Life Opportunities project, a large-scale collaboration project with colleagues from the World Bank, ENSAE, HEC Paris and the University of Cologne. The project provided online STEM and entrepreneurship courses to about 45,000 students in Ecuador, and used a large-scale randomised controlled field experiment to study the effectiveness of the online training.

Find out more about the PNAS article: "System-, Teacher-, and Student-level Interventions for Improving Participation in Online Learning at Scale in High Schools", 

Evidence to Policy by the World Bank is a monthly note series on learning what works, highlights studies that evaluate the impact of programs designed to improve.